LESSON 3

PROFESSIONAL COLLABORATION
TO ENRICH TEACHING PRACTICE

Teaching in the four corners of the room is not enough. Teachers should go out and be
able to experience professional collaboration to enrich teaching practice. Collaborating
teachers can transform learning of the students.
What are these professional collaboration? How would these help develop the teaching
practice of a teacher? How a teacher would set professional collaboration?
Specifically, the following are the objectives in this lesson:
1. Determine different professional collaboration that would help the teacher
enrich teaching practice.
2. Reflect on the different professional collaboration for professional growth.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Seek advice concerning strategies that can enrich teaching practice.

TRIGGER THE DESIRE FOR

TEACHING & LEARNING

Write your ideas about the word COLLABORATION.

teamwork GUIDE QUESTION::

In one sentence, how will you now define
the word collaboration?
COLLABORATION Collaboration is the ability of a group
to work together coming up with various
various ideas

cooperation

ideas which will be confronted

open-mindedly and cooperating with
each other to produce an output with the
use of teamwork.

open-mindedness
 OBSERVATION FOR CLARIFICATION

Read the following articles about teacher collaboration.

Teacher Collaboration
Strong collaboration and collaborative cultures develop over time and require commitment
to the process. While the benefits are clear, genuine collaboration is complex.
Patience in the moment and anticipation for the outcome can lead to deep teacher learning
that translates into tangible student achievement.
What will it take to maximize organizational models for productive teacher collaboration in
your school? School leaders—principals and teachers—need to work together and commit to
a collaborative culture. They need to ensure dedicated time for the organizational model
within the school day.
Common planning time, professional learning communities, and critical friends groups
each require regular, dedicated time for teachers to collaborate. With time, teachers can
develop authentic collaborative communities in which they address common issues, shared
goals or school-wide initiatives; engage in mutually beneficial endeavours using communal
resources; and advance their skills, knowledge, and dispositions related to student learning.
Retrieved from:
https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/4
46/Building-Teacher-Collaboration-School-wide.aspx

GUIDE QUESTION::
What is teacher collaboration?
Teacher collaboration is something that happens when teachers and members of the
learning community work together in order to provide an improved learning
opportunities and achievement to students. This professional development activity is an
essential part of a school culture and expected members within the group to exchange
ideas, insights, experience and expertise that would lead to the betterment of the
students’ learning experience.

GUIDE QUESTION::
Why is collaborative planning important to teachers?
Collaborative planning is important to teachers because it would enable them to
reflect on their teaching strategies with the help of their colleagues feedback and advice
from superior. Furthermore, this collaboration would contribute to improve students’
learning and ideas from other teachers could make our prior ideas much better. As this
kind of collaboration would strengthen not just the bond between members of the
learning community but also among the students.

GUIDE QUESTION::
What do you think is the most effective strategy for teacher collaboration?
In my opinion, aside from what is stated in the article above, I think trust and
acknowledgement to ideas are the most effective strategy for teacher collaboration. By
doing these, we could collate striking ideas together into a much wonderful one, we
must not only learn to listen & accept but also trust our fellow teachers as well.
Article 2:
Teacher Collaboration: How to Approach It In 2020
Teacher collaboration occurs when members of a learning community work together to
increase student learning and achievement. If our ultimate destination as educators is
student achievement, think of teacher collaboration as the journey. Collaboration is not a
task to complete then move on, it’s an ever-changing, ongoing process that is only enhanced
by social networks and access to new technology.
The beauty of collaboration is not only the ability to tap into various perspectives and ideas,
but also to share responsibility for our students’ learning. The more people invested in a
student’s education, the better the chance that student has to be successful.
So, why is it that effective collaboration among teachers is not happening in any formalized
or regular way despite the obvious benefits? It could be that some educators are unaware of
the myriad benefits, or simply haven’t put the time or effort into the collaboration process.
Let’s take a deeper look into how teacher collaboration benefits everyone involved.

Benefits of Teacher Collaboration

When teachers come together to share information, resources, ideas, and expertise,
learning becomes more accessible and effective for students. Collaborating means
purposefully building interpersonal relationships and working towards healthy
interdependence, which occurs when teachers are comfortable giving and receiving help
without forfeiting accountability.
When we get teachers co-planning and co-teaching based on a shared vision, here are
some of the benefits we can expect:
● Increased Academic Effort — Since teachers who collaborate on instruction are all on
the same page, they can increase the level of academic rigor to match the core
competencies they want students to meet.
● Increased Understanding of Student Data —Teachers are better equipped to
deconstruct relevant data (and implement effective solutions) from both formative
and summative assessments. They also have a sense of shared responsibility for
celebrating success and analyzing failure.
● More Creative Lesson Plans — When teachers communicate and share ideas, they
also share an enlarged repertoire of instructional strategies that encourage creative
instruction. Colleagues may be influenced to try different approaches or have
opportunities to help a peer with a new approach.
● Less Teacher Isolation — While teachers should not feel forced to collaborate to avoid
any “contrived congeniality,” having the opportunity to share ideas and information
combats professional loneliness and frustration which improves staff morale and
professional satisfaction.

The best part about the benefits of teacher collaboration is that they can be a reality — as
they are in so many learning communities around the world. The key is acknowledging,
understanding, and working diligently to overcome the challenges and obstacles standing in
the way of high-quality teacher collaboration.
Challenges of Effective Teacher Collaboration
According to the Global State of Digital Learning Survey, more than 30% of teachers, and
nearly 50% of administrators report that teacher collaboration is a top priority for them.
When we learned that almost 30% of those administrators believe that getting their teachers
to collaborate is one of their biggest challenges, we tend to wonder where the disconnection
is.
For many schools, teacher collaboration is unchartered territory, leaving the practice
unstructured and inconsistent. The most common challenges of high-quality, effective
teacher collaboration is:
● Lack of a True Professional Learning Community (PLC) — PLCs are a powerful tool
in education and school reform. Without a commitment to the PLC process, teacher
collaboration can seem forced and challenging.
● Lack of Planning, Collaboration, or Reflection Time — Many teachers and
administrators feel like there are not enough hours in the school day. The most
common challenge of effective collaboration is a lack of time to focus on working
together. While this reason may occasionally be used to mask other issues—like
personality conflicts or fear of judgment — it is still worth noting that planning time is
a valuable resource for educators that should be embedded in their teaching
responsibilities.
● Personality Conflicts and Territoriality—Collaborative groups are comprised of
multiple personalities and unique belief systems which can lead to unproductive
experiences.

The Role of Technology in Teacher Collaboration

Despite these challenges, data proves that Professional Learning Communities (PLC) and
Professional Learning Networks (PLN) are extremely effective methods of teacher
collaboration that have a direct influence on student engagement and achievement, as well
as growth for the educators who work with them. Technology plays a major role in modern
teacher collaboration. Actively participating in a PLN on a social network gives you direct
access to the knowledge, experience, and resources of countless educators who you may
have never connected with in your immediate professional circles.
Twitter is an amazing digital hub for educators and educational resources. Create an
account or log in to the one you haven’t used since 2013 and follow educators you admire.
Take it a step further by participating in relevant Twitter Chats — when a group of Twitter
users (Tweeters?) meet at a predetermined time to discuss a particular topic.
Also, don’t forget about the built-in capabilities that your district’s learning management
system (LMS) offers. You probably already have the tools to connect with colleagues and
share ideas in an online community tailored to your district or school. It has the
communication and sharing tools you need, your LMS is the perfect place to create common
assessments, track student data, share resources, and keep assignments.
If you’re part of a PLC school in which educators gather regularly for in-person collaborative
sessions, technology is still a tool for high-quality collaboration. Have access to your LMS in
these meetings as a place to create instructional content, store lesson plans and resources,
and analyze student data—with the added benefit of live human interaction.
Video technology aids teacher collaboration, as well. Record lessons to use for professional
development and coaching in collaborative meetings. Or collaborate with teams of teachers
on other campuses via video chat applications like Google Hangouts or Zoom.

Retrieved from: https://www.schoology.com/blog/teacher-collaboration

GUIDE QUESTION::
What can students benefit from teacher collaboration?
Students would benefit a lot through teacher collaboration as they are the main goal
for this professional development activity. They would acquire a lot of learning
opportunities and student achievement. Also teachers would understand them better
and would come up much appropriate and inclusive activities for their students through
this initiative.

GUIDE QUESTION::
What are examples of teacher collaboration?
There are various examples of teacher collaboration and here are the few of them,
sharing and reflecting on experiences within the class, aiding and assisting with
difficulties of colleagues, providing resources and appropriate strategies for different
types of learners and lastly, partnership among teachers if possible. One good example of
this is the Sangandiwa of PNU ITL, I think it is a great idea to have a collaboration among
subject areas to assess students’ learning for the quarter, thanks to the agreement
among teachers in each level and their cooperation to watch each performance as well.

GUIDE QUESTION::
How can you promote teacher collaboration?
I can promote teacher collaboration firstly by treating my colleagues and their ideas
with respect always, with this we can acquire a safe working environment and it would
be much easier to voice out our opinions as the main ingredient of a proficient team is
solely based on trust. I think in our field of education, it is achievable for us to promote
teacher collaboration as we teachers share one goal of improving student learning and
producing high quality students.
 REALIZATIONS THROUGH
REFLECTIONS

Recall the university activity that your organization engaged with. List down the planning,
preparations and adjustments that you did before, during and after the activity.

For the Filipino Values Month, we planned intently for the

most suited speaker, hosts, program flow and divided our
team into technical, program, documentation and
publication committee for a much proficient work.

During the program, we have been confronted with various

difficulties such as unstable internet connectivity of the
speaker and technical difficulties but good thing we have a
backup planned for such circumstances.

After the event was such a relief but it took us almost a week to give
out the certificates for each participants as we have accommodate
both audiences from Zoom and FB Live, overall it was such a nice
experience done through effective collaboration.

Evaluate your activity using the following rubric.

The Self- Assessment

Foundational Level: Establishing and Supporting Collaborative Teams

1.1 Time for Collaboration

4 3 2 1 RATING

Staff have regular Staff have Staff have Staff do not have 3
collaborative collaborative collaborative collaborative
planning time planning time planning time planning time.
daily or weekly as occasionally. infrequently or
schedule. outside of the
school day.
 1.2 Adequate Materials and Resources (meeting space, venue, logistics, etc.).

4 3 2 1 Rating

Collaborative Collaborative Collaborative teams Collaborative 3

teams have teams have access have access to teams do not
access to all to some materials some materials have access to
necessary and/or resources and/or resources any necessary
materials and and know how to but do not have a materials or
resources. request additional way to request resources.
from the school. additional from the
school.

1.3 Clearly Articulated Roles and Responsibilities (team leader, facilitator, note-taker) Within
Teams

4 3 2 1 Rating

Collaborative Collaborative Collaborative team Collaborative 4

teams have a teams have a members have team members
clearly clearly established informal roles and do not have
established structure with expectations are clearly defined
structure with defined functions, unclear for how staff roles.
defined but staff do not should participate
functions, and participate and/or or fulfill these roles.
staff play these fulfill these roles
roles effectively. consistently.

1.4 Building Consensus Around Vision and Goals

4 3 2 1 Rating

All participating Most participating Less than half of There is little to 4

staff have a staff have a shared participating staff no shared vision
shared vision for vision for how have a shared vision of how
how collaboration of how collaboration
collaboration supports improved collaboration supports
supports programs and supports programs improved
improved activities that will and activities, and programs and
programs and help them achieve there is little activities.
activities that will this vision. consensus around
help them how this vision
achieve this translates into
vision. organizational
goals.

Adapted from https://www.state.nj.us/education/AchieveNJ/teams/Toolkit.pdf

GUIDE QUESTION::
What big ideas did you gather from your retrospection and assessment?
The big ideas I have gathered from my retrospection and assessment is the
importance of collaboration not just among us teachers but also for our students. If we
have been able to reflect and learn something from a collaborative activity then it would
be much meaningful for our students as well. We must appreciate the importance of
collaboration not just for academic excellence but also as an attribute in developing our
students’ social aspect as well.

CONFIRMATION OF PASSION

Read and analyse the article below and complete the activity that follows.

Building Teacher Collaboration School-wide

Models for teacher collaboration are ineffective without true participation.
Micki M. Caskey and Jan Carpenter

Teacher collaboration has been a common element of middle grades initiatives for years,
typically one or more of these three organizational models: common planning time,
professional learning communities, and critical friends groups.
Each model is distinct, yet they share common features. They 1) advance teacher learning,
2) address context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5) lead
teachers to greater insights about teaching and learning. The overarching, and arguably the
most important common element, is the goal of improved student learning.
What makes each organization model unique? First, the teachers are organized differently
in each model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second, the
starting point for teachers’ collaboration differs. In common planning time, teacher teams
begin with an analysis of the holistic needs of students; in professional learning
communities, the teacher teams begin with the analysis of students’ academic progress; and
in the critical friends groups, the teacher teams begin with an identified need or interest for
improved practice. The recognized features of each organization model are summarized in
Table 1.
Table 1. Organizational Models that Promote Teacher Collaboration

Common Planning Time Professional Learning Critical Friends Groups

Communities

● Interdisciplinary ● Disciplinary teams ● Group gathers

teams— teachers ● On-going process of voluntarily to improve
share same collective inquiry and practice through
students action research collaborative learning
● Coordinate team ● Collective analysis of ● Uses coaches and
policies and student assessment data specific protocols used
procedures in relation to specific to guide sessions
● Discuss students learning targets ● Identify school-specific
● Meet with parents ● Use of data to inform and student learning goals,
● Plan team assess effectiveness of reflect on practices for
activities, thematic instruction achieving the goals,
or cross-curricular collaboratively
units examine student work
● Examine student
work
● Participate in
professional
development

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers
engage in a model can make a difference. Teachers’ personal stance about whether they
“have to” or “want to” participate in an organizational model is critical to successful
collaboration. Equally important is understanding how to engage effectively in collaborative
work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity
to practice. To initiate or revitalize teacher collaboration in your school, try these five
strategies.

1. Create a truly shared vision and goals. The level of ownership they feel in the process
influences how much teachers actually invest in collaborative work. A shared vision and
goals can lead to that sense of ownership. For example, identify your team’s shared vision of
caring for students and student learning, set goals related to that vision, discuss how the
team’s work can help attain those goals, and check in often to assess progress. The strong
connection between the work and the vision of the team can help individuals see purpose
and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to know

your colleagues, understanding their passions, and taking the time to connect on a personal
level can help members gain mutual respect and look past perceived eccentricities in others.
Establishing shared values and commitments can unify the group and provide purpose for
their collective work. Like all relationships, a collaborative community develops over time
and requires work to maintain.
Trust influences the effectiveness of collaborative work. Respecting group commitments
such as being fully present at meetings and seeing the best in others helps establish trust
and build a cohesive community. Other ways to develop community include establishing
traditions, celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let’s face it: collaboration can be uncomfortable or stressful at
times. When we are transparent about our work and our beliefs, our colleagues can see our
limitations as well as our strengths, placing us in a position of vulnerability. Sharing with and
trusting colleagues require courage and humility. A climate of trust can help establish the
safe environment that’s necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment.
Norms might include defining roles and responsibilities, using protocols for interpersonal
communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each
team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing data,
or studying a new practice, teams should understand the roles of, and differences between,
dialogue and discussion. They are equally important to the group process.

Discussion moves the conversation forward. In discussion, individuals state their opinions for
the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple
perspectives, values the exploration of biases and assumptions, questions the status quo,
and entertains new ways of knowing and being. Dialogue requires active listening,
willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the
transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as individuals
and teams explore new ideas for practice. However, dialogue may also lead to conflict. It can
be helpful for your team to develop a conflict management plan and to monitor conflict as it
arises.

Teams can help manage conflict by providing time, space, grace, and support for individuals
as they work through their emotions. Individuals also should monitor their own emotions
and practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict
and when to provide space for reflection and cooling down. While sometimes
uncomfortable, conflict often provides growth opportunities.
Recall the activities for PT01 that you have collaborated with your colleagues. Reflect on what
you have worked and describe which model did you follow. Elaborate your experience here.

PNU-ITL Virtual Christmas Party 2021: Love Together, Hope Together

This program was conducted wayback in December 17 2021 during the last week of
the school year before the Christmas break. I am grateful for the opportunity given to us to
organize this event and even more thankful to our group members for their contribution on
this event for the students.
We have utilized the Common Planning Time model in which we have conducted
meetings as a group together with our supervisor and student representatives from ITL
Student Government, in here we have brainstormed ideas, organized the program flow,
reach out for video greetings and rehearse our plans. It was a bit hectic and we need to meet
according to our common time to avoid conflict in schedule. I remember how we stayed up
late midnight to polish the program flow for the next day but it was all worth it as our
planned event sailed off smoothly and we can see how happy the students were through our
program. I am one of the program hosts back then but I have not been able to see how good
it was until I heard the satisfactory comments and recognition from our fellow members and
supervisor. The program was indeed memorable and makes our bond stronger as a group.

HABITUATE TO PERPETUATE

SANGANDIWA EXPERIENCE
Recall your experiences on Sangandiwa activity of ITL and describe how did the principles of
collaboration happen in the activity. Post a copy of a sample output that you have analysed.

EXPERIENCE EVIDENCE
The Sangandiwa activity was such a
refreshing experience. I have the opportunity to
observe the Grades 2,6 & 7. The collaboration of each
subject areas was astounding, as the idea of
summarizing the lessons within the quarter in a
single output was wonderful.
I noticed that this collaboration acquired
the four (4) principles of collaboration such as their
shared goal of assessing the student learning
holistically, sense of community & cooperation
among teachers, being transparent with their ideas
towards the students’ output, giving relevant
feedback & compliment and lastly, their
commendable way of pointing out flaws of output.