Running head: EFFECTIVE COMMUNICATION AND COLLABORATION 1

Effective Communication and Collaboration

Jessica A. Moran

Regent University

In partial fulfillment of EFND 595 Field Experience/Student Teaching ePortfolio, Spring 2017
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Introduction

Without communication or collaboration between teacher, family, and faculty, chances

for student success are limited (Nichols, 2011). The teacher is a part of a childs life for a single

year, meaning the student enters the class with a pre-conceptualization of the world around them

and what it means to be a part of it. While a child may come from an ideal home, many do not,

and for a variety of reasons. It is my belief that when a student enters my room they are a part of

my family, and this includes those who are a part of their life both at home and within the school.

For this model to be successful, I must not only communicate regularly, but listen in that the

more responsive and better listeners [teachers] become, the more actively they can serve parents

and families at their level (Nichols, 2011, p. 52). Within education, I aspire to communicate my

respect for a students family as I provide a listening ear more often than an instant opinion in

order to nurture an environment of trust, thus ...improv[ing] their childs [potential for]

academic achievement (Bryk & Schneider, 2003, p.40). As I am passionate about meeting

students where they are, I am equally ardent about collaborating and finding a common ground

with parents to facilitate a culture of collegiality within school walls (Nichols, 2011, p. 66,

68). This will only take place with a proactive heart which intentionally seeks to communicate

and meet needs.

Rationale for Selection of Artifacts

The first artifact is a letter I sent home to parents a month before I began my placement at

College Park Elementary. Because I was with a kindergarten class, I catered the letter slightly to

a younger audience in a section entitled My Favorites to intentionally engage the students as a

part of the process. I selected a picture that depicted me at home with my dog to convey I was

warm and approachable, specifically for any parents who have a negative association with
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teachers or school. It was important to me that the parents knew of my background, levels of

experience, and the desire to have the best interests of [their] child at the forefront to ensure

their comfort in my time of teaching (Nichols, 2011, p.54). Thus, I discussed my undergraduate

degree in Theatre for Youth and how I implement it in the classroom, my growing up as a

military child in the Virginia Beach area, and my desire to one day work in an inclusion

classroom as I am passionate about teaching tolerance and kindness. I also emphasized the

design of Regents graduate school program allowing me to get to know their child well before I

began student teaching. Regarding communication with parents, it is crucial that I generate a

sense of warmth and trust as I make a true effort to get to know them alongside their child

(Kriete, Denton & Anderson, 2015).

The second artifact is evidence of my planning and collaboration with the kindergarten

team at College Park Elementary. I joined them daily for these processes, but also for a day-long

session in January which focused on Quarter Three. The months of February through April were

planned per Virginia Beach pacing, and each week was filled with an outline of the expected

theme with possible activities to supplement. As a future educator, this helped me to visualize the

upcoming months more clearly, and make direct connections to specific curriculum standards.

The knowledge of what was ahead became less abstract, and my planning fell into a natural

rhythm. It quickly became evident that professional collaboration is a powerful tool when used

appropriately. Each teacher was given time to provide ideas and opinions, while others

contributed their reciprocal input and experience. Participating in school planning and

collaboration has undoubtedly guided me toward higher level professional practices which I look

forward to implementing alongside my future colleagues.

Rationale on Theory and Practice

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In all relationships communication is a necessary component to maintain its health, value,

and potential for growth. Having the professional title of Teacher should in no way imply that I

am unreachable to my students, parents, or colleagues, but rather that I am an accessible partner

(Nichols, 2011). To achieve this, it is important that my means of reaching out to families is not

limited as I aspire toward methods that are accessible; this could be anything from a handwritten

note, text message, email, a weekend meeting, or even a home visit (Freeman-Loftis, 2011;

Nichols, 2011). When the communication is specifically about a childs more intensive

misbehavior, I believe the family member should hear my voice, whether over the phone or in a

physical format and setting that will provide them with confidence (Nichols, 2011, p.56). It

is the development of communication and collaboration with those directly involved in my

students care that will have the longest-range impact. Thus, I must approach it with a multi-

layered lens which prioritizes seeing each child, family member, and staff as an individual and

fellow participant in their educational journey.

Within The Secret Kingdom for Educators, teaching is described as a deeply moral

activity in that it is, quite centrally, human action undertaken to regard other human beings

(Stiff-Williams, 2011, p.178; Fenstemacher as quoted by Stiff-Williams, 2011, p. 178). Teaching

is a profession that innately and fundamentally requires communication to be successful. This

cannot consist of my reaching out sporadically, but as an ongoing development of the Law of

Reciprocity between myself, students, parents, and staff (Stiff-Williams, 2011 p.191). As Paul

instructs in Colossians 3 you must clothe yourselves with tenderhearted mercy, kindness,

humility, gentleness, and patience. Make allowance for each others faults, and forgive anyone

who offends youAbove all, clothe yourselves with love, which binds us together in perfect

harmony (v.12-14, New Living Translation). In using this intentional approach in

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communication and collaboration as an educator with my students, their families, and faculty, a

sturdy foundation is laid that will only be built upon and refined in a students life for years to

come.

References

Bryk, A. A. & Schneider, B. (March 2003). Trust in schools: a core resource for school reform.

ASCD: Educational Leadership, 60(6), pp. 40-45. Retrieved from

http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Trust-in-

Schools@-A-Core-Resource-for-School-Reform.aspx

Freeman-Loftis, B. (May 2011). How to (really) listen to parents. ASCD: Educational

Leadership, 68(8). Retrieved from http://www.ascd.org/publications/educational-

leadership/may11/vol68/num08/How-to-(Really)-Listen-to-Parents.aspx

Kriete, R., Denton, P., & Anderson, M. (2015). The First Six Weeks of School: The Responsive

Classroom. Turners Falls, MA: Center for Responsive Schools, Inc.

Nichols, J.D. (2011). Teachers as servant leaders. New York, NY: Rowman & Littlefield

Publishers, Inc.

Stiff-Williams, H. (2011). Specific applications for education. In A.A. Arroyo & Hope Jordan,

The Secret Kingdom for Educators (pp. 177-213; pp.245-246). Boston, MA: Pearson

Learning Solutions.