Running head: EFFECTIVE COLLABORATION AND COMMUNICATION 1

Effective Collaboration and Communication

Dylaney Dalton

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2019

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Introduction

One of the most telling characteristics of effective schools and teachers is their abilities to

communicate. According to Brownell, Yeager, and Riley (1997), effective collaboration looks

like the “engagement of regular routines where teachers communicate about classroom

experiences in an effort to strengthen pedagogical expertise and push colleagues to try new

things… leading to a greater support for students development in the classroom...” (45).

However, it is essential to note that this communication should also incorporate other key

elements and parties that lead to student and educator success, such as communication between

teachers, students, peers, administrators, or parents, evidence has proven that classrooms are

more regulated when there is an open stream of communication between all individuals that

allows for everyone to know expectations, needs and support.

Artifacts

My first artifact was from a mathematics collaboration, in which the fifth grade math

teachers, special education teachers, content leader, principal, SOL administrator- via phone call-

and myself came together and discussed the material students would be required to cover first for

benchmarks then for the SOL’s. During this 45 minute meeting, we communicated about what

methods students were currently being taught that demonstrated a proficiency in fractions and

decimals, and then expanded to what other methods they might find beneficial in learning and

applying. During this time, our group explored what it would look like to add and subtract

fractions on graphing paper using models, as well as explored area models for the multiplication

and division of decimals.

When practiced, we first had to demonstrate an understanding of how to use 1, 10, and

100 base unit blocks before moving on to less tangible aspects of instruction. For most of us,
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using manipulatives slowed our progress down and felt confusing at first, because it was a

method many of us had grown out of using, especially since it was simple calculation. However,

by being able to challenge ourselves to view the problem tangibly instead of mentally we were

able to explore a method that many students would probably prefer using, gain an understanding

of why and how it worked, as well as identify misconceptions that arose from using this model.

Then, after mastering the use of manipulatives, we were given graph paper and had to visually

explain our work, with many of us communicating different ways that we tried to solve the

problem.

During this process, I noted that there were many different strategies that were used by

my colleagues, and each colleague applied their method using different prior knowledge than

myself. However, once articulated, all of their strategies made sense, as well as demonstrated

competency in that particular skill as well as prior skills that students may need to possess in

order to complete the problem well and apply their strategies to different concept areas. In

having this meeting, multiple methods of teaching and instructional strategies were explored,

which led to a better understanding of remediation, strategies, models, and misconceptions that

each strategy could have. This collaboration also gave better insight as to what was expected of

students during each part of the SOL and led to a more distinct understanding of their testings.

My second artifacts was Artifact is from the first staff meeting that I participated in at

Tallwood Elementary. These two artifacts were part of two different activities the school had

with two separate goals. The first artifact was from an engagement activity that allowed

educators and administrators to encourage one another by writing positive feedback on their

classrooms, as well as achievements classrooms have made. This artifact showed me how well

the school worked together and how much of a role second grade educators played in fifth grade
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educators instruction and vice versa, even though the two are separate. This also showed me how

well the classes maintained a sense of communication with one another because multiple cards

were capable of being filled simply through peer observation. In participating in this activity, I

was able to recognize how many individuals I regularly interacted with well enough to write

about and how many were able do the same, as well as witness Poulo Culbertson, and Piazza’s

(2014) expectations for what it looks like for a group of educators and faculty to be working

together in one accord and creation of community. This best reflects their statement on the

importance of breaking away from the individualism classroom philosophy and structuring

protocols that promotes “staff collaboration and regular meetings through routine procedures”

(9).

The second part of this meeting allowed me to take notes and gain a better understanding

of school privacy laws, state expectations, and legalities for schools. This communication to staff

also allowed me to understand what types of communication were prohibited by law and my

rights as an educator with the communication and data I collect from students and parents. This

then reinforced many aspects of communication because it allowed the principal to address with

the school how and when information should be shared and provided better guidelines for how

confidential information should be disclosed. This meeting allowed me to hear how school-wide

information was sent out, and also observe and implement policies in the classroom that

protected information better.

Rationale of Artifacts

While I originally had some understanding of what it looked like to collaborate with

educators before entering the classroom, my experiences have given me more insight as to what

it truly looked like to function as an educational community. The classroom is not just the
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collection of students and a teacher, but also the network of parents, specialists, administrators,

as well prior and future educators that all cumulate to student success. All of these have been

witnessed within the classroom, and I have found it essentially crucial to note that all educators

be on board with the lessons being taught. As mentioned by Cramer (1998) in regard to special

education students, it is crucial that it is not just the single responsibility of the special educator

or regular education teacher to make sure that students succeed but a combination of those two

and others in what Cramer likes to call a “Multidisciplinary Team”. I have found this

collaboration exceptionally helpful as it helps gain better clarity of what they are being taught,

what accommodations need extra support, as well as how to best remediate the material. This

communication also keeps both parties accountable and on task.

This communication is essential not only for ensuring all necessary parties know issues

regarding students, but also to promote well-rounded educators who are capable of expressing

new ideas, implementing ideas, and develop stronger pedagogical knowledge that can be used

within the classroom. These support systems are necessary for the function of the school and it is

essential, as stated by Puolo et al. (2014) that educators break away from the individualism they

pride themselves in, as it destroys the ability to foster meaningful relationships with all parties

and hinders student success.

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Reference

Brownell, M. T., Yeager, E. Rennels, M. S. & Riley, T. (1997). Teachers working together: what

learning educators and researchers should know. Teacher Education and Special Education, 20,

340-359.

Cramer, S. (1998). Collaboration: a success strategy for special educators. Needham Heights,

MA: Allyn & Bacon.

Poulos, J., Culbertson, N., & Piazza, P. (2014). Making space: the value of teacher collaboration.

Edvestors, Rennie Center for Education Research & Policy.