Collaborating with Other Educators

New research from the Walton Family Foundation-Gallup Teaching for Tomorrow Study puts numbers behind something educators have long known: teacher collaboration isn't a luxury—it’s a multiplier. According to the latest study: 🧑🏫 Teachers who collaborate with at least three colleagues weekly report saving the equivalent of six weeks of instructional time each year. 📚 They’re also significantly more likely to feel confident in their teaching materials and believe their students are learning more. 👥 Yet only 1 in 3 teachers regularly collaborate with three or more peers per week. The takeaway? If we want to improve outcomes for students, reduce burnout, and keep great teachers in the profession, we need to build in time and structures for real, ongoing collaboration—not just one-off, highly transactional planning days. #Education #Teachers #Collaboration #StudentSuccess #GallupResearch #EdLeadership #TeacherSupport

Intentional Professional Learning Communities (PLCs) are critical for educators and have the power to transform schools. This is an excellent podcast where Dr. Pendleton shares how creating a safe, collaborative space for teachers can boost their skills and drive student success. From gaining buy-in to actionable, high-interest topics, her insights are a game-changer for fostering continuous learning. 💡📈 Their purpose is not just sharing strategies but ensuring those strategies are actionable—able to be implemented immediately or soon after professional development (PD). Why should teachers spend valuable time learning something that doesn’t directly impact their classrooms? 1️⃣ Actionable Learning Builds Momentum When PLCs focus on strategies that can be applied right away, teachers see tangible results. It boosts confidence and reinforces the value of the time spent in collaboration. 2️⃣ Bridging Theory and Practice There’s a significant gap between learning about educational theories and putting them into practice. PLCs that emphasize actionable strategies help bridge this gap. Teachers can collaborate on how to tweak a broad concept into something that works. 3️⃣ Sustained Professional Growth Immediate application of PD strategies also fosters a culture of continuous improvement. Teachers who see small successes are encouraged to experiment and innovate further. This approach aligns with modern educational needs—like adapting to remote learning or integrating SEL strategies—which require quick pivots and practical solutions. By focusing on immediate implementation, intentional PLCs ensure that professional development is not just a theoretical exercise but a transformative experience for educators and students alike. Isn't that the ultimate goal of any learning opportunity? It's all about combining that growth mindset and supportive community to make sure teachers have what they need to succeed! #PLCs #TeacherLeadership #StudentSuccess #EducationMatters #SupportTeachers

Teaching is a collaborative effort, and sharing good practice is essential for the growth of the profession! I have always enjoyed working as a team—there are so many perspectives and ideas to be shared, and so much knowledge to be gained. Especially as a teacher or lecturer, I feel collaboration is more than just a good idea—it’s a necessity. As educators, our primary mission should be to ensure that every student has the best possible learning experience. To achieve this, we need to embrace a culture where sharing knowledge and effective practices is a regular part of our professional lives. Research supports this! Collaboration among teachers leads to better teaching practices and improved student outcomes. For example, Vangrieken et al. (2015) highlighted how collaborative efforts among educators enhance professional learning and contribute to greater student achievement. When teachers come together to share their insights and strategies, they create a more dynamic and effective teaching environment. Stoll et al. (2006) pointed out that Professional Learning Communities (PLCs) are a fantastic way to facilitate this kind of collaboration. These communities provide a structured platform where teachers can engage in continuous dialogue and reflection, leading to improvements in both teaching practices and student outcomes. By participating in regular knowledge-sharing sessions, teachers can stay up-to-date with new and evolving practices that ultimately benefit their students and the attainment rates of their institutions. Unfortunately, some educators still find themselves working in isolation for various reasons. This can be detrimental to both their professional growth and their students' learning. When teachers work in silos, they miss out on opportunities to learn from their peers and implement innovative teaching methods. According to Ronfeldt et al. (2015), institutions with high levels of teacher collaboration tend to see better student performance, highlighting the importance of breaking down those walls of isolation. It’s simply not fair for students to be disadvantaged because their teachers aren't keeping up with the latest educational practices. As educators, we have a responsibility to provide the best learning experience possible for our students, and this starts with collaboration. By working together, we can pool our expertise and resources to create richer educational experiences. Lieberman and Miller (2008) also advocate for professional communities, stating that they lead to innovative teaching, which ultimately benefits our students. Finally, collaboration is key to the success of both teachers and students. Sharing effective practices and learning from one another is the best way to support our students! What do you do to share good practices in your workplace? #TeachingCollaboration #EducatorCommunity #ProfessionalDevelopment #TeacherLeadership #BestPractices #StudentSuccess #learningforlife #EducationalChange

Why PLC Should Not Be Optional This Term No matter how experienced you are, no teacher, no HOD, no unit head has all the answers alone. Teaching has changed. Learners have changed. Parents’ expectations have changed. Even the classroom itself has changed. This is why Professional Learning Communities (PLC) matter more than ever. PLC is not another meeting. It is not extra work. It is not management trying to “keep everyone busy.” PLC is simply teachers thinking, learning, and solving problems together. Because no man is an island. When departments and units resume this term, PLC should not be an afterthought. It should be built into your action plan from day one. Why? Because one teacher’s challenge is another teacher’s experience. One person’s confusion is another person’s solution. In a healthy PLC: 👉Teachers share what worked and what failed without fear. 👉Struggling teachers are supported, not judged. 👉Ideas are refined, not stolen. 👉Students benefit because instruction becomes better, clearer, and more consistent. PLC helps align expectations, teaching strategies, assessments, and classroom practices. It also creates something many teachers quietly crave: a sense of belonging. When teachers know they are not alone, morale improves. When teachers learn together, confidence grows. When teachers collaborate, students win. This term, every department and unit should ask: ✍️How often will we meet to reflect on teaching and learning? ✍️What specific student challenges are we solving together? ✍️How will we share best practices, not just complaints? ✍️How will PLC improve classroom delivery, not just fill minutes? Great learning outcomes don’t happen by chance. They happen when adults are intentional about learning too. PLC reminds us of a simple truth: Better teachers are built in communities, not in isolation.👌 As you resume this term, don’t just plan lessons. Plan collaboration. Plan conversations. Plan growth, together. Because when teachers learn together, students learn better. #ProfessionalLearningCommunity #PLCInSchools #TeacherCollaboration

The Power of Collaboration in Teaching Great teachers don’t work in isolation; they share, learn, and grow together. A single conversation with a colleague can spark innovation, solve challenges, and transform student learning. Here are 5 ways teachers can collaborate for greater impact in the teaching and learning process: 1. Share Best Practices – Exchange teaching strategies and lesson ideas to enhance learning experiences. 2. Team-Teach – Co-planning and co-teaching can bring fresh perspectives and engage students in new ways. 3. Mentorship & Coaching – Support newer teachers and seek guidance from experienced colleagues. Growth is mutual! 4. Reflect & Problem-Solve Together – Discuss classroom challenges and brainstorm solutions as a team. 5. Celebrate Wins as a Community – Recognizing each other’s successes strengthens motivation and a positive school culture. Teaching is stronger when done together. #CollaborationInEducation #TeacherSupport #StrongerTogether #LifelongLearning #EducationMatters

Why, in 2025, are teachers still building their own lesson plans from scratch? Why are the best ideas in education trapped inside individual schools or classrooms? Why is every breakthrough so hard to share? We all know that: - Transparency accelerates learning - Collaboration leads to better results - Collective knowledge beats individual trial and error And yet we’ve built an education system where teachers are left alone to innovate in isolation (while dealing with countless other classroom challenges) without ❌ infrastructure, ❌ support, or ❌ visibility into what’s working elsewhere. It doesn’t have to be this way. Open source software has already shown us what’s possible. When teams work in public, version their improvements, and build on each other’s ideas --> progress compounds. Now imagine that same model applied to education: ✔️ Curriculums built by thousands of educators, not one publisher ✔️ Real-time feedback that links teaching strategies to student outcomes ✔️ Shared tools and templates that adapt to local needs but reflect collective wisdom If we want equity in education, we have to stop making teachers start from zero. Collaboration should be the default, not the exception.

"Collective Leader Efficacy" by Peter DeWitt I recently finished reading Peter DeWitt's insightful book, Collective Leader Efficacy, and it’s a transformative read for anyone in educational leadership. DeWitt delves deep into the concept of collective efficacy among leaders and its profound impact on school culture and student outcomes. Key Takeaways: 1. Trust as the Foundation: DeWitt emphasizes that trust is the cornerstone of collective leadership. Without trust, collaboration falters. He provides concrete examples of how leaders can build and maintain trust within their teams, ensuring that every member feels valued and heard. Trust is not just a component—it is the bedrock that supports all other efforts in collective leadership. 2. Shared Ownership and Vision:The book highlights the critical importance of creating a shared vision and fostering a sense of collective ownership. DeWitt explains that when all team members buy into the vision and goals, they are more committed and motivated to achieve them. Shared ownership transforms a group of individuals into a united team working towards a common goal. 3. Professional Learning Communities (PLCs):DeWitt advocates for the establishment of PLCs to enhance collaboration among educators. These communities are vital for fostering a culture of continuous professional growth and shared responsibility. He outlines effective practices for setting up and maintaining PLCs that thrive on trust and mutual respect. 4. Leaders:Recognising the vital role teachers play, DeWitt discusses strategies for empowering teacher leaders. By leveraging their strengths and expertise, schools can create a more dynamic and effective leadership structure. Empowerment leads to a sense of shared ownership and accountability, crucial for sustained success. 5. Data-Informed Decision Making:The book underscores the importance of using data to inform decisions. DeWitt provides practical advice on how leaders can use data to identify areas for improvement and measure the impact of their initiatives, further reinforcing a culture of trust and transparency. 6. Sustaining Collective Efficacy: DeWitt doesn’t just stop at building collective efficacy; he also delves into sustaining it. He shares long-term strategies for maintaining momentum and ensuring that the collaborative culture endures despite challenges. Sustaining collective efficacy requires ongoing commitment to trust and shared goals. What stood out to me is DeWitt's ability to blend theory with practice. His real-world examples and actionable steps make it clear how leaders can build a cohesive team that shares a unified vision and a deep sense of trust. Collective Leader Efficacy was a fantastic read. It’s not just about leading—it’s about leading together with trust and shared ownership at the heart of every effort. Have you read it? I’d love to hear your thoughts!

Over time, I’ve learned that real collaboration goes far beyond working together on a project or sharing responsibilities. It’s built on transparency the willingness to communicate openly, to share not only what’s going well but also what’s challenging. When colleagues are transparent with each other, trust grows. And with trust, collaboration becomes more meaningful and effective. You start to see people bringing their full selves to the table, asking better questions, and finding solutions together. In any team I’ve been part of, the strongest results always came when honesty and openness were part of the culture. Collaboration without transparency isn’t collaboration it’s just coordination.

Exciting news for school and district leaders looking to modernize their classrooms, and I love seeing the work of TWO founding members of The Pathways Alliance highlighted! The U.S. Department of Education just released a "Dear Colleague" letter (Feb. 9, 2026) that formally encourages states and districts to move away from the "one teacher, one classroom" model. For the first time, federal guidance explicitly highlights how Title II, Part A (and in some cases Title I) funds can be used to support Strategic Staffing. Why This Matters: The Department noted that traditional Title II spending has consistently improved recruitment or retention, and by shifting toward team-based models, districts can: Differentiate Pay: Reward lead teachers for taking on extra responsibilities. Strengthen Pipelines: Fund teacher residencies, "grow-your-own" programs, and apprenticeships. Support Novices: Provide job-embedded coaching and collaborative environments. The Impact is Already Real: Organizations like Public Impact, Education Consultants, and the Next Education Workforce initiative at Arizona State University have already proven this works: Public Impact's "Opportunity Culture": Now in 1,000+ schools, with data showing these schools are 2–3x more likely to exceed learning growth expectations. Next Education Workforce: Research shows that teachers in team-based models are significantly less likely to leave the profession than those in traditional settings. With $2.2 billion allocated for Title II in FY2026, the door is wide open for districts to innovate. It’s time to move from "isolation" to "teamwork" in our schools. Read the full guidance to see how your district can leverage these funds. https://lnkd.in/gDhfPtGP Congratulations Carole Basile and Brent Maddin as well as Bryan Hassel!

I know schools are operating with less—less funding, less staffing, more stress. But the one thing you can control? How you develop your teachers. The hard part? Thinking creatively about that while juggling a million other things. So, let me share two practical and actionable ideas. When I was a high school principal, I didn’t have a curriculum team or a talent development department. But I still needed a team that could execute with clarity and consistency across classrooms. Because here’s the thing: once you’ve taught the basics—your vision, your systems, your expectations—the real work begins. That’s when you need your team to: ✅ Apply what they’ve learned ✅ Pick apart the nuance ✅ Think through what it looks like in practice And that’s exactly where most PD falls short. Here are two low-lift, high-impact strategies that helped us bridge the gap between theory and action in summer PD and beyond (and if you're not a school leader? These 100% translate, with a few alterations) ✅ Lesson Study + Problem-Solving Protocols- Don’t just ask teachers to “collaborate.” Give them routines that help them plan, look at student work, and tackle shared challenges together. The goal isn’t perfection—it’s collective learning. (see link below with a few) ✅ Case Study PDs- Your team won’t master your approach to transitions, discipline, or culture after one session. At the end of every PD, I started asking: “What do you anticipate being hard about doing this?” “Where do you still feel uncertain?” Then I used their responses to create case studies we could workshop together. Real dilemmas. Real conversations. Shared judgment. None of this required a budget. Just time, intention, and a commitment to learning in community. 💬 What’s one move that’s helped your team turn vision into practice?