Standard 8

Collaborative Relationships

The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Collaborative Drawing

Description: This artifact is collaborative drawing, a way for students to connect, work and create with other classmates. Students are assigned a number 1-4. Once students are assigned their number, they find students with the same corresponding number. Then the students will pick a folded up post-it note out of a cup. Students will then share what the post-it note says with teammates, but keep it a secret from the other groups. Students are given one marker, with four strings attached to it. Through communication and team work, the students will attempt to draw the word that was written on the post-it note. Through this warm up, students learn how to work as a team, think critically, and how to communicate effectively with classmates.

Connection: This artifact connects to the eighth Illinois Professional Teaching Standard and the knowledge indicator 8B) "Understands the collaborative process and the skills necessary to initiate and carry out that process;" Through this exercise, students are able to connect, work and create with their classmates in a unique and engaging way.

Importance: Understanding the collaborative process and the skills needed to facilitate it are crucial for teaching as they foster an environment where students actively engage, share ideas, and learn from each other. Effective collaboration cultivates a supportive learning environment.

Peace Circles

Description: Peace Circles help strengthen students social and emotional development. The class is asked to arrange their seats in a circle. In the peace circle, someone will share a piece of information about themselves, and if someone within the circle identifies with that quality as well, they stand. The teacher leads the peace circle, then offers for the opportunity for students to join in. For example, " I am right handed," then any students within the peace circle who share this quality will stand. Through this peace circle, we learn the similarities and differences between ourselves, our students, and their classmates. All students enter the classroom with previous lived experiences and opinions. This peace circle grants students the access to relating with classmates and teachers on a personal level.

Connection: This artifact aligns with the eighth Illinois Professional Teaching Standard and the knowledge indicator 8A) "Understands schools are organizations within the larger community context;" By integrating peace circles, schools embrace their role as a community center, fostering inclusive environments where students explore their identities, build empathy and establish meaningful relationships within the school community.

Importance: Understanding schools as organizations within the larger community context is important because it acknowledges the reciprocal relationship between school and its surrounding environment. Finding a way in integrate community into curriculum is important because it fosters partnerships and collaboration that support students beyond the classroom walls.

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