Running Head: EFFECTIVE COMMUNICATION AND COLLABORATION

Effective Communication and Collaboration

Emily Brannock

Regent University

In partial fulfillment of UED496 Field Experience ePortfolio, Spring 2018

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EFFECTIVE COMMUNICATION AND COLLABORATION

Introduction

Effective communication and collaboration is dire to run a successful classroom and

school. Working and communicating with peers sets a great example which in turn encourages

students to do the same. When teachers effectively communicate and collaborate with one

another, relationships are built, consistency is established and ultimately the students benefit.

Effective communication and collaboration in a school creates an environment that is accepting

and dependable for students, parents and the surrounding communities.

This competency will include three different artifacts which will demonstrate different

examples of communication and collaboration with teachers, parents and students.

Rationale for Selection of Artifacts

My first artifact used to demonstrate my competency in communication and collaboration

is a celebration letter sent home to parents. The letter explained the scores students received on a

reading inventory test followed by an expression of pride and celebration with the families based

on student success. This artifact not only informed parents of the success but also showed them

where their students are at right now. Not all students are on grade level with reading scores;

however, by providing parents with information regarding scores, they can better understand and

communicate with the teacher to more effectively assist their child at home.

I felt that this artifact reflects a positive example of how teachers and parents can come

together to celebrate the students. It is important for teachers to verbally celebrate each student

on their successes but when parents are also involved in the celebration, it encourages the student

even more. Communicating about student’s success, goals and scores opens the door for teachers

and parents to communicate, celebrate and collaborate for student success.

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EFFECTIVE COMMUNICATION AND COLLABORATION

The next artifact is notes from CLC meetings; meetings where the fourth grade language

arts teachers meet with the reading specialist and talk about expectations for the following

weeks. Objectives to be met, important dates and activities are discussed during this meeting

time. These meetings provide the teachers with resources and specific ways to go about teaching

different concepts that will be on the SOL as well as ways to push students forward in their

reading levels. The teachers work together to discuss different concepts and resources to better

teach the subject to students. I also had the pleasure to work with the gifted resource teacher

who provides us with special activities that will help the students dig deeper with lessons we are

already completing. These meetings go pretty quickly because it is held during the student’s PE

time, so a lot is discussed in a short period of time. I didn’t feel rushed or unknowledgeable after

leaving the meeting. I believe that this artifact was important to include because it fully shows

how well the teachers at this school communicate and collaborate when working towards a goal.

I felt like I was really part of the team by actively participating in the CLC meetings; it felt good

to understand what the planning process looks like.

The third artifact I am choosing to include is a parent IEP reference letter which was

completed in the UED 451 Students with Disabilities class at Regent University. As a classroom

teacher, I feel this is another resource that can be helpful to use to communicate effectively with

parents. Discussing disabilities or even complications a student is having in the classroom with

parents can be a difficult conversation to have. Communicating effectively and having

compassion will make a difference when explaining challenging issues.

Each artifact has made an impact on my ability to learn effective communication and

collaboration.

Reflection on Theory and Practice

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EFFECTIVE COMMUNICATION AND COLLABORATION

In my own life, communication has always been something that I have held near and dear

to my heart; to carry it over into my profession is meaningful but also something I know I will

hold myself to a higher standard on. I know that there will be situations where I will still need

some practice, however, I’m pleased to say that I’ve been taught great communication skills.

Regent University has always provided a great example for me as a student on how to effectively

communicate with professors and peers. The teachers all seem to have an open door policy and

open to communicating even if it doesn’t concern the class. Through the Regent education

courses, the teachers also instilled collaboration in us by assigning group work as well as

providing opportunities to practice skills. I look forward to making my classroom as welcoming

and accepting as Regent made me feel through my college years.

I have already witnessed how communicating with students has helped me build

relationships and mutual respect between us. Radford (2013) stated that students will show

respect to teachers who respect them. “Respect is demonstrated in your actions and body

language. Do you greet students pleasantly at the door? Do you like to talk with students one on

one?” (p. 82). I think as a teacher it is important to realize that students and people in general

simply want to be heard. Communication is all about “finding a way to be more sensitive to one

another’s feelings; to express our irritation or anger without doing damage; and to be respectful

of other’s needs”, communicating effectively will make a difference in the world around us

(Faber & Mazlish, 1980, p. 239). I want to make a difference in the lives of those around me

including teachers, students, parents and the community. I look forward to becoming more

experienced in my communication and collaboration skills so I can succeed in making those

differences.
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EFFECTIVE COMMUNICATION AND COLLABORATION

References

Faber, A. & Mazlish, E. (1980). How to Talk So Kids Will Listen & Listen So Kids Will Talk.

Scribner. New York, NY.

Radford, C.P. (2013). Strategies for Successful Student Teaching. Boston, MA: Pearson.