HomeVisionValuesMissionGoalsCollaborative CultureAction PlansResults .
Collaborative Culture Help Page
Does the district/school culture support collegiality; experimentation; trust and confidence, honest and open communication; traditions; involvement in decision making; appreciation and recognition; protection of what's important; tangible support; reaching out to knowledge base?
Rubric
 Entry: The school has not considered or addressed the concept of collaborative culture.  Teachers work in isolation.  Leadership may be autocratic, and there is little opportunity for professional discourse about teaching and learning.
Beginning:  The staff has acknowledged the benefits of collaborative decision making, and has attempted to develop opportunities for more frequent collaboration.
Developing: Collaborative teams have been established by grade level and/or subject area.  The focus and desired products of the work of the team have been articulated.  Behavioral norms and protocols have been discussed and agreed upon by each team.  Time for collaboration is provided in the school day and calendar. Experimentation and risk taking are encouraged.
Sustaining: Staff members articulate, model, promote, and protect the collaborative culture that focuses on improved student learning.  They celebrate the achievement of individual teams and the school at large.  Teams are engaged in an ongoing cycle of collective analysis, planning, implementation and assessment. Teams make important decisions and are responsible for those decisions.  A high level of trust exists.

Key Questions for Reflection

  • Is effective collaboration embedded in the routine practices of the school?
  • Do the rules, policies and procedures support a collaborative culture?
  • Are the purposes of collaboration made explicit?
  • Is there time for collaboration built into the school day and year?
  • Do educators accept their responsibility to work together as true professional colleagues?
  • Are there high levels of trust which in turn result in open communication, mutual respect for people and opinions, and a willingness to participate?
  • Do educators have the authority to make important decisions and a willingness to assume responsibility for the decisions they make?
  • Is there ongoing assessment and discussions regarding the functioning of decision making processes?
  • Does the culture promote experimentation and risk taking?
  • Does the culture protect what is important?
  • Does the culture set high expectations?
  • Does the culture promote appreciation and recognition?