Collegiality

Context “Collegiality is at the heart of the National Agreement “A Teaching Profession for the 21st Century””. (SNCT/52,p2 2007) Since the National Agreement “A Teaching Profession for the 21st Century” was introduced there has been a continual development of Teacher Education Standards. We now have three set of standards. Initial Teacher Education(ITE), Standard for full Registration(SFR) and the Standard for Charter Teacher(SCT). Each of the standards make reference to collaboration see Appendix A . The Standards are backed up by SNCT code of practice The SNCT code of practice also states that the benefits will be “professional satisfaction for teachers, but also an enhanced environment for learning and teaching. The ultimate beneficiaries of collegiality are therefore the young people who attend school.” (SNCT/52,p2 2007) This is not a development which is restricted to Scotland, in a report on Improving the Quality of Teacher Education by the Commission Of The European Communities one of the skills identified need by teachers is to be to be able to : “– work in close collaboration with colleagues, parents and the wider community. Given the increasing demands placed upon school leaders, and the difficulties sometimes experienced in filling leadership posts, it would also be advantageous if teachers had adequate opportunities to acquire, develop and use skills of leadership.” (Commission Of The European Communities 2007 p 12) During April of the summer term of 08-09 I was asked by my Faculty Head to co-ordinate the further development of the Physics aspect of S1 science course with regard to the finalised CfE guidelines. Who did I involve/consult and why' Initial consultation was with my Faculty Head during my Professional Development Review (PDR) where it was agreed that I would take on the task. The School development plan has implementation of CfE this has informed the Department Plans and as part of my PDR. This task matched with my previous work experience and my desire to work toward Charter Teacher status. It was agreed that 1. I would have access to all of the 4.5 Physics staff. 2. There would need to be consultation with Support for learning. 3. The development would be completed and implemented by mid September 2009. The first meeting arranged was with a representative from Support for Learning and the teachers who would be working on the curriculum development. Areas discussed were a. What was good about the current course. b. What was bad about the current course. c. The finalised CfE guidelines. (the outcomes could come out what needed to be added.) d. What advice could Support for Learning give regarding differentiation. e. Time scales. This was a very traditional formal meeting resulting agreeing the following: 1. A standard format to the different sections being developed including introducing a new approach to the Science Department of differentiation of 1 star, 2 star and 3 star tasks. An approached used elsewhere in the school. 2. A division of tasks between Physics teacher’s and a completion date. 3. An agreement to include tasks that would address the four competences of ACfE. 4. That I would keep in touch with teacher’s progress. 5. The completed document would go to. During the course of their development contact with colleges was on an informal basis only, occasionally discussing progress during lunch or at the end of day. I became aware that two of my colleagues were struggling to make progress with their tasks. The issues were the word processing and use if ICT, the development of the 1,2 & 3 star activities and tasks to match with four competences of ACfE. During the 2nd INSET day in August I was able to spend an afternoon on curriculum development. This allowed me to work together with the two colleagues to help complete their tasks. Working together we brainstormed ideas and I word processed. ( having developed S1/2 science courses in the past I have a bank of material that could be adapted.) The atmosphere was relaxed, purposeful and enjoyable_: collegiate infact. So much progress was made that we managed to review and make improvements to my own contribution. The processs enhanced all three sections worked on. “Reflective teaching, professional learning and personal fulfilment are enhanced through collaboration and dialogue with collegues.”(Pollard, 2004,p20) This short but successful experience of working collaboratively toward a common goal has had a continued effect where issues have been discussed, problem shared and support given. The end result was that the curricular development was completed on time and implemented. A success especially when the equivalent development for Biology and Chemistry are now delayed for a year. Two of the illustrations in the SCT is that the Charter Teacher: “shows a commitment to, and encourages collegiality by working democratically with colleagues, inside and outside the classroom, to improve teaching and learning, and to exchange and develop informed practice” (Scottish Government, 2009,page 10) “is committed to enhanced performance. Practice is subject to regular self-review and there is a continuing search for new and improved ways of supporting pupils' learning through discussion including engaging in practitioner research “” (Scottish Government, 2009,page 3) Both of these illustrations means that it the aspiring CT should review their experience of collaboration. At first glance it could be said to be a successful example of collaboration as there was: 1. Consultation with an external department-: Learning Support 2. Consultation about quality of existing course. 3. The development was carried out in a collegiate fashion with teachers agreeing the tasks and establishing a timetable. 4. Support offered and accepted during Inset day and subsequent enhancement of development work. Walter Hume discussing effective collegiality characterizes two types soft and tough. Soft collegiality-: “ does not amount to much more than feel-good rhetoric- a climate of niceness, in which care is taken not to cause offence. This may lead to the avoidance of sensitive issues, on the grounds that it would not be collegial to raise them” (Times Educational Supplement Scotland, 09/03/07) Tough collegiality-: “ involves being prepared to ask hard questions, recognising that it is not enough for professionals to be accountable only to each other, and that others will have a legitimate interest in the quality of service that is provided” (Times Educational Supplement Scotland,09/03/07) Looking back at the example of collaboration listed above I would now make the following criticisms 1. The consultations with external departments should also have included the technician service. This would have had provided an insight into the delivery of equipment and availability of other resources. 2. The consultation on the quality of the existing course should not have only included the Physics teachers developing the course but also included teachers from Biology and Chemistry especially as they will be teaching outside their subject areas. No input was sought from pupils for whom the course was being developed for. 3. Once the initial meeting had taken place teachers were left to work on their own with their progress being monitored in an informal fashion. The feedback provided tended to be along the line of “it’s fine” and “I will finish it during the holiday.” 4. The work carried out during the Inset day was as a result of their failure to produce their agreed sections. Working with them in a group of three did allow the unit to be completed but ignored the reason for their failure to produce their agreed development work. Future Actions 1. Ensure all appropriate external departments have an input into any development being planned in the future. 2. Gain information on quality of any courses on a wider basis by having a Completion of Unit Questionnaire for the teachers who deliver the course and for pupils. 3. Progress to be monitored more formally and to be part of an agenda during Departmental meetings. 4. Skills of teachers to be more carefully considered and tasks matched to skills. Together with planned collaborative working together. Another area would be the development of knowledge on CfE and the four capacities directing staff to the LTS web site would have given them access to much more information. Reviewing this experience in developing an aspect of CfE has emphasised the requirement to review practice not only at the end of a process but on a continual basis. “deliberation is unlikely to occur in the workplace unless the professional(s) concerned build in deliberation time into their performance period at the beginning, in the middle or (more riskily) at the end.” Eraut,1994 p150 And that also that any productive deliberation will be dependent on “ the disposition to make time for deliberation” Eraut,1994,p150 A CT should be seen to be.... How did I involve/consult with them using traditional methods of communication' What were the advantages of the methods I used' What were the disadvantages of the methods I used' Refference Improving the Quality of Teacher Education 2007 http://ec.europa.eu/education/com392_en.pdf HUMES, W. (2007) 'The Meaning of Collegiality' Times Educational Supplement Scotland (09/03/07) Appendix A Collaboration Across the Standards. SITE SFR SCT 2.1.5 Work effectively in co-operation with other professionals, staff and parents in order to promote learning. Demonstrate that they are able to work co-operatively in the classroom and in multi-agency settings with other professionals, staff and parents. Demonstrate the ability to identify the ways in which additional support in the classroom can assist pupils‟ learning. 2.1.5 Registered teachers work co-operatively with other professionals, staff and parents create and sustain appropriate working relationships with teacher education student teachers, teachers, classroom assistants, visiting professionals, support staff and other professionals engaged in protecting children; ensure effective use of support staff to assist pupil learning and welfare; 1.4 Collaboration and influence is committed to influencing and having a leading impact and role in team and school development, and to contributing to the professional development of colleagues and new entrants to the profession; is committed to influencing the development of teaching and learning, and to strengthening partnerships with other professional groups, parents and other agencies, as a member of a wider professional community. 4.4.1 contributes to enhancing the quality of the educational experience provided by the school and to the wider professional context of teaching supports / advises / mentors colleagues to help develop teaching for learning; contributes to school improvement processes strengthening its capacity for change; shows a commitment to, and encourages collegiality by working democratically with colleagues, inside and outside the classroom, to improve teaching and learning, and to exchange and develop informed practice; builds positive relationships and partnerships in the community, for example, with parents and the wider educational community; contributes to the literature on, and public discussion of, current educational issues.