Facilitating collaborative planning
Another important role of the PYP coordinator is that of facilitating collaborative planning amongst teaching teams. Collaborative time can serve multiple purposes, yet should always be utilized to reflect upon and grow teacher capacity within the context of the PYP. Collaborative meetings should be held regularly and are often more successful when an agenda is determined and followed.
Many other considerations may be taken to foster and support a culture of collaboration amongst school staff. It is recommended to reflect upon the following when visioning for teacher collaboration:
How might collaborative agreements support short and long term planning goals?
Building in time for the co-construction of group agreements can help keep groups focused and on-task. If agreements are generated by each collaborative team, how might the coordinator and the team revisit and follow the agreements after they are established?
How might establishing the purpose for collaborative meetings support efficiency and productivity?
Think about how collaboration agendas may be determined, communicated and facilitated.
How might collaborative documents be stored, shared and referenced during the meeting (and beyond)?
When meeting time is utilized to collaboratively plan and document learning within a unit of inquiry, consider who will be responsible for scribing the ideas generated by the group.
How might the meeting space impact collaboration?
Think about where you will be meeting, what will be on the walls and available for reference within the space?
How might teachers be given agency within the context of collaboration?
Depending on readiness, teachers may feel comfortable in making decisions about meeting agendas, topics for discussion, and/or how to utilize the meeting space.
How might subject specialized teachers be included in the collaborative planning process?
It is important that all teachers understand and have access to the programme of inquiry and planning documents. This allows for authentic and meaningful connections between the classroom and single subject learning.
Due to the nature of collaborative planning time, single subject teachers may not be available to collaborate with classroom teachers. Consider the flexible use of time and resources to support collaboration amongst teachers.
Single subject teachers may have time to collaborate with grade/age level teams during whole school meetings (before/after school)
Release time may be provided to integrate single subject teachers into grade/age level teams on a periodic basis
Digital communication may aid in the development of transdisciplinary connections within units of inquiry
How might regularly accessing IB documents support the ongoing implementation and development of the programme?
There may be times when information is unclear, or forgotten. Regular access to IB documents and resources can help ensure that the most accurate and up-to-date information is being referenced throughout the collaborative planning process.
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