The Early Career Framework states teachers should learn that... Teachers can make valuable contributions to the wider life of the school in a broad range of ways, including by supporting and developing effective professional relationships with colleagues. Professional Behaviours (Standard 8 – Fulfil wider professional responsibilities)
Teaching extends far beyond the boundaries of the classroom, and teachers hold a pivotal role in shaping the overall culture and dynamics of a school. This blog post delves into the idea that teachers can make meaningful contributions to the broader life of the school by fostering effective professional relationships with their colleagues. Drawing on academic research, we explore the ways in which collaborative interactions among teachers not only enhance the working environment but also contribute to the overall success and well-being of the school community.
The Importance of Teacher Collaboration
Teachers are not isolated entities within a school; rather, they form an interconnected web of professionals whose collaboration can significantly impact the entire educational ecosystem. Numerous studies underscore the importance of teacher collaboration in promoting a positive school culture, improving instructional practices, and fostering a supportive community for both educators and students (Hargreaves & Dawe, 1990; Ingersoll & Strong, 2011).
1. Promoting a Positive School Culture
A positive school culture is built on trust, shared values, and a sense of collective responsibility. Teachers who actively engage in collaborative efforts contribute to the creation of a harmonious and positive working environment (Louis et al., 2010). Research by Little (1990) highlights that collaborative relationships among teachers are linked to increased job satisfaction and a greater sense of professional fulfilment.
By working together, teachers can establish a culture of mutual support and encouragement. When colleagues collaborate, they become resources for one another, sharing insights, strategies, and innovative practices. This sense of camaraderie contributes to a more vibrant and inclusive school culture.
2. Improving Instructional Practices
Collaboration among teachers goes beyond casual conversations in the staff room; it involves the intentional sharing of expertise and the joint exploration of effective instructional strategies. A study by Ronfeldt, Farmer, and McQueen (2015) found a positive correlation between teacher collaboration and instructional quality. Teachers who engage in collaborative planning and reflection are better positioned to adapt their practices to meet the diverse needs of their students.
Professional relationships among teachers create an environment conducive to ongoing learning. Through collaborative lesson planning, peer observations, and joint professional development initiatives, educators can refine their teaching methods and incorporate evidence-based practices into their classrooms (Cordingley et al., 2015).
3. Supporting Teacher Well-being
The teaching profession can be demanding, and the well-being of teachers directly impacts their effectiveness in the classroom. A supportive network of colleagues can act as a buffer against professional stress and burnout (Johnson, Berg, & Donaldson, 2005). By fostering positive relationships, teachers provide each other with emotional support, encouragement, and a shared sense of purpose.
Collaboration also plays a vital role in the professional development and retention of teachers. A study by Goddard, Goddard, and Tschannen-Moran (2007) found that a positive school culture, characterized by strong professional relationships, contributes to teacher job satisfaction and retention.
Practical Strategies for Building Professional Relationships
1. Establishing Professional Learning Communities (PLCs)
PLCs provide structured opportunities for teachers to collaborate, share best practices, and engage in continuous professional development. These communities, focused on specific subjects, grade levels, or instructional strategies, create a space for meaningful dialogue and the exchange of ideas (Vescio et al., 2008).
2. Peer Observations and Feedback
Encouraging teachers to observe their colleagues in action and provide constructive feedback is a powerful strategy for professional growth (Hattie & Timperley, 2007). Peer observations can offer fresh perspectives, promote reflective practices, and contribute to the collective improvement of teaching standards within the school.
3. Collaborative Professional Development
Rather than viewing professional development as an individual pursuit, schools can implement collaborative learning opportunities. This could involve workshops, seminars, or book studies where teachers explore new ideas together, discuss their applications, and collectively consider how to integrate these insights into their classrooms (Cordingley et al., 2015).
4. Shared Decision-Making
Involving teachers in decision-making processes fosters a sense of ownership and investment in the school's direction. Collaborative decision-making can take various forms, such as involvement in curriculum development, participation in school improvement initiatives, or representation on committees (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010).
Teachers are not just educators; they are architects of the school's culture, contributors to professional growth, and pillars of support for one another. By recognising the significance of effective professional relationships, educators can actively shape a positive and thriving school environment. The collaborative efforts of teachers extend beyond individual classrooms, creating a collective force that enhances the overall well-being and success of the entire school community.
References:
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
Cordingley, P., Bell, M., Thomason, S., & Firth, A. (2015). The importance of multi-modal teacher professional development to improve pupil outcomes. Journal of Educational Change, 16(2), 209-228.
Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877-896.
Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6(3), 227-241.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.
Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Cambridge, MA: Harvard University, Project on the Next Generation of Teachers.
Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509-536.
Louis, K. S., Kruse, S., & Marks, H. M. (1996). Schoolwide professional community. In F. Newmann & Associates (Eds.), Authentic achievement: Restructuring schools for intellectual quality (pp. 233-258). San Francisco: Jossey-Bass.
Ronfeldt, M., Farmer, S. O., & McQueen, K. (2015). Teacher collaboration in instructional teams: Exploring the practices and norms of “team talk”. American Educational Research Journal, 52(2), 250-290.
Vescio, V., Ross, D., & Adams, A
. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.