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Enhancing Teacher Collaboration: Addressing Resistance and Building Trust in Education

Teachers often face numerous challenges and resist changes within the educational system. They desire more flexibility, ownership in implementing changes, and a better channel for communicating feedback. Many teachers feel overwhelmed by simultaneous changes or experience infrequent revisions. Establishing a culture of mutual trust and open communication is essential. By involving teachers in decision-making, prioritizing constructive feedback, and fostering collaborative relationships, schools can facilitate professional development and create a supportive environment conducive to growth and improvement.

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Enhancing Teacher Collaboration: Addressing Resistance and Building Trust in Education

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  1. Problems/Resistance Why? Teachers… • know better • Want flexibility and freedom • Want ownership / change • Too many changes at one go • Too little change/infrequent change • Safety zone • Top down • Prescription (too restrictive) • Think feedback is ignored • WE and THEM- not constructive criticism • Silence / hidden agenda In what form: • Criticism • T ‘over-independence’ • T observation • S feedback • One to one talk

  2. Ideas • Bottom up- involving Tsin the decision making process. Mutual relationship of TRUST- channels of communication should always be open. • Involving decision making • Attitude when receiving feedback • start with positive first • Providing student feedback • Implementing the feedback (or explain why not) • Feedback prioritizing – back to Ts, working together

  3. Share the data, rationale – pilot – T feedback- majority yes/no? (even in top down) • Continuous prof. dev. – motivation (not used for appraisal purposes) e.g. Yasar Uni. • Rationale • Clear objective • Based on research/data/ feedback • In relation to the big picture • E.g. exit level descriptors (to ensure the common goal) • Transparent

  4. Building relationships – to better understand and value the work/don’t work in isolation • Clear responsibilities • Naming • ‘Suggested materials’ • ‘Description’ rather than ‘prescription’ • Involvement in extra-curricular activities (voluntary basis) something they are into. • Teacher belong to the system (can understand the bridge between the curriculum and non curriculum

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