| It is not practical for any new or seasoned teacher to | | | | Their own collaborative process is unique because it |
| work in isolation. Unfortunately, many teachers work | | | | reflects their experience and goals. |
| under difficult time and curriculum pressures. Since | | | | The first step in creating a collaborative plan is to |
| school districts do not provide teachers with much | | | | know students' capabilities. As part of our collaborative |
| needed specific guidelines on how to collaborate, | | | | plan, we started out creating a working definition of our |
| teachers need to develop their own collaborative plan. | | | | struggling English language learners in ESL and general |
| This leaves many teachers to feel isolated and they | | | | education settings. We wanted to create a possible |
| do not feel comfortable initiating their own collaborative | | | | model for implementing collaboration techniques. |
| plan. And unfortunately, many school districts have yet | | | | Of course, we knew we would also need to monitor |
| to prioritize the importance of collaboration as a critical | | | | ourselves on implementing the guidelines. In a |
| aspect of new teacher survival. | | | | collaborative plan, teachers also monitor themselves on |
| However in some districts, districts provide a model for | | | | implementing the guidelines. They also document the |
| collaboration. A Model is a system of guidelines usually | | | | progress of their students and the plan as a whole to |
| given to teachers by administration. Teachers are | | | | ensure ongoing success. |
| expected to follow such models, which may take | | | | Different teachers also share similar instructional goals |
| different forms. Each model has its own set and | | | | even though curriculum may differ in different |
| weaknesses. | | | | educational settings. When teachers successfully |
| So let's talk a bit about why collaboration is beneficial | | | | develop a plan for their own collaboration, they ensure |
| and important for teachers. In a collaborative context, | | | | that their instructional goals and objectives will be met. |
| teachers realize the benefits of working together. | | | | it makes sense then to learn what works for other |
| Collaboration saves time and maximizes curriculum. | | | | teachers so they can meet the needs of their own |
| Further, teachers spend less time working in isolation. | | | | struggling readers and English language learners. |