The Development of Collegiality in Specialized Educational Programs

Sue Brooks, Dennis Flaherty, Kathrine Flaherty, David Forbes, Grier Swerhone, Susan Kargut, Alicia Klopoushak, Kit Loewen and Lorraine Stephanson

In 1996-97, nine teachers employed by an urban school division to teach in a program for the Academically Talented decided to examine the development of collegiality. They noted that it was often assumed a high level of collegiality exists naturally among the teachers in specialized education programs housed within schools. The assumption may stem from perceptions that the program's staff would have the same training, background and beliefs about the program. However, the foundation of true collegiality seemed to be broader and more complex.

The teachers also recognized that the AcTal program in which they taught was "an organic response to the needs of gifted students; the objectives, teaching strategies and curricular adaptations have never been crystallized into a manual or any other formal document. The tradition and experience of those who have taught in the program is passed on orally to newcomers. For this reason, the teachers' practices are intrinsically linked to the development of collegiality in our program." Even though collegiality appeared to be fundamental to the workings of the program, however, time was rarely provided to nurture it. The nine teachers decided that a research project focussing on collegiality might lead to a higher degree of effective teaching or program development that would make a difference in their classrooms.

Above: Teacher-researchers Kit Loewen and David Forbes at the 1996 Learning from Practice Seminar.

The AcTal program had been offered in their school division for over 60 years, providing congregated classes to designated academically talented students in Grades 5-8. The classes were offered at two schools, with some informal and formal contacts between the teachers in the two schools. The nine AcTal teachers varied tremendously in their years of teaching experience in the program, including in their number both a beginning teacher and a teacher with 20 years of experience.

Together the teachers decided that they would explore their own situation as a case study in the development of collegiality. Since they were all involved continuously in all aspects of the situation under study, i.e., teaching in the AcTal program on a daily basis, their project would clearly follow aspects of an action research model as well. While recognizing some limitations in this combination of action research and case study approaches, the AcTal teachers found their "hybrid of action-research to be very worthwhile and...would strongly encourage future teacher/researchers to consider [it] as a useful and productive methodology."

The research focussed on formal and informal gatherings of the teachers in which they planned the project, shared experiences and insights, and attempted to answer three research questions on the basis of a growing understanding of their own specialized education program:

1. What factors develop collegiality?
2. Does enhanced collegiality improve instruction? and
3. What teacher practices develop a higher level of collegiality?

Data for analysis came from the observations in group discussions, teachers' notes from personal journals, meeting notes taken by individuals, and thoughts shared through e-mail messages. At a final retreat at the end of the year, the teachers as a group reviewed individual written reflections on the study questions and synthesized them. Later the group met again to summarize the findings and develop a list of recommendations based on their research.

The research team came to perceive true collegiality as moving beyond the "acquaintanceship mode" that often operates among teachers to a shared understanding of what is important in teaching, and in the case of specialized education programs, to "perceived similar basic philosophies" about how the needs of the students in a program can best be met. From this experience of being part of a like-minded group, a sense of belonging can evolve that may be fundamental to the development of truly collegial relationships.

From the teachers' experiences in the AcTal program, several factors were identified that encourage the development of collegiality, such as time, physical and ideological proximity, and external catalysts like curricular issues, staffing concerns, parental and student expectations, the presence or absence of a consultant for gifted education, and central office support. The actions of the teachers themselves also affected collegiality. For example, access to each others' classrooms, continual teacher talk, meetings and retreats, shared reflective writings and advocacy for the program and students were all useful in strengthening collegial bonds.

Based on their year of study and reflection, the research team developed six recommendations for the development of collegiality in special educational programs:

1. Proximity
   Since proximity is a basic factor in collegiality, careful consideration should be given to the placement within the school of classrooms for a special education program, and also to the choice of schools to house the program.
2. Time
   To develop collegiality, teachers need time to meet both formally and informally. Retreats and professional development activities directed by the staff are particularly useful.
3. Professional Development
   The professional needs for collegiality of teachers in specialized educational programs should be recognized as unique and critical to the success of the program. Since local professional developmentopportunities related to these programs are rare, funds should be in place to support travel or the bringing in of speakers.
4. Program Administration
   Since teachers in specialized educational programs have first-hand experience with the programs, they provide an invaluable resource for policy development. It would be appropriate for formal and informal partnerships to be struck between administrators and these teachers to enhance the teachers' role in the administration of specialized programs.
5. Staffing
   Policies regarding staffing and transfers should allow teachers in specialized programs to remain in one school longer than might normally be the case. These longer terms would allow teachers, as part of the specialized educational program team, to maintain collegiality, encourage team growth, and improve instructional practices.
6. Special Issues
   Teachers in a specialized educational program typically have a strong professional interest in and commitment to improved instruction within the program. They need to take advantage of the forums available for advocacy on educational issues, ranging from involvement with local school boards to involvements at the provincial level through special subject councils and the Saskatchewan Teachers' Federation.

Perhaps potent collegiality could be likened to a fruit salad consisting of bananas, oranges and red peppers. Individually, each fruit has distinctive characteristics in taste and texture. When combined at the right time in a glass bowl, they take on a hybrid identity that delights the senses: the tart juice of the oranges envelops the smooth comfort of the banana and the crunch of the pepper. So it is with a successful working relationship between teachers in a school setting.Collegiality can only develop when individuals are 'ripe' for this kind of relationship to occur and when each person recognizes in the other the potential of a kindred spirit. There must be a sense of trust implicit in the initial acquaintanceship; there must be a sense that you can 'see' (hence the glass analogy) into that person and intuit the possibility of a bond or a sense of connectedness.