Conclusion

Conversely, singleton teachers may feel left out and unimportant. This is especially true when they witness the successes of other collaborative teams and want the same experience for themselves.

Pause and Reflect

TEACHERS

y Does the collaboration you currently engage in lead to improved achievement in your classroom? y How might you utilize evidence of student learning to better guide your collaboration with a teammate? y What aspects of your current teaching assignment would you like to get a colleague’s best thinking about?

LEADERS

y Have you clearly defined collaboration so your staff know why members are meeting together? y Have you organized your singletons so they engage in collaboration they view as meaningful?

Conclusion

The question remains, How do PLC leaders create meaningful, significant collaboration for staff members who don’t teach the exact same content? In the next chapter, we introduce three on-ramps that provide pathways to deepen and improve collaboration for singletons. These options provide any singleton teacher with an entry point to begin meaningful, significant collaboration with a teammate. We highlight and explain tools and resources to help you continually evolve your collaboration so it remains meaningful for all singletons. We provide guidance and templates that focus on allowing teachers to work interdependently with others. Working collaboratively is not always easy, but it is a much more powerful approach to increase student learning than working in isolation. Let’s begin a meaningful collaboration journey together!