Collaborating in context: Relational trust and collaborative formats at eight elementary schools

Miesner, Helen Rose; Blair, Elizabeth E.; Packard, Chiara C.; Velazquez, Maria; Macgregor, Lyn C.; Grodsky, Eric

doi:10.1016/j.tate.2022.103729

Cited by 5 publications

(6 citation statements)

References 24 publications

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“…The literature supports that there is a significant relationship between school climate and the degree of collaboration and knowledge sharing that takes place between teachers, both inside and outside of school. Miesner et al (2022) confirmed that school climate (social dynamics and interactions among members of school communities) influences collaborative practices and can support or impede school-based collaboration. Kazak and Polat (2018) concluded that a positive intergenerational atmosphere within a school can prepare the ground for the sharing of knowledge and experience among its teachers.…”

Section: What Does This Paper Cover?mentioning

confidence: 73%

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

Abellán

Pruaño

Nieto

et al. 2022

JPCC

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PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.

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Section: What Does This Paper Cover?mentioning

confidence: 73%

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

Abellán

Pruaño

Nieto

et al. 2022

JPCC

View full text Add to dashboard Cite

show abstract

“…Greater collegial support among teachers is related to lower levels of emotional exhaustion, depersonalization, and higher levels of personal accomplishment (Camacho et al, 2021; Schaack et al, 2020). Scholarship from leadership and organizational studies suggests that educators’ perception of school leadership is also a strong predictor of variables proximal to teacher well-being (e.g., job satisfaction, burnout, turnover; Johnson et al, 2012; Olsen & Huang, 2019; Pas et al, 2012), with teachers experiencing greater job satisfaction when school administration involves them in decision making, distributes leadership, establishes trust, and provides beneficial feedback on instruction (Kraft et al, 2016; Miesner et al, 2022; Torres, 2019; Tschannen-Moran & Gareis, 2015). Teacher collaboration can also yield important benefits, including improved teacher performance and professional growth (Ronfeldt et al, 2015), job satisfaction (Olsen & Huang, 2019), student achievement (Reeves et al, 2017), development of collective efficacy beliefs (Goddard et al, 2015), and increased retention of early career teachers (Smith & Ingersoll, 2004).…”

Section: Teacher Well-being and Collegial Relationshipsmentioning

confidence: 99%

Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic.

Blair,

Sandilos,

Ellis

et al. 2023

School Psychology

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COVID-19 disrupted the ecology of schools and negatively influenced teacher mental health and retention. This mixed-methods study investigates the relationship between teacher well-being and teacher collegial relationships after a year enduring COVID-19 pandemic disruptions. By analyzing data collected through surveys (N = 185) and interviews (N = 27) with U.S. teachers in Spring–Summer 2021, we explore how teacher collegial relationships influenced teacher well-being and unpack how teachers collaborated and supported each other during the pandemic. We find that positive teacher–teacher and teacher–administrator relationships were significantly associated with greater teacher well-being and that teacher–teacher relationships deepened as colleagues engaged in innovative and supportive pedagogical problem solving and provided emotional support, a “silver lining” in education that arose during the pandemic. By sharing and affirming stories of how teachers organized, collaborated, engaged in professional sensemaking, and supported each other’s emotional health and resilience, educational leaders can help reaffirm this narrative of teacher collective strength. Moving forward, schools should also create more opportunities for deep teacher collaboration, taking advantage of this opportunity to intentionally build on teachers’ growing skills, trust, and capacity to address broad organizational and curricular innovation together.

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“…Collaboration was a critical element of effective professional development, especially when teachers examined their own practice (De Jong et al, 2022). Requisite, optional, and informal formats of collaboration have existed in school settings (Miesner et al, 2019). Requisite collaboration formats have been mandatory for teachers to attend.…”

Section: Collaboration Of Teachersmentioning

confidence: 99%

“…Informal collaboration has been the collaboration opportunities teachers created themselves, such as at lunch or outside work hours. When there was a culture in a school in which relational trust existed among staff, teachers collaborated even if time was not structured in the workday for the teachers to do this (Miesner et al, 2019).…”

Section: Collaboration Of Teachersmentioning

confidence: 99%

“…Teachers indicated they wanted to work collaboratively but failed to put collaboration into action (Garcia-Martinez et al, 2021). At Apricot Middle School, the collaboration between teachers had been a requisite model in which groups of teachers were required to attend (Miesner et al, 2019). The requisite model created a structure in which the English department met biweekly and team teachers met with each other twice a week.…”

Section: Finding 4: Desire and Commitmentmentioning

confidence: 99%

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The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

Conley

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Informal feedback on instructional practices in the middle school classroom has potential to positively influence lesson design and pedagogy. The purpose of this action research study was to investigate and advance the use of peer-to-peer (i.e., teacher-to-teacher) informal instructional feedback between middle school English teachers at Apricot Middle School to improve the pedagogical practices of educators by soliciting feedback on their lesson plans and pedagogy from peers. The primary research question was "what impact does the advancement of peer-to-peer (i.e., teacher-to teacher) feedback have on middle school English lesson design and pedagogy?" and focused on the development and use of an informal feedback process for English teachers at Apricot Middle School in an urban school district in the northeastern portion of the United States. The use of informal feedback to improve instruction was defined as ongoing, frequent, nonevaluative informal feedback given by a practicing teacher to another teacher focused on advancing effective instructional practices identified at the school as ensuring high-quality instruction. The study applied a mixed methods theory in which teachers were conveniently sampled. Cycle 1 data collection included interviews, surveys, observations, and artifacts.Cycle 2 executed the development of a common definition of effective teaching practice and the creation of two mechanisms for feedback: one for lesson planning and one for pedagogical observation.Findings included the importance of definitions, understanding social networks, creating space, and commitment to improvement. Recommendations include allowing teachers to develop their vision for effective teaching based on their school context, having staff members be a part of the creation of the feedback mechanism, expanding opportunities for feedback to other instructors in the school, providing time for collaboration, and continuing the use of iterative practice to improve professional learning.

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Collaborating in context: Relational trust and collaborative formats at eight elementary schools

Cited by 5 publications

References 24 publications

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective

Teachers survive together: Teacher collegial relationships and well-being during the COVID-19 pandemic.

The impact of informal teacher-to-teacher feedback on instructional practices in the middle school English classroom

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