Running head: EFFECTIVE COMMUNICATION & COLLABORATION 1

Effective Communication & Collaboration

Tiffani Cosendine

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2019

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Introduction

Student teaching has provided me with firsthand knowledge of how crucial

communication and collaboration are in a school system. Teachers must be intentional when

interacting with students, parents, families, and other professionals in the school. It is immensely

important for teachers to build connections with other educators around them. Because “teachers

are sure to bring different knowledge, skills, beliefs, motivations, and understandings about

students to the learning process,” (Brownell, Adams, Sindelar, Waldron, & Vanhover, 2006),

they are able to learn from one another when sharing ideas. This paper reflects the competency

of effective communication and collaboration and how I have worked to fulfill this during my

placement.

Rationale for Selection of Artifacts

The first artifact I chose to represent the communication part of this competency is the

introductory postcard I created for students to take home on my first day of student teaching. The

purpose of this postcard was for me to introduce myself to the students and their families. Using

the website Canva, I typed up a short introductory paragraph stating who I was, where I am

going to school, and that I was looking forward to getting to know the students and being a part

of their classroom. I also added a picture of myself and three fun facts about me. This postcard

was my way of communicating to students and parents by simply saying hello and a little bit

about me.

The second artifact I chose to represent the collaboration part of this competency is a

sampling of notes I took during grade-level meetings and planning sessions with my cooperating

teacher as well as notes I took when helping to plan a Project-Based Learning (PBL) assignment

with the grade level. When I would meet with my cooperating teacher to discuss upcoming

lessons, I would usually try and write down the overall plans for each day so I knew exactly what
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I was supposed to be teaching. I would also be sure to write down any suggestions given by my

cooperating teacher. In addition, I made sure to take notes when we were planning the PBL so

that I could help facilitate it and ensure that I knew exactly how to help it be successful for the

students.

Reflection on Theory and Practice

The school I am undergoing my first student teaching placement is an extremely

collaborative school. Grade-level meetings occur at least two or three times a week, even if only

for a half hour while the students are at P.E. or specials. At these meetings, teachers share lesson

ideas, discuss student progress (individually and as a grade level), and talk about upcoming units

and how they may approach them. Being included in these meetings has been immensely

beneficial and truly opened my eyes to how much intentional planning is involved with teaching

when it comes to implementing instruction and assessing student learning. Three important

factors of teacher collaboration include: (a) sharing of common goals, (b) shared ownership in

student learning and school improvement, and (c) focus on improving instructional practices

(Burton, 2015). These are three practices I have witnessed during grade level planning sessions.

When I first began my placement I often found it difficult to offer up my thoughts during

collaborative sessions since I was still new and a little shy, but now, being in week 5, I have

gotten to the point where I am more open to sharing my ideas and am even asked to on occasion.

For example, over the past few weeks my cooperating teacher and I met with a grade-level

specialist and another fourth grade teacher to implement a Native American PBL. A PBL, or

Project-Based Learning, is “essentially a collaborative, constructivist, and contextualized

learning and teaching approach that uses real-life problems to initiate, motivate and focus

knowledge construction” (Ribeiro, 2011). As to be expected given that definition, this was an

extensive project that took several weeks to develop and required significant collaboration and
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communication. For the final stage of the PBL, the specialist planned a “breakout” session for

the students that involved students solving clues about the Native Americans in order to open the

locks on “breakout boxes” and successfully complete the PBL. My role in this was that I offered

some of my input on how we might to do this, and I even came up with one of the clues myself.

This was a meaningful experience for me because, even though I am only a student teacher, I

was still able to feel as though I was part of a team with others in the school.

When it comes to communication, I definitely make sure I am receptive to insight or

advice given to me by my cooperating teacher or the SPED teacher that is also in the classroom.

I am not hesitant to seek them out whenever I need guidance in generating lessons or planning

out the day. Especially with three of us in one classroom, it is crucial that we communicate about

what is on the agenda each day so that we can ensure that everything operates smoothly and that

the students are all on task and receiving the instruction that they need. Making sure I am

communicating with the students is also a priority for me. Not only do I need to make sure I am

clear in communicating directions and expectations, but personal communication is necessary as

well. I have been working to build rapport with my students, and one way I do this is by simply

talking with them outside of giving instruction, whether it be about their interests or weekend

plans. My goal is to write each of the students a farewell letter at the end of my placement to let

them know how much I have enjoyed being with them in their classroom, and I am planning to

send home some sort of letter to parents as well.

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References

Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from

collaboration: the role of teacher qualities. Exceptional Child, 72(2), 169-185.

Burton, T. (2015). Exploring the impact of teacher collaboration on teacher learning and

development. (Doctoral dissertation). Retrieved from

http://scholarcommons.sc.edu/etd/3107

Ribeiro, L. (2011). The pros and cons of problem-based learning from the teacher’s

standpoint. Journal of University Teaching & Learning Practice, 8(1), 1-17.