Construcción Semiótica de World of Warcraft

Teacher collaboration is not a new topic. In fact, this topic is related to several previous studies. Goddard and Goddard (2007) conducted a similar study on teacher collaboration and student achievement. Their findings suggest that when teachers engage in high levels of collaboration, student achievement is enhanced. Collaborating teams assist in creating small learning communities within the school (Main & Bryer, 2003). Learning communities, in turn, foster a positive learning environment. In addition, a positive learning environment can help keep teachers motivated (Main & Bryer, 2003). As a result, motivated teachers can help improve student outcomes. Smylie, Lazarus & Brownlee-Conyers (1996) found that teacher autonomy negatively influenced student achievement; however, team accountability positively influenced student achievement. Their results imply that teacher collaboration enhances student learning and shared responsibility amongst teachers. Pounder (1998) found that teachers who worked collaboratively report a greater skill variety and awareness of student performance. Pounder concluded that there is a positive connection when teachers collaborate on formal teams and student outcomes.

The findings of this study revealed three themes that supported students’ achievement: teachers develop common goals, shared ownership in student learning and the focus on instructional improvement. These themes emerged from the data collected via observations, teacher interviews, and a focus group. The emerging themes suggest

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that when teachers collaborate with common goals, a sense of shared ownership, and a commitment to improving their instructional practices, student achievement is increased. The teacher interview participants expressed that teacher collaboration encourages them to evaluate their own instructional practices.

The findings from this study also encourage the need of professional development opportunities for teachers on effective teacher collaboration practices. Such competence in the area of teacher collaboration suggests that teachers’ self-efficacy will be enhanced and students’ learning is increased. Using collaboration as a model for professional development encourages the relevance of instructional reflection and improvement (Brook, Sawyer & Rimm-Kaufman, 2007). Sustainability of effective teacher collaboration is the effect of having a monitoring system, a shared purpose and goal, and frequently evaluating student outcomes. The sense of unity is also evident, thus creating positive social interdependence.

Implications

This study contributes to the existing research on teacher collaboration and teacher learning and development. The findings from this study will aid in understanding the nature of the influence that teacher collaboration has on teacher learning. Although other variables may play a role in the results, it is likely that the teachers that collaborate generate positive social interdependence and self-efficacy. Teachers that collaborate regularly appear to share decision making and ownership of their learning and instructional practices. Goddard & Goddard (2007) report that when teachers collaborate they share experiences and skills that can promote learning for instructional

enhancement. Therefore, effective teacher collaboration can be influential to teacher and student intellectual success.

This naturalistic, interpretive study utilizes qualitative data as evidence within one elementary school. This school in this study has been identified as a low socioeconomic in an urban school district. The study’s benefits will firstly be directed towards school improvement. Conducting professional learning development for effective teacher collaboration practices will ultimately enhance teacher efficacy and student achievement. Applicability of the findings to other settings is something for eventual readers of the study to judge. This study may also influence future research on the impacts of teacher collaboration on students learning and achievement. Such research might benefit from the focus on the student’s demographic information. Consideration of such variables could produce different outcomes in similar studies on teacher collaboration. Additional research is also required to examine the effects of different types of teacher collaboration practices and larger and representative samples that could support generalization of findings. The findings from this study are expected to result in the development of professional learning development that can enhance how teachers collaboration, how often teachers collaborate, and how effective teacher collaboration can assist students academically. Professional learning offered will include collaboration opportunities for teachers. Through collaborative opportunities, teachers will create common goals and objectives. Teachers will actively reflect on teaching practices and modify instruction to accommodate the learning needs and abilities of students. Professional learning development in teacher collaboration will also encourage shared ownership in the learning process and integrated curriculum practices.

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Implications for Practice

As mentioned in Chapter Three, I conducted this research with preconceived notions about collaboration. I left a school in Georgia that collaborated only when the district initiated it. Because of this, I wanted to view the formal collaborative practices between teachers at my current school. I was asked by the administrator to lead several collaboration workshops. I assumed from this requests that the level of teacher collaboration was a concern. During this investigation on teacher collaboration, I decided to not lead the collaborative groups, but to observe the collaboration teachers are engaged in. The teachers collaborated both formally and informally to gain information on their instruction and student learning. From the perspective of a school leader, I had to identify and recognize my subjectivity. Therefore, I utilized the skill of listening. Instead of leading the collaborative groups, I sat back to take descriptive notes of how collaboration was taking place. By observing and listening to the collaborative practices that teachers were engaged in, I realized that teachers were using various collaborative practices. My role as assistant principal allows me to use the analysis of the data to build on the collaborative practices that teachers are already implementing at the school.

Considerations for Future Research

For future studies, schools with high levels of teacher collaboration should be examined and compared to schools with lower levels of teacher collaboration. Other school districts from suburban and urban areas should also be examined. A study of other schools’ demographics and geographical location should be studied. Also, a larger sample size can also validate the common themes that surfaced in this study. Another

consideration for future research would be to explore which collaborative behaviors have the greatest impact on teacher efficacy.

A mixed methods approach to teacher collaboration can correlate students’ assessment data to teacher’s perspectives on teacher collaboration. This approach can help in investigating teachers’ perspectives of teacher collaboration and its impact on student achievement.

The results of this study will be used to create differentiated professional development for teachers. The goal for this professional development is to sustain positive social interdependence and aid in teacher learning and development.

77 REFERENCES

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Brook, L., Sawyer, E., Rimm-Kaufman, S.E. (2007). Teacher collaboration in the context of the responsive classroom approach. Teachers and Teaching: Theory and Practice. 13(3), pp. 211-245

Carey, K. (2008). The teacher autonomy paradox. The American Prospect, Retrieved on November 29, 2013 from http://prospect.org/article/teacher-autonomy-paradox. Creswell, J.W. (2007). Qualitative inquiry & research: Choosing among five approaches.

Thousand Oaks, CA: Sage

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Friend, M. & Cook, L (1996). Interactions: Collaboration skills for school professionals. White Plains: Longman

Goddard, Y. L., & Goddard, R. D. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teacher College Record, 109(4), pp. 877-896.

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school classroom? 2(1), pp. 196-204.

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APPENDIX A

Teacher Questionnaire

1. How do you define teacher collaboration? 2. How often do you collaborate with teachers?

3. What topics are discussed in collaboration meetings?

4. What role does teacher collaboration play in teacher learning?

5. How does teacher collaboration positively impact student achievement and the learning environment?

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Focus Group Discussion Questions

1. How often do you participant in teacher collaboration at this school? 2. How do teachers support or resist teacher collaboration?

3. How would you persuade resistant teachers to participate in collaborative practices?

4. How does teacher collaboration impact student achievement in an elementary school?

5. How does teacher collaboration impact the learning community in an elementary school?

6. Which forms of teacher collaboration are most conducive to teacher learning? 7. How would effective teacher collaboration look? How should it be evaluated? 8. How would you lead teacher collaboration using student assessment data?

APPENDIX C

Teacher Interview Questions:

1. Describe your professional role and responsibilities. How many years of educational experience do you have?

2. How does your professional role and responsibilities contribute to the overall organization of the school?

3. What professional development have you participated in? How was it effective in your professional role?

4. What are the benefits of teacher collaboration?

5. How do you develop common goals during collaboration? 6. How does collaboration impact your instructional practices?

7. How does student data play a role in teacher collaboration? Instructional practices?

8. How has your instructional practice changed as a result of teacher collaboration? 9. Which forms of teacher collaboration are most conducive to student achievement? 10.Does teacher collaboration build a sense of shared responsibility for teachers?

Why or Why not?

11.How can teacher collaboration be improved on your team? The school? 12.How is teacher collaboration monitored? Who monitors teacher collaboration?

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13.How do you implement new instructional strategies in the classroom? How often? How are students benefiting from these new strategies? How are the new strategies assessed for effectiveness?

14.Describe the teacher collaboration topics that had the most influence on your teacher practices? How did your students benefit?

15.How would your instructional practices in the classroom look without collaborative opportunities?