Design, Utilization, and Management of School Learning Processes - Essay Example

Instructional collaboration involves the guidance and management of the school principal whose participation influences the level of school efficiency by aligning individual teacher instructions with student achievement.

2. What would inspire you to collaborate? What would make you hesitant to collaborate?
My participation in instructional collaboration would be to intensify my relationship with colleagues, offer my opinion towards a student-centered school, gain proficiency in curriculum goals, raise my expectations and that of other teachers, become part of an aggressive and engaged community of teacher-learners, and reinforces the entire school program. I would hesitate to collaborate to avoid over-dependence on my colleagues and to gain more confidence in my decisions. I would also not collaborate to pursue issues geared towards personal goals that conflict with student-centered learning.

3. What makes a successful collaboration?
In my opinion, successful collaboration must improve my reflective abilities and promote individual professional growth. Additionally, partners have to demonstrate strong self-esteem and motivation, a sense of security hence a common goal, shared studying and peer observation, open and rich professional dialogues, instructional variety in teaching, elevated risk-taking, planning and preparation, and improved of levels self-confidence. Through increased participation in teachers' curriculum delivery, collaboration makes it possible to evaluate the outcomes of both the teachers and the students.

4. If you have participated in an instructional collaboration before, what did you do and why did you choose to do it? If you have not collaborated before, why not?

Yes, I have previously participated in instructional collaboration. I engaged in consultation collaboration for a topic I did not know how to deliver effectively. The experience made me realize that not all teachers feel secure when engaging in collaboration and they would turn you away claiming they are busy. However, most teachers are willing to assist newly employed colleagues to promote consistent student learning. I felt incompetent and did not want to jeopardize the learning of my students.

5. What do you look for in a collaborative partner? What would you prefer to avoid?

I would look for a partner who is trustworthy and who seeks equitable distribution of responsibilities, questions quality and contributes towards improving it, resolves conflicts amicably, is a facilitator, an excellent listener, a data collector and analyst to promote evidence-based learning, and a critical thinker. I would avoid inconsiderate and self-centered, and antisocial persons who will only criticize my efforts negatively. I would also not collaborate with a person who skips team meetings and offers no assistance to the team.
6. What knowledge, skills, and abilities do you bring to a collaboration?

First, I am very respectful and hope to bring this into the group. I also look forward to introducing openness and encouraging frequent instructional talks, trust, freedom to make errors, and coordination (Blase and BLase 134). I would also bring in my strong listening skills, problem-solving abilities, and commitment to performing assigned roles. I love being associated with achievement and I always engage in intense research from people, books, and other resources to ensure that I have realistic and sufficient information to contribute to team assignments. Read More