In this challenge, teachers must represent that collaboration by demonstrating how they planned assignments, co-taught, or graded student work together. In addition to submitting multiple lessons, rosters, or grades, educators must submit their written thought process behind assignment and roster creation or grading techniques, and how collaborating improved student performance.
Choose your method of collaboration (sharing goals, classroom instruction, feedback, or evaluation) that demonstrate:
Implementation: Creating time to collaborate with other educators leveraging resources, ideas, learning opportunities and helping students make connections.
Balance: Scheduled time for collaborative planning with multiple educators participating encouraging innovation based on understanding students.
Analysis: Purposefully considering student data from collaborative efforts when making future decisions to bring topics to the team.
Share evidence of your collaboration, and the following information, by completing the form below:
Class Code(s) (if applicable)
Explanation/Evidence of Collaboration
Any other information that is valuable to understanding the collaboration method
3. Complete and submit your own Self-Evaluation in the rubric provided below:
4. (Optional) Complete and submit your reflection below.
See this video on collaborative teaching for interdisciplinary learning
Read this blog post on sharing Classkick assignments with other educators
Watch this video featuring an Algebra Team discussing Teacher Collaboration
For more information on how collaboration amongst teachers results in higher student achievement, see The Missing Link in School Reform.
Providing Feedback Challenge products will be assessed by four independent evaluators:
Two formal educators on the Classkick Team
To appropriate grade-band Classkick Mentors (i.e., primary, intermediate, middle school, high school, or college)
All four evaluators must deem each rubric element to be "Exemplary" or "Accomplished" to successfully complete this challenge. If there is any element that is deemed "Developing" or "Beginning," detailed feedback will be provided including reasoning and suggestions for improvement. (See more information on the review process here.)
Teaching is a high-pressure, fast-paced and highly responsive vocation. A critical element to professional growth is the ability to identify what you did well, what you could do better, and how to make that improvement – in other words, reflection. Reflective practice has the potential to make you uncomfortable: You’re going to be looking at some areas that need growth and, in other instances, identifying strengths, which may feel a little boastful. But, there is a growing body of evidence that teacher reflection results in improved teacher quality.
If you would like to participate in this optional reflection, please record:
What went well and why?
What could have gone better and why?
What do I want to remember for the future?
and submit your reflection below. (You can write this reflection, collect audio, or use a link to a video; whatever works best for you!)
By reflecting on these questions, you are processing the challenge’s events and thus transferring information from short-term memory to a mental folder within your long-term memory. In this simple way, synaptic connections to prior experiences are made. In considering what should be remembered for the future, the challenge’s events are prioritized and an “action plan” is created to address a concern or share a good experience. This streamlined reflective approach allows one to decompress and release the highs and lows from a Classkick Certification challenge.