Running head: COMMUNICATION 1

Effective Communication and Collaboration

Kelsie Weyer

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2018

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Introduction

Effective communication and collaboration is an essential part of an education career

since teaching is not a one-person job. Through the first couple weeks of student teaching, I have

learned the importance of having the communication skills necessary to receive feedback and

create strategies for future improvement. The fifth-grade teachers have also welcomed me into

their team and involve me in their collaboration sessions.

Rationale for Selection of Artifacts

My first artifact is a lesson plan with notes made after collaborating with my cooperating

teacher, Mrs. Rickman. This is representative of the time spent before and after lessons

discussing my strengths and weaknesses. These conversations have strengthened my

communication skills in the professional work place. When Mrs. Rickman gives me constructive

feedback, I try to repeat back what she says in my own words, so I can ensure I understand what

she is trying to communicate. From there, she can help clarify any miscommunications, so I can

have the most accurate understanding of my feedback. Then, we create a plan or discuss

strategies for improvement in future lessons. It is essential to have the communication skills

necessary to discuss feedback, especially as a beginning teacher. There is so much advice I am

receiving, from Mrs. Rickman and other teachers as well, that it is essential to verbalize my

understanding and appreciation for their feedback.

Collaboration has also played an integral part in my first few weeks of student teaching.

My second artifact is a text message activity along with notes I took during a collaboration

session. Every Friday the fifth-grade team has a whole team collaboration time since all of fifth-

grade has two specials in a row in the morning. As a whole group, we discuss any ideas and
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issues relative to the entire team, such as benchmarks. Then we split off into our subject teams,

usually discussing the curriculum plan for the upcoming week, which has given me deeper

insight into the pacing of unit plans.

About two days during the week, I stay after school for a longer period of time to

collaborate on the specific lesson plans with Mrs. Rickman and another fifth-grade teacher, Mrs.

Russell. We bounce ideas off each other and discuss ideas that have worked in the previous years

and how we might improve them. Mrs. Russell shared an activity sheet she found outside the

county and curriculum to enrich the lesson on making inferencing. Mrs. Rickman and I then

helped decide how this could best fit into the unit plan, as well as creating an engaging

anticipatory set. One area I can improve on is not being as afraid to share some of my thoughts

and concerns during collaboration time.

Reflection on Theory and Practice (250)

At Regent University, we have greatly emphasized the importance of collaborating and

communicating in class. “The most important part of the supervision relationship is

communication,” so Regent has ensured that student teachers have been provided with ample

opportunities to discuss and connect with teachers and peers in our program (Radford, 2013,

p.3). In general, we have worked with our classmates on many group assignments, such as in-

class activities, mini-lessons, and class presentations. This has helped me practice how to

verbalize my ideas, while respecting those of others.

Collaboration affords an opportunity so “talented teachers can share their tremendous

knowledge and skills with others” (Rutherford, 2008, p. 270). By sharing our ideas, we are able

to appreciate each person’s unique skill sets and perspective they contribute to each
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conversation. Successful schools foster “collaborative efforts of all those engaged in the process

of educating these learners” (Rutherford, 2008, p. 268). This foundation of respect will greatly

improve the interactions I have with students, parents, administration, and fellow teachers.

In our curriculum design class, we have also discussed the importance to have a mentor

teacher review our lessons and anticipate problems we might not recognize ourselves due to our

limited experience in the classroom. It is widely accepted that the “full process of conferencing

prior to and following a peer observation is highly encouraged” (Rutherford, 2008, p. 276).

There is also a section on the Madeline Hunter lesson plan template, which is used in every

education class, to reflect on lessons after implementing them. This is useful for recording the

highs and lows of my lesson that Mrs. Rickman shares with me. Being observed, evaluated, and

critiqued allows for discussion of “ways to better align those practices with disciplinary and

departmental goals” (Peer, 2016). If I choose to use these same lessons in the future, I can more

effectively collaborate with other teachers about the strengths and weaknesses of that specific

lesson layout. By reflecting and seeking professional growth to “enhance my knowledge and

skills,” I will have a greater ability to contribute when collaborating with others (Radford, 2013,

p. 6).

As a Christian, I greatly value and appreciate the importance of interpersonal

relationships. We are called to live in peace with those around us, so I try my best to respect

those I am surrounded by, whether that be my students, co-teachers, parents, or administration. I

also acknowledge that we are all created with different gifts and talents that should be shared

with and valued by others. Collaboration and communication fosters a community of respect, a

team dynamic, and unity across the grade level and I am so grateful for my ability to contribute

and develop in these areas.

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References

Peer Review of Teaching. (2016). Yale Center for Teaching and Learning. Retrieved February

27, 2018.

Radford, C. P. (2013). Strategies for successful student teaching: A guide to student teaching,

the job search, and your first classroom. New York City, NY: Pearson.

Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK Publications &

Professional Development.