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Value collaborative partnerships - Collaborative Partnerships in Action

teaching practice
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For student year

Preschool – Year 12

Helps students to

  • feel connected
  • develop positive relationships
  • Helps teachers to

  • identify key stakeholders
  • identify student needs
  • Summary

    Collaborative partnerships require input from a range of stakeholders to support learning needs and promote student success across the school years.

    This practice is the second in a series of three designed to support teachers to establish, value and sustain student-centred collaborative partnerships.

    This practice identifies factors that can help to nurture and value a collective voice in collaborative partnerships.

    Watch this video to learn more about this practice

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    Preparing to teach

    The importance of the collective voice

    Students with diverse learning needs require collaborative partnerships that will support their learning needs and promote their success across the school years. These partnerships require input from a range of stakeholders to ensure a breadth and depth of knowledge of the learners’ needs can be obtained.

    Valuing the views of all partners in the collaboration is an important part of this success. It can be achieved by ensuring all stakeholders can share their expertise and views and provide input to planning and goal setting for diverse learners through collaborative partnership opportunities. As part of valuing the views of all partners, all partners must feel confident in the collaboration and that every partner is being recognised as experts in their field, their child, or their perspective.

    How is this achieved?

    Facilitating this trust and ensuring the partnerships are valued and collaborative can be achieved by:

    1. Clearly sharing and defining roles for all partners
    2. Providing opportunities for partners to respectfully express their views from their experiences, profession, or viewpoint
    3. Developing actions from what is said
    4. Ensuring actions are followed through from collaborative planning discussions
    5. Providing regular opportunities to evaluate progress and partnerships with all partners

    There are actions you can take before, during, and after meetings to ensure everyone in the partnership feels valued:

    Before

    When a meeting is to be held send out a draft agenda at least 1 week in advance which sets out the following:

    • The purpose for the meeting
    • What it is hoped will be achieved in the meeting
    • Meeting length
    • People involved
    • Roles and responsibilities 

    Provide the opportunity to provide feedback on the agenda and any other business that partners wish to be added with a suitable time frame provided.

    During

    At the beginning of collaborative meetings make sure everyone has the opportunity to introduce themselves. 

    Remind partners of:

    • The shared values underpin the meeting, that is, each partner has the right to respectfully express their views from his or her experiences, profession, or viewpoint
    • The purpose of the meeting
    • The duration of the meeting
    • Identify the intended outcome

    Give everyone the opportunity to voice their opinions or provide input on the topic/s being discussed. 

    Based on the discussion, develop actions to be taken identifying:

    • Who will be involved in actioning this?
    • In what time frame?
    • Who is going to monitor the progress of actions?
    • Who will evaluate the success of these actions and how?

    Set a time frame for the next meeting or follow up.

    After

    After the meeting, share with all partners (in a format suited to the individuals involved) a summary of key information, actions, evaluations, and follow up meeting dates and times.

    Provide an opportunity for feedback on anything that has been missed or that requires further information.

    Check in regularly with all partners to provide regular opportunities to evaluate progress and partnerships and reflect on how collaboration could be improved.

    In the classroom

    Step 1 - Download the Establishing collaborative partnerships information form

    Download the Valuing collaborative partnerships form (Practice 2)

     

    Image removed.   Download (317.96 KB)

    Valuing collaboration

    Step 2 - Prepare for the meeting

    • Draft your agenda for the collaboration (Section 1 of the form)
    • Share the draft agenda with the team and give opportunity for feedback
    • Finalise the agenda (Section 2 of the form)

    Step 3 - Record and share meeting minutes

    • Draft meeting minutes (Section 3 of the form)
    • Draft actions and outputs of the meeting (Section 3 of the form) 
    • Draft time frames for evaluation and feedback on outputs (Section 3 of the form)
    • Set a date for next meeting (Section 3 of the form)
    • Share the minutes with all partners and give opportunity for feedback (Section 3 of the form)

    Step 4 - Check in with partners

    Check in regularly with partners to evaluate progress and review partnerships and outputs. Keep any notes from these check-ins (e.g., date of check in, notes from check in - Section 4 of the form).

    Practice toolkit

    Practice implementation planner template

    We know that it is not always easy to keep track of what is working and what is not. So, we have created this template for you to record and reflect on what you are doing to help you create a more inclusive classroom. The implementation planner contains:

    • Guidance around goal setting
    • Reflection section (What worked, didn’t work and what to change and next steps.)
    • Prompting questions

    Implementation planner template

    Implementation planner with examples

    Set your professional learning goal for:

    Value collaborative partnerships - Collaborative Partnerships in Action
    You can set and save your goal for inclusive practices using inclusionED. Saved goals will appear in your profile. Here you can access, refine and review your goal easily.

    Benefits of goal setting

    Setting, working towards, and reflecting on goals helps you grow professionally and improve your practice. You can access AITSL learning resources for teachers to learn more about:
    How to set goals
    The Australian Institute for Teaching and School Leadership recommends using the SMART matrix to frame your goal setting.

    SMART goals refers to goals that are:
    • Specific
    • Measurable
    • Achievable
    • Relevant
    • Time-phased
    Read more about Improving teaching practices.

    Resources

    Valuing collaborative partnerships

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