Professional Learning Communities co-creators Rick DuFour, Rebecca DuFour, and Robert Eaker would define collaboration as teams of teachers who work interdependently to achieve common goals — goals linked to the purpose of learning for all — for which members are held mutually accountable. This type of definition seems to take all the fun out of teacher planning time, but it is exactly what needs to be in place in order to build strong students and strong teachers.
Our topic for the November 12th, 2015 chat was Moving from Teacher Competition to Collaboration. The participants were eager to explore this topic and had great insights into the reasons why competition sometimes masquerades as collaboration and how, at times, cooperation can be substituted for collaboration. Both Competition and Cooperation allow school staffs to get things done and to get started on initiatives and implementation. Teachers are “involved” in the the implementation but it’s not their implementation. Collaboration is not something most people do naturally. We’ve learned to cooperate with others but collaboration is more than just cooperation.
It’s more than just working together and includes setting goals, timelines, data, checkins, planning, reflecting, sharing ideas, disagreeing, readjusting, and making adjustments. In my own experience, there is often a big emphasis on everyone getting together and not rocking-the-boat which often means that some things are ignored or let go in order not to make waves. Part of collaboration is everyone working together, putting effort towards achieving a goal/set of goals and, sometimes, crucial conversations are necessary to continue progressing. During a time of increased public scrutiny of education, a solid and united front becomes more important than innovation and creativity.
Competition is something that isn’t regularly discusses but can lurk in the halls and staffroom, undermining the best intentions of teachers and administrators. In a period of school ranking, student testing, and reform implementations, schools have become grounds for competition where one-up-manship can become more important than doing what’s best for students. Educators get caught up in “Edu-speak”, discussing education and learning in such a way that few outside their own circle can understand what they are saying, creating a further barrier.
Another dark side is the implementation competition in which schools are compared to one another in the relation to how well they are implementing particular programs. In all these cases, instead of sharing and collaborating on projects, schools and teachers are “compared” to others to see how they measure up with the general public being brought into the mix through published school rankings. Often competition becomes a comparison with winners and losers. Social media can act as yet another avenue for school competition as schools, instead of collaborating to improve learning, become a “Look what we are doing!”.
Don’t get me wrong, teachers need to connect and share, working together to be better but they also need to leave the ego at the door, be willing to try things, admit mistakes, participate in reflective discussions about the work that is being done and explore innovative and new ideas about learning. It won’t be easy or without issues, there may even be disagreement. But, if the goal really is to do what is best for students, can anything less be acceptable?
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