The Importance of Teacher Collaboration - Literature review Example

Insert Title: Name: Instructor: Institution: Module: Date: Teacher collaboration Introduction In the Riordan and Gaffney article (2001, p.6), effective schools are defined depending on how school administrators deal with challenges in schools. In the article, issues of quality and excellence are advocated as the building blocks for school effectiveness. School administrators are required to use the concept of bench marking when determining school effectiveness. They should ensure that accountability and improvement is maintained in the schools management. As advocated by Stoll (1997, p. 6), school principals should use a better re-engineering framework that enhances school effectiveness. School effectiveness is directly related to the school leadership which determines the reforms to be implemented to achieve a more effective change in schools. School administrators are encouraged to carry out research on ways of achieving effective schools. Teacher collaboration in schools plays a big role in the creation of effective schools. Research should be carried out to establish criteria to develop techniques for school improvement, systemic restructuring and reforms as well as educational leadership. Cranston et al (2007, p.11) denotes that, many people in schools are not ready to accept the changes that are imposed for the purpose of achieving effective schools. Policy makers should realize the impact of micro politics in interfering with reform efforts where teachers in schools may not have trust on the principals. It is important for principals in schools to recognize school effectiveness as determined by teacher competency and effective teacher collaboration. The article of Riordan and Gaffney gives details on teacher collaboration and its relationship to school performance (2001, p.7). The policy “Schools of the future” is an example that can define the importance of collaboration of teachers in improving the schools performance. Bishop et al (1999, p. 184) argued that, in order to advance education in Australia, the government introduced a policy that addressed the schools of the future. The policy “schools of the future” was introduced for the purpose of providing quality education in the schools. The managements of the schools were also expected to be improved in future. Enhancing the students learning outcomes was one of the key objectives of the schools of the future policy. The teachers did not support the idea given by the minister of education since the policy was aimed at shifting of authority, responsibility and accountability from the centre to the school level (Durrant 2004, p.21). This reduces teacher collaboration and leading to poor performance of schools. The policy enabled schools to be self managing by strengthening the responsibility of the principals as leaders in educating every one in schools. Additional responsibilities were given to the principals through the policy of schools of the future. Principals were given the responsibility of curriculum leadership, staff selection and management as well as school organization. Schools of the future principals used principal associations to plan and evaluate how teachers perceived the excessive union shown by the union. There was a development of schools charter in the schools which was supported by many and objectives of the chief objective of improving the learning outcomes of students (Conley et al 1995, p.12). Principals and teachers relationships in schools are necessary in the implementation of effective schools. Teachers trust the principals more when there is good interaction between them. Without collaboration, teachers feel threatened by principals due to alienation and resistance to their views. Holt (1993, p. 163), denotes that, teachers should be encouraged to work together in collaboration with principals to enhance school effectiveness. This will reduce teacher alienation, transform and make the teaching profession more professional as well as increasing the effectiveness of activities undertaken in schools. According to Riordan and Gaffney (2001, p.6), teacher collaborations in schools play a big role in the improving educational performance. Teacher collaboration is concerned with extend to which teachers are obligated in exposing the work of each other. Teacher collaboration involves joint work, shared responsibility accompanied by high levels of trust, respect and mutuality with each other (Little 1990, p. 523). Here, teachers understand the responsibility of teaching as a shared responsibility where teachers are free to scrutinize each other. Student learning is achieved as a result of cooperative activity. Teaching collaboration is more effective and overcomes problems that come with the traditional, individual practice of teaching. It is ethically desirable and encourages democracy and social equality in schools. Teacher collaboration overcomes teacher isolation in schools. Through collaboration, teachers are found to be more effective with their teaching practices. Teachers are able to share ideas and experiences. The shared responsibility of teachers improves schools effectiveness in the sense that, teachers are able to help each other in planning and preparing lessons. Oberg (1989, p. 64) argues that, collaborations among teachers provide better solutions to problems faced at the management level. Schools performance is improved through collaboration because teachers can learn from one another. Collaboration of teachers helps them learn from the experience and expertise of their peers. Teachers value each other as a source of useful information needed in the improvement of schools effectiveness. Teachers’ collaboration improves student learning due to improved teaching skills which are achieved by collaborating with colleagues. Collaboration facilitates reflection by teachers and improves their methods of teaching instructions. Teachers can learn the best skills for teaching from their colleagues and this improves students learning. As advocated by (Jarzabkowski 2000, p. 23), collaboration assists the new staff as well as beginning teachers with a good background for teaching techniques. New teachers are found to be physically isolated and professionally uncertain. Collaboration among teachers helps in overcoming problems that are faced at earlier stages in their careers. Senior teachers are able to transfer their knowledge and support to the new teachers. This helps in enhancing change, growth and continual development in professionalism of teachers in schools. Collaboration of teachers in schools should be encouraged to bear positive results at the end (Hargreaves 1994). Collaboration is necessary for the establishment of a professional culture. However, it should be encouraged for the purpose of interpreting the important questions of education practically. Teachers are required to have useful knowledge base on how to collaborate with one another. In addition, teachers should be aware that, sharing of information which is not beneficial may lead to disparity in the future of school performance. Riordan and Gaffney (2001, p. 7) argues that, teachers should avoid collaborating with small groups in schools which are isolated from one another. This form of collaboration may lead to differences in power from one domain to the other. It also restricts professional learning and educational change among teachers leading to conflicts and divisions in the school. Factors promoting and constraining collaboration in schools Suitable purpose, task and context According to Fielding (1999, p. 27), collaborative practices are not applicable in all situations. It is evident that, collaboration cannot be assumed to be for everyone. Collaboration in schools will depend on the characteristics of the task, the needs of the organization. It also depends on the perceptions, beliefs and skills of people involved since all are important for a successful collaboration. Collaboration among teacher should be well defined to meet the expected targets of improving the school’s performance. Executive action Collaboration in schools should not be made in favour of a senior person. Some administrators in schools may decide to adjust organizational structures and processes for the purpose of collaboration. This is wrong since the essence of collaboration is not for the achievement of executive purposes. Collaboration is carried out by teachers to achieve the goal of the teachers and if not so, then such collaborations in schools lead to bad results. However, strong collaboration among teachers in schools need full support from the school administration (Fink 2005, p. 146). Here, high levels of trust and respect should be maintained between the staff and members. Sufficient time It is evident that collaboration among teachers in schools involves activities that consume a lot of time. Teachers in schools must learn to be patient enough when undertaking collaborative activities where many people need to be given enough time to get together. Teachers must understand that collaboration is involved with practices such as shared decision making which requires a lot of time for them to reach a consensus. Without sufficient time given to teachers in schools collaboration cannot take place. Collaboration may sometimes carry a lot of special time that can be used to carry out other activities hence becoming a burden to many in schools (Kerr et al 2006, p. 272). Empowerment of teachers MacBeath (2006, p.18) denotes that, for collaboration to be successful, teachers require to be given the authority to take control over the collaborative processes. It is evident that better collaboration of teachers in schools has a significant impact on the traditional power structures and relations in schools. Collaboration in schools must always be embraced since it is the main domain that leads to building of effective schools. How teacher collaboration can be enhanced in schools Teacher collaboration is the key to successful school performance. To improve school performance, principals should advocate for educative leadership throughout. With educative leadership in schools, change is inevitable. The principals are seen as transformational leader who must induce change in schools beyond other roles of program implementation, staff supervision and conflict management (McEwan 2003, p. 26). The leadership theory addresses a leader in a centrist perspective. Here, principals are the centre of the schools and leads in decision making, authority an action. The principal’s role in successful school reform Principals have the responsibility of examining leadership of schools during the reform process. Generally, principals play five functions in successful school functions. Principals play the function of visioning in schools and have the responsibility of embracing development with the aim of building successful schools in future. According to (Hargreaves et al 2005, p.12), school principals should advocate for innovation and collective creation among the participants in schools. They have the responsibility to enhance identity generation by promoting creation of cultural meaning in schools. Communities must feel associated with the schools that play part in the creation of a distinct culture and a system of meaning in the society. Principals must ensure that the future of schools is consistent with the values of the broader community. This will ensure that the identity of communities is generated and maintained to a greater extend. School principals have the responsibility of aligning organizational elements. Principals must promote the implementation of innovations in schools activities. They should ensure that the implementation of innovations in schools must be in line with school infrastructures, vision and community values (Jarzabkowski 2000, p.28). Principals must ensure that schools have a fair distribution of power and leadership among teachers. This enhances teacher collaboration which shapes the schools direction and values. School principals should encourage external associations and networking. Schools must be given the chance to interact with each other and the broader community. This enables them to share different competencies which are helpful when building effective future schools. School principals should advocate for pooling together of resources among schools since this enables them to acquire benefits that cannot be accrued by one school alone. The principal of the school can allow joint ventures where a number of schools come together to achieve a defined goal by each playing a particular role (Dinham 2005, p. 342). Promoting teacher leadership in schools According to (Duignan 2005, p. 7), teacher leadership in schools improves teacher collaboration which is aimed at achieving a better school performance. The principal in a school must use various strategies that promote teacher leadership in the school. Effective leadership in schools contribute to the development of a more mature teaching profession in schools. Communicating strategic intent School principals must always express the strategic intent to all participants in building effective schools. Principals must be open and perform their duties putting in mind that they are role models of the future leaders in schools. The school vision must be taken into consideration by every one in the school. Principals must develop a clear sense of purpose in their schools and create broad structures of actions supporting the purpose (Bishop et al 1999, p. 183). School projects must be carried out with the aim of achieving the school objectives. With explicit expression of arguments, principals can be clearly understood by teachers, parents and students of the responsibilities required for such a position. Teachers are encouraged to maintain the duty of care in their work and being committed to educational values. This strategy promotes teacher leadership in schools. Incorporating aspirations and views of others Principals in schools should consider new ideas brought by teachers in the schools as important for building effective schools. Teachers are encouraged to understand that collective intelligence is necessary in leadership. Different people come with different ideas that are helpful during problem solving. Teachers are encouraged to listen to others and relate the views to the school goals. Riordan and Gaffney (2001, p. 8) advocates that, principals create parallel leadership relationships with teachers and community leaders by advising them to take the responsibility of shaping the schools directions and values. This helps teachers to refine their personal values and confidence that helps them to develop new projects in the schools hence promoting teacher leadership in schools. Slow to answer questions Teachers are encouraged to listen first before answering any question from their peers. This is a good way of promoting teacher leadership in future which makes it easy for collaboration among teachers to take place in schools. Teachers should think broadly on the specific asked question and provide valuable answer. This strategy helps principals in schools to educate teachers, students and the community of what is expected of a good leader. Teachers can use open ended questions that gives freedom to a person when providing an answer. Here, all ideas are important and are discussed by all teachers in collaboration to arrive to an agreement of the best answer. Jarzabkowski (2000, p.32) denotes that, a good leader does not rush to decisions but takes time to think before arriving to the final decision. Professional dialogue with the peers on educational practices encourages teachers’ collaboration. Make space for individual innovation Principals must encourage teachers to give very one in their group to express themselves. Every one should be taken as important and all initiatives are worthy for the improvement of the school performance. It is the duty of principals to encourage teachers to confront any barriers that may be encountered during collaboration (Durrant 2004, p.21). Knowing when to step back Hargreaves (1994) argues that, principals should be aware of their actions and be clear in the distribution of power. Teachers must realize every one is a profession in their own way and are aimed at providing the best teaching practice in the school. Promoting teaching leadership in schools involves avoiding any form of discrimination of teachers. Creating opportunities out of perceived difficulties As advocated by (Duignan 2005, p. 11), school principals have the responsibility of educating teachers and the community on ways of creating knowledge. Teachers may be faced with difficulties in their collaboration and must be encouraged to think broadly on ways of dealing with difficulties for the benefit of the school. Conclusions In conclusion, collaboration has been the key to success to many schools and has been embraced by many administrators in the education literature. Collaboration of teachers is important since it gives a positive view to new teachers in their work. It plays a big role in the transformation of teaching practice among teachers in schools hence improving student learning as well as teacher satisfaction. Collaboration among teachers improves the decisions made in schools and enhances professional development. However, good collaboration of teachers must be supported by the school administrators for better performance of the schools. Collaboration n schools must be taken responsively to achieve the required results. Teacher collaboration may take place with other groups that have different goals for collaborating and this may lead to balkanization. Bibliography/reference list Bishop, P. & Mulford, B. 1999, 'When will they ever learn?: Another failure of centrally-imposed change', School Leadership and Management, vol. 19, no. 2, pp. 179-187. Cranston, N Ehrich, L & Morton, L.2007, 'Current issues in educational leadership: What is the literature saying?' Australian Educational Leader, vol. 29, no. 2, pp.10-13. Conley, S Bass-Isaac, E & Scull, R 1995, ‘teacher mentoring and peer coaching: a micro political interpretation’, Journal of personnel and evaluation, Vol.9, No. 1, pp.7-20. Crowther, F Kaagan, SS Ferguson, M. & Hann, L 2002, 'New roles for school principals', in Developing Teacher Leaders: How Teacher Leadership Enhances School Success, Corwin Press Inc., Thousand Oaks, California, pp. 49-65. Duignan, P.A. 2005, 'Socially responsible leadership: Schools for a more just and democratic society', Leading & Managing, vol. 11, No. 1, pp. 1-13. Dinham, S. 2005, 'Principal leadership for outstanding educational outcomes', Journal of Educational Administration, vol. 43, no. 4, pp. 338-356. Durrant, J. 2004, 'Teachers leading change: Frameworks and key ingredients for school improvement', Leading & Managing, vol. 10, no. 2, pp. 10-29. Fielding, M 1999, ‘Radical collegiality: affirming teaching as an inclusive professional practice’, the Australian Educational Researcher, Vol. 26, No. 2, pp. 1-34. Fink, D. 2005, 'Succession', in Leadership for Mortals: Developing and Sustaining Leaders of Learning, Paul Chapman Publishing, Corwin Press, London, pp. 137-162. Hargreaves, A. & Fink, D. 2005, 'The road to sustainable leadership: The seven principles', Australian Educational Leader, vol. 27, no. 1, pp. 10-13, 30. Hargreaves, A 1994, ‘Changing teachers, Changing times: teachers work and culture in the postmodern age’, teachers college press, New York. Holt, JM 1993, ‘The high school curriculum in the united states and the united kingdom: perspectives on reform and control’, journal of curriculum and supervision, Vol.8, No.2, pp.157-173. Jarzabkowski, L. 2000, 'A case study in collegiality', Leading & Managing, vol. 6, No. 1, pp.21-36. Kerr, R., Garvin, J., Heaton, N and Boyle, E. 2006, 'Emotional Intelligence and leadership effectiveness', Leadership and Organization Development Journal, vol. 27, no. 4, pp. 265-279. Little, JW 1990, ‘The persistence of privacy: autonomy and initiative in teachers professional relations’, teachers college record, Vol.91, No. 4, pp.509-536. MacBeath, J 2006, ‘Leadership as a Subversive Activity’, Australian Council for Educational Leaders, Winmalee, NSW, pp. 4-27. McEwan, EK 2003, ‘10 Traits of Highly Effective Principals: From Good to Great Performance’, Corwin Press Inc., Thousand Oaks, California, pp. 19-31. Oberg, AA 1989, ‘supervision as a creative act’, Journal of curriculum and supervision, Vol.5, No.1, pp.60-69. Riordan, G & Gaffney, M 2001, 'Teachers working together: Meanings, factors and issues in teacher collaboration', The Practicing Administrator, vol. 23, no. 1, pp. 6-9. Stoll, L 1997, 'Successful schools: Linking school effectiveness and school improvement', Keynote Address at "Successful Schools: Building Schools of the Future" IARTV Conference, Melbourne, pp. 3-19. Read More