We need to support them to actually have deep level conversations that are both reflective as well as facilitated. School leaders need to find opportunities, as many opportunities formally and informally for teachers to collide together to talk about teaching and learning. We need to make sure that when people come together. Of course, when we invest in that work as a school leader with our teachers, we can ensure that the task of collaboration will have an impact on student learning. #Podcast maker online sli how toIt includes being data literate in terms of knowing how to analyse data, collect data, make evidence informed decisions based on data. Part of being student centered and impactful teacher collaboration is making sure that data is part of the work that we do. Of course, to do that, we need student learning data. Again, if we want to focus the work in our collaborative teams on something that's going to make a difference, we need to have shared goals based around student learning. #Podcast maker online sli professionalWe have professional trust, we need to build trust, but it is so important for student-centered impactful teacher collaboration, because unless you have trust with the people that you are collaborating with, you're not going to have the space to challenge assumptions and challenge ideas and share student learning data and engage in those really complex conversations that we know can make a difference to student learning. Now, trusting relationships, it is a bit of a fad word. First and foremost, they need to make sure that the educators and leaders that are working together in collaborative teams usually have trusting relationships. School leaders need to ensure that the investment in collaboration in their schools is directly impacting student learning, and they can do that in a range of different ways. That creates that environment where teachers feel a level of safety being able to share what's really happening in classrooms, and know that they have people around them that, again, are taking collective responsibility for the students that they serve by helping that teacher problem solve that practice. They are able to come to these meetings and say, "I tried this and it didn't work, but what I've learned is this". Model failing, model problem solving, model innovation. There's a level of safety around it because it's a set protocol. Part of that, again, I think, really comes back to the importance of a facilitator, because you want that facilitator to provide protocols, for example, or processes that are transparent, so people know steps and, and questions and tasks that they're going to engage in together. There's some work by Amy Edmondson, who's a professor in psychological safety, and she talks about that teams need to build a culture or an environment where they're not threatened to engage in highly complex work. Some of those key components I think are a level of psychological safety, for example. It actually happens by doing the work and then how you do the work together. It's not a prerequisite to collaboration. In actual fact, it's the opposite, that it's when you engage in deep levels of collaboration that is respectful that you develop trust. It's interesting because there's a bit of a misconception that you need to build trust to be able to engage in deep levels of collaboration. Working together does require a very high level of relational trust.
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