Running head: EFFECTIVE COMMUNICATION AND COLLABORATION

Effective Communication and Collaboration

Taylor Falkowski

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

Running Head: Effective Communication and Collaboration Falkowski 2

Introduction

In James 1:5, the Bible states If any of you lacks wisdom, let him ask God, who gives

generously to all without reproach, and it will be given him (ESV). Often we lack wisdom, in

this time it is important to remember that we can reach out to those around us. As a teacher, it is

imperative to make connections with the staff, students, and parents. These are the people I am

working for and with; forming good rapport and maintaining professionalism is the key to

beginning and strengthening those relationships.

Rationale for Selection of Artifacts

The artifacts for this competency include email confirmation of obligations and picture

evidence of collaboration with Kellam staff. The first artifact, proof of obligations, was chosen to

show that I was invited to and committed to attending a parent teacher conference with one of

my students. This student was quiet and shy, but had a great grade in my class. Prior to the

meeting, I prepared all the physical and electronic documents I had on the student as well as her

grades. When I attended the meeting, other teacher were there to how the student was in their

own classes. Unfortunately, the parents did not arrive. However, I was able to share with the

guidance counselor the nature of the students work and usual disposition. to summarize, I was

able to present myself and communicate professionally with other staff about a specific students

actions and behavior in my classroom.

The second artifact is a screenshot combination of one of Kellams technical instruction

specialists, my cooperating teacher, and myself as well as the picture of student collaboration.

This photographic documentation shows reflects the time spent meeting with the instructional

specialist and how it prepared me to bring the technology into the classroom. Over my two
Running Head: Effective Communication and Collaboration Falkowski 3

months spent at Kellam, I was able to work with both instructional specialists, Ms. Howell and

Mr. Kinsley, to learn how to use and incorporate different apps and technologies in the

classroom. During these meetings, I learned how to use google drive (docs, slides, forms,

drawing, etc.), social media, google classroom, and other educational websites. Collaboration

was enjoyable as we brainstormed the best use of technology and how to apply it in the

classroom. On occasions when the new technology was introduced, Ms. Howell was able to join

me in the classroom and assist the students and myself any technology issues.

Reflection on Theory and Practice

Collaboration is the key to progress in any work environment. We as individuals rely on

the knowledge and expertise of others to learn new skill and develop professional. At its most

basic, collaboration is a style of interaction between individuals engaged in shared decision

making as they work toward a common goal (Burden and Byrd, 2016 pg. 334). In the school

setting, the educator's goal is to teach the students with the best practices available. Due to the

advances of technology, professional development is necessary to fit the needs of all students

and Specialist are a source of expertise and guidance (pg. 335, 336). In this sense, people become

a valuable resource. As teachers, it is our job to fulfill the needs of students and sometimes

expert advice or guidance is necessary (Gunning, 2013, pg. 31). Teachers cannot (and are not0

expected to be experts in all content areas. It was fortunate that Kellam has some highly qualified

individuals. It was an incredible experience to work with the technology specialists on multiple

occasions and with different resources.

Forming a rapport with the qualified staff is only part of the professionalism that a

teacher must master. Another aspect of communication is with the parents and other faculty
Running Head: Effective Communication and Collaboration Falkowski 4

members in regards to students. This was nerve wracking at first. I felt wholly unprepared and

found myself rehearsing as I walked down the halls to the meeting with the students parents.

This was also the point at which my cooperating teacher encouraged me. I was glad to have

heard that, and in the words of Dr. Inger, Teacher collegiality avoids the sink-or-swim,

trial-and-error mode that beginning teachers usually face. It brings experienced and beginning

teachers closer together to reinforce the competence and confidence of the beginners (1993).

Even though the students parents did not arrive, I was able to speak professionally with other

staff. I could practice my professionalism. This came in handy a few days later when I met with

another students parents. in my second run, i was able to confidently address the parents in

regards to their daughters participation and success in my classroom.

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References

Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching: meeting the needs of all

students (7th ed.). Boston: Pearson.

Gunning, T. G. (2013). Creating literacy instruction: for all students (8th ed.). Boston: Pearson.

Inger, M. (1993). Teacher Collaboration in Secondary Schools. Retrieved February 26, 2017,

from http://ncrve.berkeley.edu/centerfocus/CF2.html