Team Work
Image retrieved from http://www.cartoonstock.com/directory/t/teamwork.aspFrom the Literature -
Team work within a school and all occupations is vital. Research proves conclusively, collaborative practice leads to improved learning , increasingly higher ordered thinking, personal development and positive rapport (Navickience & Pevceviciute, 2009, p. 84). The Australian Employability Skills Framework (2012, p. 17) defines a plethora of micro skills Team Work develops -
These skills are all highly valuable in any professional context, clearly emphasizing the importance of team work as a professional skill.
On a whole school level, teachers work together as a team constantly to ensure school rules, expectations and ethos are modelled and communicated to students and parents. Education Queensland reforms and initiatives, together with individual school and regional priorities are other factors teachers work together to embed within the school community. Cooperative planning allows teachers to combine their strengths, build strong relationships and overcome professional isolation (Knipe, 2007, p. 9).
On a faculty level, teachers need to work together to build strong, successful pedagogy with rich, authentic assessment tasks. In consultation with the Australian Curriculum teachers must share their experiences and resources with each other to foster improvement. Behaviour management issues can also be improved greatly when teachers band together with Heads of Department and Year Level Coordinators.
Within the classroom, one that has a team focus is more likely to foster a positive and accepting atmosphere. If teachers can actively engage every student as a member of a team, learning goals are more likely to be achieved. In terms of students after school prospects, Navickiene and Pevceviciute (2009, p. 85) further highlight the critical nature of team work, by drawing attention to job adverts, of which the large proportion specifically state team work skills as a necessity.
A study by Hill and Russel (1999), and by Carrington (2004) (cited in Knipe, 2007, p. 7) concluded collaborative practice greatly improved the educational goals of middle years students, particularly in the area of literacy. As a future English and History teacher, literacy is elemental to all teaching practice. Students are largely unable to access secondary curriculum without sound literacy skills.
With the societal shifts away from industrial structures, to the knowledge economy, team work additionally provides an emphasis on cooperation, rather than competition. When combined with excellent Communication skills, employees are equipped with a fine repertoire of skills to effectively deal with the rapidly changing conditions and situations characteristic of the era.
Evidence of my High Quality Practise -
Team work within a school and all occupations is vital. Research proves conclusively, collaborative practice leads to improved learning , increasingly higher ordered thinking, personal development and positive rapport (Navickience & Pevceviciute, 2009, p. 84). The Australian Employability Skills Framework (2012, p. 17) defines a plethora of micro skills Team Work develops -
- Negotiating
- Clarifying
- Work roles & responsibilities
- Interpersonal & organisational boundaries
- Sharing information, ideas, expertise & resources
- Establishing & using networks
- Recognising who to influence & how
- Motivating others
- Delegating
- Coaching
- Persuading
- Listening, Questioning & Observing
These skills are all highly valuable in any professional context, clearly emphasizing the importance of team work as a professional skill.
On a whole school level, teachers work together as a team constantly to ensure school rules, expectations and ethos are modelled and communicated to students and parents. Education Queensland reforms and initiatives, together with individual school and regional priorities are other factors teachers work together to embed within the school community. Cooperative planning allows teachers to combine their strengths, build strong relationships and overcome professional isolation (Knipe, 2007, p. 9).
On a faculty level, teachers need to work together to build strong, successful pedagogy with rich, authentic assessment tasks. In consultation with the Australian Curriculum teachers must share their experiences and resources with each other to foster improvement. Behaviour management issues can also be improved greatly when teachers band together with Heads of Department and Year Level Coordinators.
Within the classroom, one that has a team focus is more likely to foster a positive and accepting atmosphere. If teachers can actively engage every student as a member of a team, learning goals are more likely to be achieved. In terms of students after school prospects, Navickiene and Pevceviciute (2009, p. 85) further highlight the critical nature of team work, by drawing attention to job adverts, of which the large proportion specifically state team work skills as a necessity.
A study by Hill and Russel (1999), and by Carrington (2004) (cited in Knipe, 2007, p. 7) concluded collaborative practice greatly improved the educational goals of middle years students, particularly in the area of literacy. As a future English and History teacher, literacy is elemental to all teaching practice. Students are largely unable to access secondary curriculum without sound literacy skills.
With the societal shifts away from industrial structures, to the knowledge economy, team work additionally provides an emphasis on cooperation, rather than competition. When combined with excellent Communication skills, employees are equipped with a fine repertoire of skills to effectively deal with the rapidly changing conditions and situations characteristic of the era.
Evidence of my High Quality Practise -
Team Work encompasses a great deal of smaller skills in order to be successful. It can be challenging, however highly rewarding when group outcomes are achieved. Throughout practical experience I worked as part of several teams. Both disciplines, Social Science and English have regular faculty meetings, where staff work together on behaviour issues, clarification of assessment items, moderation and alignment between pedagogy, as well as inter-disciplinary research projects.
I am an excellent team member. I am able to confidently adapt to the different situations, responsibilities and roles team work addresses and have the flexibility required to be a true asset to any team .Comments from my colleagues are included below, and confirm my value as a member of a team -
I have contributed to all assessment items for my classes, attended school field trips, where team work is crucial to ensure the safety of students. I have co-planned several units of work across both discipline areas and more technically, collaborated on specific lessons, modelling activities and exemplars for student use. Within the classroom, joint constructions are used regularly where the entire class, including myself, work together to create a high quality product, such as an analytical essay, persuasive speech and an anti-pollution campaign.
Team Work have enabled me to grow as a teacher, through the valuable and authentic relationships I have made with both students and colleagues. Both Communication and Team Work have further enhanced my professional skill set, which is elaborated on further throughout the Planning and Behaviour Management pages, which are industry-specific skills.
I am an excellent team member. I am able to confidently adapt to the different situations, responsibilities and roles team work addresses and have the flexibility required to be a true asset to any team .Comments from my colleagues are included below, and confirm my value as a member of a team -
- "Worked excellently teaching as a team of four in our Year 8 Core classes" (T. Berrigan, Mentor Teacher, 2011).
- "You take part in our meetings, moderation, behaviour management discussions with a professional calm that your age and level of experience does not usually allow. Awesome." (A. Willis, Mentor Teacher, 2013).
- "We've had excellent feedback about you from the others who attended the NAPLAN Professional Development. Great networking" (M. Chappell, Mentor Teacher, 2013).
- "Great confidence and commitment to the extras i.e. staff meetings and field trips. We consider you a valuable member of our Social Science team" (A. Willis, Mentor Teacher, 2013).
I have contributed to all assessment items for my classes, attended school field trips, where team work is crucial to ensure the safety of students. I have co-planned several units of work across both discipline areas and more technically, collaborated on specific lessons, modelling activities and exemplars for student use. Within the classroom, joint constructions are used regularly where the entire class, including myself, work together to create a high quality product, such as an analytical essay, persuasive speech and an anti-pollution campaign.
Team Work have enabled me to grow as a teacher, through the valuable and authentic relationships I have made with both students and colleagues. Both Communication and Team Work have further enhanced my professional skill set, which is elaborated on further throughout the Planning and Behaviour Management pages, which are industry-specific skills.