Rationale Standard 10: Collaboration

Meeting Observation Reflection

Introduction to Standard 10:

• “The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure
learner growth, and to advance the profession.”
o In other words, it is crucial to student success for educators to collaborate
with everyone involved in learners’ education. Collaboration also allows
professionals to grow, and to problem solve with colleagues.
• Indicator 10(d)
o “Works collaboratively with learners and their families to establish
mutual expectations and ongoing communication to support learner
development and achievement.”

Introduction of the Artifact:

• Meeting Observation Reflection
o One of my students has displayed challenges in focusing and completing
work for the majority of the school year, and after several attempts to
differentiate instruction and provide support, it became time to meet as a
Student Assistance Team with the student’s father. At the meeting,
Principal Mitchell, my mentor teacher, the student’s math teacher, the
student’s father, and I discussed ways to support this student in school
and at home. After meeting, it was important for all of us on the team to
remain in contact with one another to discuss how the strategies and
supports we were trying were going, and to express both progress and
concerns to one another. After the meeting, my mentor teacher and I
explained one of the strategies (a color chart) we would be trying to the
student.

Rationale:
Consistency is key, and consistency comes with collaboration. In order to
support this student, it was crucial that the adults in his life were all on the
same page in what interventions we would attempt in effort to help this student
stay on task and complete his work. By working as a team, including the
student’s father, we were able to provide some consistency for the student
which helped him to understand his expectations, which led to more completion
of work. Not only is it essential that all school personnel that work with this
student are on the same page (which required communications with elective
teachers and the other teachers that instruct his math group), but also that the
family is on the same page. True consistency remains at both school and the
home. By working as a team, and with the student’s father, we were able to
communicate more clear, direct instructions and expectations to the learner. By
continuing communication among teachers who support this student, my
mentor and I were able to communicate accurate information to the student’s
father. By making a team effort, we were better able to support this student and
his needs.