Developing Team Trust during Team Teaching

"Active collaboration is particularly important for creating a growth-based learning environment and for increasing student learning progress. Research shows that teachers who work together and learn from each other are more successful in improving student outcomes than those who work alone." Through growth to achievement: Report of the review to achieve educational excellence in Australian schools, (March 2018)

I completely agree that working together helps to learn from each other in a seamless and practical way, right there at the right moment in time and this makes this learning more successful. What I've noticed is that team teaching also improves trust among the teachers. 

Another important aspect that team teaching brings to the plate is reflecting on the lesson plan. You are not planning just for yourself, you're planning for the team and this adds more responsibility and effort that each team member puts into their planning and... delivery. 

We noticed that our learners benefit from our collaborative teaching because we take collective responsibility for all learners, and we are consistent in our curriculum and experience delivery across the syndicate. We also observed that we (team teachers) model skills of collaboration to our learners.

Refining my Inquiry Focus - Team Collaboration and Student Engagement

Over the past 2 months, my Team and I experienced many changes in our teaching approach and pedagogy. I would say, that we naturally started to collaborate in order to address new challenges of hybrid learning and the transition of students returning back to school after lockdowns and isolations. 

As a team, we are heading into a new era of collaborative planning, teaching and learning, and it looks and feels exciting. During my TAI, I want to understand how collaboration can support and better our classroom practice and also our professional well-being. We are at the beginning of our collaborative journey as we have to develop a common understanding of what effective collaboration looks like.

Does Teacher Collaboration improve student achievement and their learning experiences?

Does Teacher Collaboration improve the team's professional well-being?

I read an extract of an article about 'the outcomes of four Australian schools' efforts to promote greater collaboration between teachers in each school by Bruce Johnson: Teacher collaboration: good for some, not so good for others', and found it very interesting. 

"Collaborative ways of working helped most teachers feel better about themselves and their work and provided them with opportunities to learn from each other. However, a minority of teachers were negative about the new teaming arrangements claiming that the changes had led to an increase in their workloads, a loss of professional autonomy, and the emergence of damaging competition between teams for resources, recognition and power."

I definitely want to develop an effective team that is happy to collaborate without experiencing any of the above-stated negative situations. We already addressed the issue of the extra workload by having our daily and weekly reflections on our planning and teaching and developing a model of team planning that is clear for everyone and can be recycled over the next terms and years. We found out that having the planning schedule helped us scaffold our understanding of the NZC and learning progressions.

Hybrid Learning - Creating Inspirational Learning Environments

This year educators faced a number of challenges, including students' poor attendance due to covid, low academic levels of some students as a result of their inconsistent approach to learning during lockdowns,  and general issues with re-engaging when they are back at school.

First, I decided to focus on making learning fun, engaging and inspirational to my team: both students and team members. My perception of the initial step in forming my inquiry was in line with Russell's question: 'How do I have present, happy, healthy and engaged tauira (both students and teachers) who are learning in the Goldilocks Zone?'

I believe that you’ve already heard about the Goldilocks Zone but think it's still worth clarifying its definition. Theo Dawson: 'It’s the range in which a learning task is just challenging enough to support optimal learning by stimulating interest and triggering the dopamine-opioid cycle—the brain’s natural motivational cycle. The brains of babies and young children are wired to learn in the Goldilocks Zone, but formal education often disrupts the dopamine-opioid cycle. As a consequence, many (perhaps most) older children, adolescents, and adults must rediscover the Goldilocks Zone if they want to learn optimally from everyday experience.' 

So, we needed some fun to improve our tamariki learning experiences, hook them up and motivate them to be present and engaged. Magic and collaboration formed my response to the situation: as a team, we dived into the world of magical learning and teaching. We’ve been busy designing our magic wands, using them and sharing our creative stories. It looks like we managed to sprinkle some magic over other students as this definitely improved their attendance and engagement.

The results were rewarding:

• students' engagement was very high - including the students who worked from home and participated in our activities via Google meets.
• improved reading and writing outcomes
• creating a positive and collaborative learning environment
• improving and taking my team's collaboration (teachers) to the next level
• increased attendance!

Thinking of my 2022 Inquiry

This week I have been thinking about the next steps for my teaching inquiry. Last year, I focused on accelerating our students' learning in Maths by implementing the best world education practices and working closely with my colleagues to achieve better results for our students.  The beginning of 2022 brought us a new reality - Hybrid learning. What can we do to make learning accessible to all of our students no matter where they are now. How can we get them connected, include them in our group and class learning and provide timely feedback? 

At this moment nobody knows how long this new covid reality will last, so the first steps will be:

• create a team approach to deliver quality teaching and learning to all of our Year 3-4 tamariki
• collaborate and cross-teach to improve students' learning experiences
• collaborative planning to deepen my team's knowledge of learning progressions in all the NZC areas
• provide opportunities for all the learners' in my team to stay connected with their peers and teachers
• collect and analyse the first set of data to plan for learning
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Burst in Bubbles 2021 - TAI 2021 Evaluation (Maths focus) - #23

Kia Ora, my 2021 inquiry started after collecting my first set of data, when I discovered that 61% of my learners were working well below their expected levels in Mathematics. 

During the profiling phase, I used student voice, formative and summative assessments, and referred to their historical data that revealed a widening gap in their achievements over the past years at school. Sadly, many of these students didn’t believe they could be good at Maths, some said that Maths was too hard for them. Interestingly enough, the same students enjoyed much better results in reading and writing.

So I decided to dig deeper into High leverage practices in mathematics to try to accelerate their learning.

We started by co-constructing positive norms, using Talk Moves and having ongoing conversations about the growth mindset. Soon,  most of my students began to feel more comfortable doing Maths.

During the planning stage of my inquiry, I looked at international results in maths and referred to research and practice of the most successful countries. I questioned myself, about what they’ve been doing differently from New Zealand and from our school.

I identified many differences but focused on the most crucial findings:

• They use well-designed maths programmes supported by textbooks or digital platforms, not depending on individual teachers’ planning
• They value explicit teaching, use of materials and deliberate practice in order to develop student’s ability to transfer their knowledge and skills
• They often revisit topics to build long-term memory and deepen understanding.

Reflecting on these, I restructured my maths programme to accommodate these best practices. For example, I now allow more time for deliberate practice with a gradual release of responsibilities. Another important skill that I’ve been explicitly teaching and practising with my learners is ‘translating’ word problems into maths equations. This definitely helped to improve their comprehension, critical thinking and problem-solving skills. The mid-year data showed some good progress of my learners and I’m now in the process of collecting term 4 data.

I also extended my inquiry across our school. Supported by the management, we had a staff meeting with a focus on maths data, content knowledge, progressions and understanding of assessments. We planned to have a school GLOSS and JAM moderation. Collectively, we reviewed school expectations for planning, use of resources and delivery of mathematics. I tried to support my colleagues by sharing my practice via class on-air and on my blog, by modelling maths lessons, helping with planning and resources and pedagogy behind them. At the beginning of the last lockdown, I curated and shared a collection of digital tools for online learning. 

I believe that the changes that I made this year in my own practice and initiated school-wide will have a great impact on our teachers and learners raising their confidence, engagement and achievements in maths. 

Due to Level 3 in Auckland, the Bursts and Bubbles were conducted online. Below is the video I recorded about my inquiry this year and how I have improved my own practice and supported my colleagues. This year wasn't a usual face-to-face teaching year but there was still some great data and evidence that came out of my inquiry.

Year 4 Maths PAT data - repeated measures - TAI #22

Yesterday, I administered a Year 4 Maths PAT. We started by talking about integrity when doing the test online. The cameras were on all the time with no creative backgrounds and no other people around them. We also had a conversation about how teachers use the test information in their planning. Practice makes perfect - that was our purpose for this test. I used filters to compare the results of the students who participated in Term 1 and Term 4 tests (comparing 'apples to apples'). 

I'm very proud of my students who have shown resilience, great engagement and love of learning during these lockdown times and kept improving their knowledge and skills despite the circumstances!

TAI - cognitive engagement and critical thinking during online learning - #21

It's been a rocky year with a lot of changes in practice due to the lockdown and adapting to prolonged online learning. 

During these times, I tried to continue to run a balanced programme for reading, writing and maths using high leverage practices and the Learn-Create-Share pedagogy. I was pleased with how students responded and participated during online learning.

I designed a number of integrated units using multimodal sites. I believe that this approach helped to differentiate during online learning but also raise students' confidence to participate and contribute. 

I continued with the main part of my TAI 2021 throughout the distance learning times - How will I change my practice to ensure my learners are cognitively engaged and develop their critical thinking skills across the curriculum - and can definitely say that my online learners deepened their critical thinking and stayed cognitively engaged during online learning. I recorded some Class onAir episodes and shared my resources to support these units.