Collaboration
Program Parameter: COLLABORATION
Programs should incorporate sequentially planned instruction and application experiences that will result in candidates’ capacity to engage successfully in professional collaboration on behalf of students. The forms of collaboration should include the capacity to collaborate successfully with colleagues (including special educators), administrators, other school personnel (counselors and social workers), family members, and community members. Capacity-building for collaboration must also include the ability for candidates to function effectively as a member of a Professional Learning Community.
Rationale:
Research (e.g., Fullan, 2003; Hord, 2004; DuFour, 2001) ) and effective practice have led schools and educators to value productive collaboration as a means for conducting data-directed cycles of diagnosis and prescription that can lead to increased student achievement, to build capacity among teachers in schools, to carry out the legal and ethical requirements of Individualized Education Plans (IEPs), and to engage parents and other service providers and caregivers in the education and development of children and adolescents. Moreover, stakeholder and partner LEAs (Wake, Johnston, and others) have adopted the Professional Learning Community as an expected “way of doing business,” sometimes (as in the case of WCPSS) adopting a particular model of the PLC (DuFour). The expectation for NC State candidates is that they are “collaboration ready” and often PLC ready when they begin their teaching career . Stakeholder groups also have underscored the value of successful and productive interpersonal relationships, even arguing that NC State should provide direct instruction and practice with feedback in interpersonal skills.
Program Elements:
Preservice students will receive direct instruction and practice in interpersonal skills beginning with the 100-level course in their programs. Instruction and guided practice in structures and effective practices for Professional Learning Communities and other forms of professional collaboration will begin no later than the 200 level courses in programs. Instruction and practice cycles on collaboration should continue in an integrated manner throughout the remainder of each program. Cross-program seminars such as ED 310 and a senior internship seminar may be used to insure candidates develop expected capacities in collaboration.