Components of Collaboration

This graphic, developed by Friend & Cook (2003), depicts the over-arching framework upon whichthe ELL Department has based all work related to collaboration over the past several years. The graphic shows the different levels of factors involved in the development of collaborative instruction.  The district, school, and teacher must attend to each of the factors simultaneously as progress is made toward more effective collaborative instructional programs.

 “True Collaboration”

It is important to make a distinction between working together and collaboration.  According to DuFour (2003), cooperative tasks and activities can be characterized as “collaboration lite” and are distinguished from “true collaboration” by the absence of substantive conversation and work around student needs and instructional practices.  More specifically:

• “Collaboration lite” can involve all staff and includes cooperation on routine issues such as schedules, school policies, discipline, event planning, and procedures, where teacher participation is low-risk, usually short-term, and is focused on the efficient management of the school.  Successful “collaboration lite” is evidenced by smooth operations, successful events, and a feeling of accomplishment among staff.
• “True collaboration” takes place among teachers and involves sharing of planning, joint delivery of instruction, and honest talk about teaching practices.  Teachers talk about their own skills and their students’ work, taking risks and supporting each other in a process of continued improvement.  This work is guided by ongoing, concrete knowledge of student needs and progress.  Successful “true collaboration” is evidenced by improvements in teachers’ skills and increases in student achievement.

The following graphics illustrate DuFour’s distinction between “collaboration lite” and “true collaboration.”