One
of the collaboration models that really stuck out to me that I have learned
about so far is Lesson Studies. This model I just read about in chapter 10, but
feel that it could be very beneficial when executed properly. Lesson studies as
described by Zepeda “can be approached as research that combines collaboration,
reflection, and professional development into a structured experience for
teachers that engages them in constructing new meanings about instructional
practices” (p.225). I think what I really like about this model, is that if
offers the opportunity to really examine teaching practices. Either personally
or among team member, which I believe is so powerful. One of the best ways I have
learned new skills and strategies isn’t from textbooks, but watching and
listening to my peers. The approach of this
model with curriculum is another concept that I appreciated. Noting Wiburg
and Brown (2006) suggesting that “the study of curriculum needs to be
two-pronged…one lens looks at what the teacher is doing in relation to the
written curriculum, the other lens is looking at what learning problems the
students may be experiencing” (p.226). Over the years with co-teaching and
having opportunities to fish bowl each other, I have become a lot more
comfortable with teachers coming in to observe my practice. I used to fear
their feedback, but now I hunger for it. I want to know what they think, their
thoughts, and suggestions to make lessons better in my room for my students. Because
in the end, I want what is best for my students and to constantly continue to
better my own practice.
For my
school and our current model of collaboration, we mostly just have PLCs. And
under new leadership, these look and feel different. We have different
expectations than what we have in the past. We have structure, purpose, and are
held accountable from our administration team. I think that my building with
implementing co-teaching have started to dabble with this, but not in the sense
of having observations being research based (based off curriculum) and
observing students and their efforts/understanding. I see this model being
implemented by grade level. Starting with one team and then expanding itself
after teachers have worked with the model with our school demographic and
curriculum. Some of the challenges I can see with this model being implemented
in my building is having the ability to observe-finding the support to cover
our classes, going along with the lack of time. Another big one, especially for
Horizon will be the building strong collegial networks. With new roll out of
ideas in the past, they have not been supportive off. Again, aligning with the
challenge of lack of time, trust among coworkers and also a shared purpose
(Zepeda, 229).
In
reflection of my school’s current model of collaboration, I think we are still
in the very beginning stages. I think with our PLCs and the new structure we
are building towards teachers and grade level talking about best practices and
reflecting on student work and curriculum. However, we need to start digging
deeper. Analyzing data as an entire team. Collaborating on strategies and
skills, and talk about next steps as a team in relation to curriculum.
