Collaboration --
High School Style Judy Jones
One of the old visions of the high school educator is the teacher
who "hermits" in his or her room rarely emerging except for faculty
meetings. This is a person who "does her own thing" and rarely shares
or talks about curriculum and other educational issues with other
teachers. In the past, collaboration was for the elementary school
teachers. In our high school and all across the nation, this image
is changing. We are being challenged to collaborate with our colleagues
on everything from curriculum development to classroom management.
For many years our science department has been collaborating on curriculum.
We meet as a whole group and as subject groups to improve instruction
for our students. The benefits are many. One of the most important
is that new teachers feel nurtured and connected. More experienced
teachers thrill in the synergy of developing new activities in cooperation
with colleagues. There is new energy when teachers work together and
share their ideas.
Over the years, our science teachers have agreed on a common curriculum
for each of our subject areas. Each year we also prepare a common
purchasing order so that we don't repeat items and waste money. We
have an inventory for each of our rooms and a check-out system for
using materials and equipment. All of these details have been agreed
upon through collaboration. We have developed a sequence for writing
of lab reports - so that there is a smooth transition from 9th grade
biology to 12th grade physics and other courses as our expectations
increase. We have worked together to prepare a philosophy statement
for our department and to establish common goals involving the use
of technology, the incorporation of open-ended lab activities, and
the infusion of mathematical concepts. When we worked on the issue
of the math concepts, we invited key math teachers to work with us.
This year our seven biology teachers divided up the state curriculum
concepts and presented lunchtime review sessions that were attended
by at least 25% of our 9th grade students. Quite a success for lunchtime!
The work was minimal for each of us. For example, I prepared a two-day
review on molecular genetics. Other teachers prepared reviews for
the other 14 days. One of the teachers presenting was our special
services collaborative teacher, who did a session on test taking skills.
This successful project worked because we collaborated. It would have
been overwhelming for just one person.
There is no doubt that we are faced with challenges - TIME being the
greatest. Our spirits are willing, but we struggle to find the time
to meet. We try to have each subject area meet at least twice a month
(in addition to regular monthly department meetings). The benefits
are so obvious that we make ourselves find time to accomplish our
goals together.
Just recently a couple of us decided that we needed something creative
to energize our biology students as we reviewed for our end of the
year state test - a test that is very high stakes in our state. We
called all seven biology teachers (representing 20 sections of biology)
together and came up with a plan for a field day for all biology classes.
This day turned out to be very exciting for the students. We planned
14 stations - each of us created the activities for two stations (the
same content areas as our review session above). The activities involved
active processes such as using a dichotomous key to identify a fern,
analyzing an autorad to ID a perpetrator, finding the mutation in
a strand of DNA, identifying molecular models, matching cell parts
with their functions, etc. Each period, the biology classes were organized
into 5-6 groups per class. Each group was given a card with the sequence
of stations the students were to follow. All the stations were scattered
outside around our campus and each group got a map. They first gathered
in the commons where our principal blew a whistle to start them off.
The senior biology 2 students and the AP biology students manned the
stations. Each station had a box with the activity, the answer sheet,
the key, and an insect stamp with a stamp pad. When a group finished
an activity, the older students would quickly "grade" the activity
and stamp the group's card (if they were successful). At the end of
the period, the groups turned in their cards and got refreshments
and prizes (compliments of the PTSA). The next day, in their classes,
the most successful groups were rewarded with an extra prize.
This day was a great success and we are determined to repeat it. Students
were running over the campus, finding stations, engaging in the activities,
talking over their answers and enjoying the competition. All it took
was several meetings, a spirit of "Can Do" among the biology teachers,
a supportive principal and PTSA, and a nice sunny day!
My challenge to you is to find a way to involve your teachers in productive
collaboration. It sure beats the old faculty lounges where teachers
complained about everything! |
