A Collaborative Partnership Forum

To make teaching effective and efficient

Many people must participate in the ongoing process. That is why it is crucial for teachers to have the support of the professional community if schools are to succeed (Burns, Yendol & Jacobs, 2015). To fulfill the requirements of the children, however, these staff members must engage in some activities in the classroom if they are to collaborate effectively and produce beneficial outcomes.

They must perform sufficient planning

Although it may seem obvious, cooperation partnerships in education require a workable and realistic approach. Throughout the planning phase, it is important to pay close attention to the unique problems facing the children. Again, the personnel must agree on time frames to offer their services to the students in classrooms to avoid cases whereby, one individual conducts his duty diligently, whereas the other one performs it recklessly.

Disposition is another consideration

That different personnel should consider when working together to meet the needs of all students in the classrooms. Before initiating collaborative teaching, discussing individual’s perspective on various issues, such as grading, fairness, behavior management, and the likes is essential (Burns, Yendol & Jacobs, 2015). Finally, evaluation, systematic procedures should be employed to evaluate both the satisfaction of students and all other stakeholders. Again, the expertise should assess the effectiveness of their collaborative partnership, and if they see it non-beneficial, they should decline it. However, a collaborative partnership in teaching has always brought about encouraging results.

Apparently, for a collaborative partnership to work

Various dispositions must be present, such as professional ethics. As stated by Burns, Yendol & Jacobs, 2015, the stakeholders in a collaborative partnership should maintain their positions as positive role models for students and other individuals in grooming, regular attendance, punctuality, and the likes. Again, maintaining the standards of confidentiality regarding the students’ information and using sound judgment when solving any issue concerning the students.

Another disposition diversity

Where the professionals should recognize the student’s interests, unique prior knowledge, and life experiences. Diversity will enhance the provision of equitable learning opportunities for all the students. Finally, self-reflection and believing in students’ ability to learn. The stakeholders should use all analysis and reflection to plan and assess student learning. Nevertheless, they should have a positive perception that the students have the ability to learn and understand what they are taught (Burns, Yendol & Jacobs, 2015).

Reference

Burns, R. W., Yendol-Hoppey, D., & Jacobs, J. (2015, January). High-quality teaching requires collaboration: How partnerships can create a true continuum of professional learning for educators. In the Educational Forum (Vol. 79, No. 1, pp. 53-67). Routledge.