Come into your own

It is clear that professional learning is more effective in a collaborative environment.  District and schools leader needs to lead and demonstrate a culture of collaboration, where they are an active part of the changes next to the teachers.  Not just pay consultants to develop PDs and give the latest tools to do the best work. They need to know the value of teamwork too. The collaborative is not because you work together. It is because you trust, respect, and care for each other and this action starts in our self. “We must build capacity, people helping people who help people” (EdCan, 2016)

             We need to study and learn an effective way to collaborate, to avoid felt in the comfort zone, and to create a flat mimicry of teamwork. Where we do not challenge or question one another’s classroom practice. We must be transparent and value a collaborative environment.  It so crucial to transform the traditional education’s silos for a learning connection. Where we can work together, not only with the members of our department or school. Also with other schools teachers and leaders. To share ideas and knowledge; to learn from others; to model our experiences; to learn and listen to other educators and students, and to create connections to improve our leaning.  Preparing to engage our students, because many factor affect their learning.

            Every time we hear about active, blending, and personalize learning; and constructivism/cognitivism theories. We discuss these important concepts that will help to change our education. However, when we implemented in our classroom any of these models, we face many challenges in the execution that it is affected by the ability of teaching; how to use the model effectively; how to address misconceptions in students; and how to use active learning to avoid superficiality.  For these circumstances, we need a culture of collaboration; outside expertise; and guiding questions/protocols to be more productive. Where teachers create a good balance between cognition, reflective behaviorist, and situated motivators that benefit the students.

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References

Andrews, T.M., Leonard, M.J., Colgrove, C.A., & Kalinowski. S.T., (2017, Oct 13) Active learning Not Associated with Students Learning in a Random Sample of College Biology Courses. CBE Life Sciences Education, 10(4), 294 – 405 https://www.lifescied.org/doi/10.1187/cbe.11-07-0061

 

Edcan Network Le Réseau (2016, May 19) Innovation that Sticks Case Study – OCSB: Collaborative Professional Development Retrieved from https://www.youtube.com/watch?v=iUusuw-xdr4&feature=youtu.be

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Goodwin, B., (2015, Dec- 2016 Jan) Research says/Does teacher Collaboration Promote Teacher Growth? Education leadership. 73 (4), page 82 - 84. Retrieved from https://www.dropbox.com/s/hml95bj705dvkzw/Does%20Teacher%20Collaboration%20Promote%20Teacher%20Growth.pdf?dl=0