Teacher Collaboration and Academic Achievement - Research Paper Example

Teacher Collaboration and Academic Achievement Chapter II: Review of Related Literature and Research Introduction Diverse cultures have emphasized the crucial significance of education in the realm of a dynamic and increasing transforming academic environment. Competencies and qualifications of individuals are honed with the advancement in both theoretical and practical expertise, utilizing various methods and instructional materials deemed appropriate for specifically defined goals. Higher academic pursuits poses strategic divergence from secondary educational levels making students significantly unprepared for contemporary challenges. Faler (2008) averred that the graduation rate in America ranked 21st from among the 27 industrialized countries. The root cause of the dilemma was identified as the gnawing values of today’s generation. In view of this, policymakers and leaders acknowledged the need for educational reform through the earmarking of increased federal budgets for education, among other sectors of the economy (The Recovery Act, 2011). The role of teachers in terms of academic achievement cannot be overemphasized. Various improvement methods have emerged including professional learning communities and collaborative efforts which require proactive stance of teachers and guidance mentors to ensure that the learning environment continues to foster positive values in today’s youths. As indicated, the purpose of the research is to investigate the impact of teacher collaboration on student academic achievement as compared to the impact of non-collaboration of teachers on student academic achievement. There have been various researches indicating the controversial nature of Professional Learning Communities (PLC) in terms of the exact nature of its meaning (Rose, 2008). In this regard, the chapter on literature review and research would initially delve into the relevant concepts and applications of PLCs and eventually proceed to determining related studies on the impact of teacher collaboration or non-collaboration on the academic achievement of students. Professional Learning Communities The emergence of PLCs could be traced to different scholars: DuFour and Eacker (1998), Fullan (1993), Joyce and Showers (2002), Lieberman (1999), and Senge, et.al. (2000), whose works focus on learning organizations, learning communities, through methods, tools and structures that aim to improve schools in contemporary societies (PLCs: Brief history, n.d.). The contentions of DuFour (1998) focus on identification of characteristics of PLCs, to wit: “1) shared mission, vision, and values, 2) collective inquiry, 3) collaborative teams, 4) action orientation and experimentation, 5) continuous improvement, and a 6) results orientation” (PLCs: Brief history, n.d., 1). Related research by Lieberman (1999) indicates, ‘ the concept of professional community is one of the most powerful ideas affecting research and practice in staff development in the last decade.” Lieberman relates to professional learning communities in terms of networks” (ibid.) However, Rose (2008) clearly indicates that “although there is widespread use of terms (professional learning communities or professional learning teams) and concepts, these mean different things to different audiences. There is no consistent definition” (Rose, 2008, 11). This statement was validated in another research conducted by Kilpatrick, Barret and Jones (n.d.) who averred that “the term learning communities is used variously within the literature, often without explicit definition” (Kilpatrick, et.al, n.d, 3). Insofar as this statement is revealed, the current literature review hereby sought to gather definitions of PLC and determine any ambiguity in content: Reichstetter (2006) defines PLC as “made up of team members who regularly collaborate toward continued improvement in meeting learner needs through a shared curricular-focused vision”. Richard DuFour (2004) defines professional learning communities as a groups of educators who “work together to analyze and improve their classroom practice by engaging in an ongoing cycle of questions that promote deep team learning”. Another definition is more comprehensively detailed: A learning community is any one of a variety of curricular structures that link together several existing courses—or actually restructure the curricular material entirely—so that students have opportunities for deeper understanding of and integration of the material they are learning, and more interaction with one another and their teachers as fellow participants in the learning enterprise. (Gabelnick, MacGregor, Matthews & Smith, 1990, p. 19, as cited by Kilpatrick, et.al, 5). The different authors actually share the characteristics enumerated by DuFour. For PLCs to be considered as promoting improvement in academic endeavor, the distinct features and characteristics must be present to foster the appropriate environment and continuous collaborative effort to meet accurately identified goals. Collaboration: Value and Challenges Lewicki & Hiam averred that “collaboration takes advantage of differences in time frame, risk tolerance, interests, and business objectives and strategies. It uses these differences to create value by finding creative ways to approach the problem of how to work together.” (2006, 131). Teachers as collaborators attempt to work with colleagues and students to find some solution which fully satisfies the concerns of both parties. They dig into an issue to identify the underlying concerns of the two conflicting scenarios and try to find an alternative which meets both sets of concerns. Collaborating between the parties might take the form of exploring a disagreement to learn from each other's insights, concluding to resolve some condition which would otherwise have them competing for resources, or confronting and trying to find a creative solution to an interpersonal problem. Collaborators are "win-win" negotiators who believe that "two heads are better than one." (Lewicki & Hiam, 2006, 56) The basic challenge in this collaborative approach among teachers and students is the willingness of both parties to “begin with compatible goals or are willing to search for ways to align their goals so that both can gain (often by aligning underlying interests). (Lewicki & Hiam, 2006, 128) In addition, when the following scenarios are present, teachers are aware that collaboration becomes more difficult: colleagues and other school administrators or staff are not willing to share information and resources to other parties, assistance is a one-way street, failure to practice confidentiality and tend to spread rumors, one resorts to going behind one’s back to get what one wants, one party wants to accomplish his own goals, and the behavior and personality of one party does not conform to this strategy. The Effect of Teacher Collaboration in Academic Achievement The effect of teacher collaboration in terms of academic achievement of students was studied by Goddard, Goddard & Moran (2007), Olverson & Ritchey (n.d.), and Rose (2008), among others. As there seemed to be some conundrum in terminology definition for PLCs, the same applies with teacher collaboration as contended by Rose (2008). In Rose’s study, he compiled a host of teacher collaboration terminologies diversely presently by 33 different authors (ibid, 33). Despite the ambiguity, there were identified benefits of teacher collaboration, per se. As indicated, “specific benefits include expanding meaningfulness and professional stature of the work of teaching, avoidance of tedious routine, and the exchange of ideas enhanced teachers’ abilities to provide strong instruction” (ibid, 40). The direct link between teacher collaboration and academic achievement was specifically validated by Goddard, et.al. (2007) where findings revealed that “fourth-grade students have higher achievement in mathematics and reading when they attend schools characterized by higher levels of teacher collaboration for school improvement” (par. 8). The findings were corroborated by the research conducted by Olverson & Ritchey, specifically revealing that “Math teachers working collaboratively and using data from common assessments drove instructional practices that raise student achievement” (Olverson & Ritchey, n.d., 2). In a study conducted by Berry, Daughtrey & Weider (2009), the authors confirmed that collaborative teachers are effective teachers through spreading practices deemed to be effective, manifesting improved student performance, and facilitate their commitment and retention. According to the authors, “collaboration may build the knowledge base among teachers in a school or professional network, adding value to the education students receive” (Berry, et.al, 2009, 3). Studies at Center for Quality Teaching (CQT) revealed best practices that assist in fostering teacher collaboration, including organizing and scheduling regular collaboration meetings, as well as developing and maintaining an environment of mutual trust. Further in Rose’s study, collaborative teachers were found to have increased their confidence due to the support and sharing provided by colleagues. “Teachers communicated the time spent with their teams increased their efficiencies. Increased communication, including sharing of resources and ideas helped teachers complete some specific tasks more efficiently, due to specific contributions each member could make to the process” (Rose, 2008, 105). Applications of PLCs in Improving Academic Achievement The Learning Point Associates and The Center for Comprehensive School Reform and Improvement (2009) have identified several actual applications of PLCs as positively improving the academic achievement of students in various schools. There were six schools that have reported to have used PLCs and teacher collaboration with marked improvements in academic scores and proficiency levels. These schools are: South Elementary, Missouri (as reported in Rentfro, 2007), Boones Mill Elementary, Virginia (as reported in Burnette, 2002), Lewis and Clark Middle School, Missouri (as reported in McREL, 2003), Woodsedge Middle School (pseudonym), Texas (as reported in Phillips, 2003), Phoenix Union High School District, Arizona (as reported in Beyond the Book, n.d.), and San Clemente High School, California (as reported in Buffum & Hinman, 2006; Hinman, 2007). Rose (2008) likewise applied the PLC and teacher collaboration in Pacific Academy, a public elementary school located in the Pacific Northwest. The findings indicated that there were positive experiences related by teachers on collaborative efforts and teams and their influence in improving the academic performance of students. There were factors that were identified to hinder collaboration, to wit: time and structures and climate and culture (Rose, 2008, 127). In this regard, future studies could focus on these factors to evaluate the applicability to larger samples, as needed. There are supports in terms of leadership and structural supports needed to sustain PLCs and teacher collaborative efforts (CTQ, 2009). Reichstetter (2006) confirmed that “a strong professional learning community has a leader who facilitates the learning of all staff members” (2). Further aside from the administrative support, other areas in terms of working environment, communication structures, and time need to be conducive and assisting systems, processes and leadership towards goals for continued improvements. Rose (2008), likewise, discussed six key components of successful collaborative models, to wit: (1) culture and climate, (2) clarity in goal setting, (3) accurate identification of results or outcome, (4) effective use of structures and time, (5) deprivatization to counter teacher isolation, and (6) regular feedback, reflection and dialogue. Conclusion The wealth of research and studies conducted by scholars and professionals in the field of education relating to professional learning communities, teacher collaboration and their effect on academic achievement are vast and ongoing. The emergence of diverse perspectives and points of views on PLCs initially created some form on ambiguity in terms of applying the ultimate definition of the term. DuFour’s identification of the key characteristics put to rest the contentions of controversial nature of PLCs as the goal is consistent: to work for the improvement in academic achievement of students, in the long run. In conjunction with teacher collaboration, PLCs applications in various school scenarios have proven their ability to improve performance. Through the finding and validating insights provided by various literature reviews and related research, the current study could further test its applicability to enhance support, validity and credibility to the discourse. References Berry, B., Daughtrey, A. & Weider. A. (2009). Collaboration: Closing the Effective Teaching Gap. Retrieved 24 February 2011. Center for Quality Teaching (CQT). (2009). Professional Learning Communities. Retrieved 26 February 2011. < http://www.centerforcsri.org/plc/supports.html> DuFour, R., & Eaker, R. (1998). Professional learning communities at work. Bloomington: National Educational Service. DuFour, R. (2004). What Is a "Professional Learning Community"? Retrieved 25 February 2011. < http://pdonline.ascd.org/pd_online/secondary_reading/el200405_dufour.html> Faler, M. (2008). 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