Running Head: EFFECTIVE COMMUNICATION AND COLLABORATION 1

Effective communication and collaboration

Christina Lewis

Regent University
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Introduction

The competency of communication and collaboration seem like a simple, one but it

encompasses a lot of the work and effort that facilitates a cohesive classroom, from the

instruction to the student behavior. But the importance of communication and collaboration

cannot be overstated. Frode Frederiksen and Beck (2013) write that previous mindsets have had

the effect of “socializing teachers into a culture dominated by individualism, fragmentation, and

traditional single-subject related didactic thinking rather than into a holistic and dynamic

approach to school subjects” (p. 442). Collaboration, on the other hand, puts the unity of the

school and consistency in education at the forefront. This can look like calling parents, meeting

in a Professional learning community, or attending training seminars.

Rationale for Artifacts

The first artifact I have chosen to support my communication and collaboration

competency is a collection of Google calendar invites for several meetings regarding student

well-being and parental concerns. These meetings were all attended by myself and I was an

active participant and collaborator, making contributions as appropriate. These meetings have

included a parent teacher conference, a special education referral committee, and an annual 504

review. This artifact demonstrates my ability to communicate with parents, students, and

professionals regarding student welfare. It shows I am actively involved in all aspects of the

school environment as well as community factors

The second artifact is a schedule for a Virtual Learning Day and planning chart

completed during the planning meeting on that day. This day was the end of the second grading

period and consisted of submitting grades for school, student, and parent review; analyzing data

from mid-year benchmark tests; collaborating with a PLC for the next unit of instructions, and
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attending training seminars on student behaviors and ESL instruction. The chart attached

summarizes the next week of instruction which was finalized on the Virtual Learning Day. This

artifact shows professional development and collaboration between teachers as well as

administration. It illustrates the efficient communication in developing lessons between teachers

of the same grade and subject level

Reflection on Theory and Practice

In many ways, I was thrust into the world of parent/teacher/community communication

without much preparation from education classes. Regarding the parent meetings I attended, for

example, it was not possible for me to practice interacting with parents of disabled students

before entering the classroom as a student teacher. However, the class that most helped me

prepare for this aspect of the teaching world is Child and Adolescent Growth and Development.

One thing that have been brought to mind is that school can have a huge role as a protective

factor for students (Bergin and Bergin, 2012). If a student is exposed to multiple stressors at

home, and does not have supportive parental involvement, a supportive school environment may

be the biggest protective factor in that child’s development (Bergin and Bergin, 2012). This was

especially true in the meeting I attended for the special education referral. This single student had

a group of 10 adults discussing and evaluation how he might better be served emotionally and

academically.

Collaboration, on the other hand, is something that classes well prepared me for. Creating

unit plans and listening to lectures is very similar to the collaboration and training I have

experienced in the school. The wildcard amidst this is the students themselves. Yet, even though

every class consists of different students with different needs, relying on the principles learned

about adolescent growth can help manage the classrooms. Zhu, Hawk and Chang (2019)
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discusses behavior and some the factors that can affect how students act and what contributes to

their behaviors, both positive and negative (p. 203). Zhu et al. (2019) finds things like

unpredictability and competition can threaten prosocial interactions (p. 204). As a teacher, I can

strive to create an environment that lowers those risks and create a stable atmosphere to

encourage positive behaviors and growth. Collaboration is essential for this atmosphere. A

teacher does not need to accomplish this all by herself, but can help plan consistent lessons and

bounce ideas off of other teachers in the same subject area and grade level.
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References

Bergin, C. C., Bergin, D. A. (2012). Child and adolescent development in your classroom. 2nd

ed. Stamford, CT: Cengage Learning

Frode Frederiksen, L., & Beck, S. (2013). Didactical positions and teacher collaboration:

teamwork between possibilities and frustrations. Alberta Journal of Educational

Research, 59(3), 442–461. Retrieved from

http://eres.regent.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true

&db=ehh&AN=96930933&site=ehost-live

Zhu, N., Hawk, S. T., & Chang, L. (2019). Unpredictable and competitive cues affect prosocial

behaviors and judgments. Personality & Individual Differences, 138, 203–211.

https://doi-org.ezproxy.regent.edu/10.1016/j.paid.2018.10.006