Changing roles; a collaborative practice impact story

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If we understand what collaboration is and the impact this can have on ākonga (learners), and on our own teaching practice, we might be more likely to commit time and energy towards collaborative practices. This relates to the changing role of the teacher trend (CORE Education, 2019) and how we can harness the power of collaboration because as teachers, we work in increasingly complex and diverse settings. So what are the benefits or impacts collaborative teaching and learning practice provide for our learners, and for us as teachers? First we need to understand what it is and make sure we are clear about the difference between cooperation and collaboration.

“Collaboration refers to the capacity to work interdependently and synergistically in teams with strong interpersonal and team‐related skills including effective management of team dynamics, making substantive decisions together, and learning from and contributing to the learning of others.” Michael Fullan (2004)

Collaboration is about everyone creating and moving towards a shared goal that is greater than we would have been able to achieve independently. Through developing collaborative practice we can support building relational trust across teams. This is one of the many key drivers in the changing role of the teacher trend. Sometimes we think we are a collaborative team for example, when we say “we plan together”, but collaboration in this context goes beyond taking different areas of the curriculum and planning it. So what do we need to do to ensure that we are a high performing collaborative team that positively impacts learning for all ākonga?

Where do we start?

Crafting our ‘Why’ or what we believe needs to be done together and mutually agreed upon is a good place to begin. Using a framework like Simon Sinek’s Golden Circle will help to clarify thinking.

The time taken to kōrero and explain our own thinking is an important part of collaborative learning because it enhances everyone’s understanding. Sinek’s Golden Circle is similar to Julia Atkin’s approach ‘From Values and Beliefs about Learning to Principles and Practice’. Why do we believe collaboration is important? If mutual belief is at the centre of what we do then it is easier to reflect on whether we are achieving what we value and believe, and allows us to ask if our belief matches our current state.

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Linton Camp School has been focusing on collaborative practice for two years. Recently they were asked to think back to the beginning of the journey and what their initial thoughts and assumptions were about collaborative practice.

“Getting to the core of what collaboration was versus cooperation was eye opening and that helped me to focus my thinking when I thought about how our collaborative practice would look like. Also that collaborative practice meant more than just having shared goals and mutual respect, it’s about a high level of mutual trust, having vulnerability and a shared vision and shared values. When we worked together as a staff to develop a shared vision for collaborative practice it allowed us to generate new ideas as a team and agree on shared values that would be at the heart of our practice.” Ella Diprose (Junior Team Leader, Linton Camp School)

 

“Initially I assumed that collaboration was all about cutting holes in the wall and having to share a space with another teacher. I was worried about how that could clash with my style but I was pleasantly surprised by all the new learning and approaches that we could use to make it a truly collaborative practice.” Jamie Taylor (Bi-lingual Teacher, Linton Camp School)

 

The key part of the process is deciding together on ‘The Why’ (our belief), ‘The How’ (The principles that guide our belief) and ‘The What’ (action in practice) that will help your team to collaborate successful. This all helps to make explicit what you stand for and what gives direction to your actions in practice.

These examples from Linton Camp School and St Anthony’s School (Seatoun) show the outcomes from the process of developing a schoolwide collaborative vision. They look different, because they were developed authentically and collaboratively to suit the context. You can’t pick up what someone else is doing, this needs to be created from scratch so that has purpose and is meaningful

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The next step was to take this even further. Teams within the school developed what Dalton & Anderson (2016) call a Team Charter. Some schools have named it an ‘Essential Agreement’ or a M.A.T.E’s (Mutually Agreed Team Expectations). This was an opportunity for teams to decide on and craft shared understandings about what they do as a team, and how they work and talk together. Suggestions for teams to craft shared understanding about from Dalton & Anderson (2016) include:

  • Meetings (how these are run, agenda, purpose, chair, timing, how priorities are identified)
  • Actions (accountability, responsibility)
  • Communication (how are we respectfully honest and open, different perspectives, how we challenge ideas)
  • Conflict (how we disagree respectfully, issue/person)
  • Decision making (strategies for decision making, explanations, communicating the decision)
  • Progress and celebration (how we celebrate, how we monitor and evaluate)

The impact of developing Team Charters:

“The MATES document has been amazing. Writing our expectations in clear language and being able to refer and refine it as things changed. This has flowed on into many other aspects of my life- my whānau, kōhanga and wider community projects. It really helps to set boundaries, expectations and build trust and respect.” Jamie Taylor (Bi-lingual Teacher, Linton Camp School)

 

“One of the biggest successes of collaboration is the growth in collaboration with our team which started from out MATEs agreement and has just grown from there. I believe our team is a supportive and collaborative unit.” Anna James (Senior Teacher, Linton Camp School)

 

“The MATES agreement work has really helped me as a leader now and into the future.” Warrick Price (Deputy Principal, Linton Camp School)

 

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Ok, now what?

The next challenge was transferring and applying the shared understandings to practice. How do we design learning experiences where students can develop social skills and relationships, collaborating with a range of different people and peers? Linton Camp School decided to focus on Maths as a team to start testing the waters out with collaborative practice, using their vision and team charter to help guide them. A flurry of exciting, innovative and creative ideas started flowing as they designed their collaborative team approach.

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Left: Teachers trying out a collaborative learning design task (Dance Squad Challenge with Sphero) Right: Juniors science collaboration – learning about simple machines. These photos were of groups of 3 or 4 students working collaboratively to create an inclined plane car ramp.

 

“The ‘aha’ moment was definitely the Maths hub organisation. Working together to provide a high-quality maths programme using the principles of collaboration was excellent and has stood the test of time as we are willing to continually refine the processes.” Warrick Price (Deputy Principal, Linton Camp School)

 

“The Maths Hub has been a big change to our practice and we really have a sense of ‘our’ students as a senior team. I think the focus on collaboration with the students, moved them from cooperation.” Anna James (Senior Team Teacher, Linton Camp School)

 

“I would say there was a lot of ‘aha’ moments. The maths hub organisation was one of them and being able to develop our practice and learning systems for the students to bring greater success. I also loved having the MATEs agreement to have something to refer back to.” Kiri Parkinson (Senior Team Teacher, Linton Camp School)

 

The teachers used the CORE Education Collaboration Framework as a way to monitor and reflect on collaboration as a team. One of the five sides to the pentagon framework is ‘Challenge and Critique Practices for Transformation’. This helped to guide the conversations to debate and inquire into each others’ thinking.

The impact of working collaboratively

What has been the most effective approach/strategy that has supported your team to be collaborative and why?

“Our Maths Hub. The shared planning and regular discussion about effectiveness and tweaks required to ensure success. The focus is on student achievement and we are reliant upon all team members playing their part for success.” Anna James (Senior Team Teacher, Linton Camp School)

 

When you started to transfer collaborative practice into the classroom, how did your plans focus on capacity building and cultivating the expertise of every learner?

“As a team, we have purposefully planned for learning experiences that require students to take on specific roles that help the team to succeed. These structures are still being refined but I know we are onto a winner.” Warrick Price (Deputy Principal, Linton Camp School)

 

“When we began to bring our collaborative practice into our classrooms we worked to model collaboration first amongst us teachers in front of the students in our science focus in Term 2 as for example we would model in writing. The students enjoyed seeing the teachers working together and it was a great opportunity to practise working collaboratively.” Ella Diprose (Junior Team Leader, Linton Camp School)

 

“We were open with the students about the teachers learning to be more collaborative in our practice. I shared with them the journey we were on and talked about how the Maths Hub and our communication unit (Podcasting, Audio Books, Stop Motion) were ideas that have come about from our work. We used strategies such as students building MATEs agreements, role assigning and building success criteria and matrices to support the learners.” Anna James (Senior Team Teacher, Linton Camp School)

 

“Modelling collaboration by the teachers and using hands-on activities to engage them. We showed different types of learners and also modelled what wasn’t collaboration.” Hanna Bills (Junior Team Teachers, Linton Camp School)

 

“Having students having specific roles that were clear and defined to them. Modelling collaboration and using it a lot in our regular teaching vocab to build students’ understanding.” Kiri Parkinson (Senior Team Teacher, Linton School Camp)

What impact has the collaboration vision, principles and practices had on learners and how do you know?

“There has been an obvious impact on the students as the vast majority of the PLD we did has become commonplace within the senior team learning systems. The links with the 21st century skills has been an obvious match for collaborative practice and we are as a result structuring more and more learning areas to reflect collaborative systems.” Warrick Price (Deputy Principal, Linton Camp School)

 

“This is one of the most motivating and engaging PLDs I have ever been involved in. If I am enthusiastic then this rubs onto the students. I believe our students are more aware of the 21st century skills and the importance of these for them. We are planning for a lot more collaborative activities and systems. As a result the students are working more collaboratively and definitely improving in this area.” Anna James (Senior Teachers, Linton Camp School)

 

Linton Camp School teachers identified once they took collective responsibility for the progress of all learners they found there was improved learning and achievement in the Maths area (this was the focus for their pilot) and higher level thinking skills. Learners expressed satisfaction with the learning experience. The teachers had a deep understanding of collaboration within their teaching team which supported them to effectively model the skills with students. It also allowed the teachers and students to be creative with how they use their spaces which impacted engaging in increased professional conversations about all students, the approach and feedback on their own teaching.

The collaborative practice approach also led to improved empathy skills, social interaction skills, self-management skills and opportunities to develop leadership skills. The list can be extensive when highlighting and identifying the impacts and effects of collaborative practice. One of the biggest benefits is the opportunities it allows for improved dialogue (with all learners) and communication skills.

 “Collaborative learning aims to promote dialogue. Dialogue enhances understanding when learners explain to each other. As learners become more adept in talking themselves through problems and contexts, their ‘outer speech’ develops, and so does their ‘inner speech’, giving greater power of self-direction.” -Watkins (2009)

It is important to allow opportunities to review the experiences of collaborative learning with your students and your team.This helps to grow assessment capabilities with students so they can articulate their thinking about their learning. A few key questions could be:

  • What helps our group/team work best?
  • How was our communication? (how we talked together, equal chance to talk, managing disagreements)
  • Next time, what would we like to improve?

A final thought from Linton Camp School teachers…
“We have proven that single cell spaces can still have great collaboration happening in them. Developing systems that promote collaboration between students is important and it relies on understanding what collaboration is and designing tasks that help students to improve their skills.”

 

If you have a story to share, question to ask or a response to this blog post then head to the edSpace discussion around the changing role of the teacher.

References

Atkin, J. (1996). From Values and Beliefs about Learning to Principles and Practice. Harden-Murrumburrah. Retrieved from http://lnnz2.vivid.net.nz/shared/professionalReading/1124.pdf

CORE Education. (2019). Changing role of teachers » CORE Education. Retrieved 6 November 2019, from http://www.core-ed.org/research-and-innovation/ten-trends/2019/changing-role-of-teachers/

CORE Education. (2019). Collaboration Framework » CORE Education. Retrieved 6 November 2019, from http://core-ed.org/research-and-innovation/resources/white-papers/collaboration-framework/

Dalton, J., & Anderson, D. (2016). Learning talk: Important conversations at work, Volume 5. Hands On Educational Consultancy Pty Limited.

Fullan, M., & Scott, G. (2014). Education PLUS [Ebook]. Seattle: Collaborative Impact SPC.

Grow Waitaha. (2019). Shirley Primary School – Using team charters for collaborative practice. Retrieved 6 November 2019, from https://www.growwaitaha.co.nz/our-stories/shirley-primary-school-using-team-charters-for-collaborative-practice/

Watkins, C. (2009). Co-operation vs collaboration. School Leadership Today, 1(1), 22-25.

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What counts as research?

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Photo by bourgeoisbee under CC

I often get asked what I mean by research. Finding a precise definition can be tricky, especially in education where the term inquiry is commonly used to describe a range of investigative and reflective work. In New Zealand, for example, concepts such as teaching as inquiry, spirals of inquiry, and action research, are often used interchangeably, creating confusion. It’s because of this that I think it timely to ask: ‘what counts as research?’. In this blog I share how I have negotiated this slippery question in my practice as a researcher and research mentor.

When thinking about research, I differentiate between ‘research-related activities’ and the more detailed and systematic concept of research, which for ease of understanding, I call ‘research projects’. Many people engage in research-related activities, and do these well, but not everyone carries out a formally recognised research project. So what is the difference?

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‘Revitalising zones of the human imagination’ : Māori-Pākehā relations in education

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This blog asks Alex Hotere-Barnes (CORE Education Researcher/Evaluator) 7 questions about:

  • being Pākehā learning reo and tikanga Māori;
  • his experience of working alongside diverse Māori in education; and
  • what gets him up in the morning!

1. Your formative education was spent going to kōhanga reo and kura kaupapa Māori, how did that happen?

The late 70s and early 80s was a period of social and cultural change. My parents were politically active at that time. They were both drawn to liberation movements: stopping violence against women; gay, lesbian and bisexual issues; and anti-racism.

Eventually, the opportunity arose for my twin brother and I to attend kōhanga reo. This happened because my dad was, and still is, pretty ‘out there’ politically. Despite his unconventional views (or hopefully, because of them), he was respected by local whānau and hapū. They invited us to be involved in the local kōhanga reo. This opportunity fitted well with his values and philosophy to raise us as bilingual and bicultural citizens.

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When, as an adult, I asked my father why he wanted to expose us to Māori education as a Pākehā middle-class family, he said:

“I had an opportunity for you to learn a broader base of ideas as a part of who you are. My upbringing often felt stiflingly narrow and limited because it seemed so monocultural, even when I could learn as an adult to change. I knew I could use my current experience to offer you what I thought would be a much more useful base. I was resolute that the good things within the Māori world along with our privilege as Pākehā would be a whole new combination for you to choose from as you got older…” (Graham Barnes 1)

I realised later, through my own research, that similar ideological and philosophical beliefs underpinned other Pākehā support and involvement in Māori community development initiatives.

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Why I love research

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Louise speaking with man in Bali

Recently, I was at a networking event and someone asked me what I do for a job. When I said ‘I am a researcher’ they replied, ‘I feel sorry for you’, going on to share how they thought this must be the most boring job in the world. To be honest, I was a bit taken aback by this comment, as I have never found research boring. Hard work maybe, but never boring. Being a researcher means I have the space to follow my curiosity, to think broadly about life and learning, and to ask what if questions — and all in my workplace. How can this be boring?

As a researcher, I am constantly challenged, as I am exposed to new ideas and perspectives, which has caused me to see things differently on many occasions. As a result, I find that I am always learning, which, for me, is an exciting outcome of my job. These positive experiences with research have not just happened, however. They have evolved as I have developed a disposition towards research, one that I believe is different from the characteristics typically valued in educators.

I have a teaching background, and so I have learnt to think on my feet and make decisions in a moment. As a teacher, I looked for ideas I could implement straight away in the classroom, and my planning often became a bit of a snatch and grab process. I liken this to being a magpie — seeking out useful ideas and resources from a range of sources, and using these to build a programme that is varied, on trend, and best practice. Teachers are expert at this, but as a researcher I found this approach the antithesis of inclusive, innovative research, and I had to change.

The process of research requires a slowing down and letting go of being the knower. My own experience has taught me to be friends with questions and uncertainty, and to be patient as I wait and see what happens. I am not alone in this; I have observed those I mentor in research go through the same process of unlearning old patterns to become a more curious and intrepid explorer. Cultivating a disposition for research in my own work has involved learning and relearning how to question and listen more.

Learning to question more

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Where have all our children gone?

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Our centre has had huge financial problems with so many families being relocated to other areas. When I first started at this centre we had 48 children, and it's just that one day that changed everything.
– teacher, Christchurch east centre

Where have all the children gone?

In September 2011 CORE Education completed a project for the Ministry of Education exploring the impact of Christchurch earthquakes on ECE provision in eastern suburbs, an area of Christchurch most detrimentally affected by the 22 Feb quake. 

The report is now available on the Ministry website.

Not surprisingly the findings of this project confirmed that significant population movement following 22 February dramatically affected the Christchurch ECE sector. The project reports on data collected between 23 May and 22 July, including an 82% return rate of survey data from 150 ECE services, and interviews with 23 non-Governmental organizations and community groups, and 96 parents/whānau.

The open ECE services in both ChCh east and comparison (located outside of ChCh east) groups reported that 1,072 children left their service following 22 February.  The destinations were identified as:

  • 304 moved to other cities in New Zealand.
  • 90 moved overseas.
  • 206 moved within Christchurch and enrolled in another ECE service (196 from east services)
  • 59 children were no longer participating in ECE
  • 413 destinations unknown.

The large number of ‘destinations unknown’ was not surprising as the movement of many families/whānau was immediate, taking place during the initial disaster period when all ECE services were temporarily closed.  ECE teachers and peers were not able to farewell children and families/whānau in the way ECE is regularly accustomed to. Rather, many services were left wondering where their families/whānau had gone.

Fourteen Christchurch east ECE services closed altogether due to significant damage following the 22 February quake. Many of these services remain closed to date. These closures resulted in an estimate of 500 lost ECE enrolments with families needing to find alternative placements. There was no way of accurately knowing where these children and their families/whānau relocated. When adding the 500 lost enrolments from closed services with the 413 children who left open services for destinations unknown (total 913) you begin to get a picture of the size of possible ECE population loss for Christchurch, and of the concerns about the impact on ECE participation overall.

Parent interviews suggested that not all children leaving an ECE service had re-enrolled elsewhere. Parents became discerning about their ECE decisions. Many wanted to keep children close and for some this meant moving their child to an ECE service located closer to home or work, while others made the decision to keep their child with them at home.

Comparative enrolment data of open Christchurch east ECE and outside Christchurch east services confirmed that a number of families moving within Christchurch had re-enrolled children in ECE.  Christchurch east services had a 17.54% net loss of enrolments while the comparison ECE services had a net gain of 21.18% new enrolments. The tables below illustrate these changes.

Graph 1: Enrolments in Christchurch schools 2010 vs 2011

Graph 2: Total enrolments in Christchurch schools 2010 vs 2011

Financial viability for many east located ECE services continues to be at risk as they struggle to balance a continuing loss of income due to reduced enrollments with retaining a quality service for their community.

‘The new enrolments are less in number than those who have left therefore we have less money coming in from parent fees and funding.’
– Manager, east Christchurch

The movement of families/whānau within and beyond Christchurch is set to continue as decisions are made about where to live. ECE services and families/whānau will continue to live in an uncertain climate for some time to come, a situation that is not helped by ongoing quakes and resulting delays to the city’s rebuild.

‘We’re uncertain about our building and whether we can even return’; ‘How many families will be here to serve?’ ‘We have found that a lot of our families are in the red zone but we’re still not sure what will happen’; ‘We don’t know what’s going to happen tomorrow.’
– teachers, east Christchurch

Ideally I want [child] to be with children who go to the same school but not knowing where families will move to means this is not certain now.’
– east Christchurch parent

An overwhelming finding in this project was recognition that ECE had been instrumental in community recovery following 22 February. Services retained a sense of normality for children and families/whānau, provided a place for the social needs of communities, and offered additional support for ECE staff, families/whānau. This sense of community support continues to be a priority for ECE services, particularly those located in or near the red or orange-zoned areas.

We are educators. What we do sets up the main highways for all future learning. …. Post earthquake we have not only provided education for our tamariki, we have provided a sense of security, normality, a return to routines and patterns. We have also provided education, strategies & support for their whānau. We have been the whānau support and resource. We are an important part of Christchurch's recovery.
– Supervisor, east Christchurch centre

As the aftermath of the events of 22 February shapes the new normal in Christchurch, ECE services are turning attention to new demands and challenges with the wellbeing of communities remaining uppermost in their minds.

On the positive side, there is a stronger sense of community and people have formed relationships with others that they previously would not have. The parents/families who have stayed in ChCh were, and are, very supportive to each other and the centre.
– Supervisor, east Christchurch

2012 will prove to be demanding on all early childhood services in Christchurch in different ways. Financial sustainability will be of major concern for many while capacity to meet demand may provide new challenges for others. As always, the tenacity and resilience of the ECE sector is sure to rise to the challenge!

The project team:
Jocelyn Wright, Keryn Davis, Glenda Albon, Josephine Winter and Ruta McKenzie.

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