As an independent private school, Oakhill Day School has the freedom to give teachers autonomy so they can work together to ensure each student becomes their best self. They work across grade levels to plan lessons as a team, putting their heads together and coming up with new ideas. The focus is on collaboration between one another so they can create a learning environment that is both inspiring and welcoming.
Several of these caring teachers shared their thoughts on this positive concept, including Audra Olson, a 5th-grade teacher; Delaney Zimmermann, Director of Student Support Services; Kristen Forsen, a kindergarten teacher and Director of Curriculum and Instruction; and April Gunderson, a 2nd-grade teacher and Innovation Specialist.
When asked to describe what a typical collaborative session looks like, they had very positive thoughts to share.
Zimmerman commented, “A typical collaborative planning session at Oakhill involves teachers from various grade levels and subjects coming together to brainstorm and share ideas. We start by reviewing our curriculum goals and student needs, then move in to open discussions where everyone has a chance to contribute. We use data from assessments and student feedback to guide our planning and ensure our strategies are targeted and effective. Usually, one teacher will have an amazing idea or project they are extremely enthusiastic about, and their excitement spreads across grade levels, getting everyone involved.”
Forsen noted, “A typical planning session with my colleagues includes collaborative conversation where we share our many voices, talents, resources, and experience. We decide what our ending goal will be and work to design a path back to the target. Working collaboratively allows for each member’s passions and talents to be a part of the planning process. Making sure each member’s ideas are heard is an important part of the collaboration process. Hearing each other’s ideas contributes to deeper curricular connections, especially when vertical grade levels are represented. By collaborating, I am able to continually reflect on my practice and continue to develop as an educator by learning from my colleagues.”
Olson shared, “Loud!- and excited. We frequently find ourselves almost talking over each other with ideas and thoughts. Lots of laughter, but also times of tough questions and pausing to make sure everyone is on the same page. Not necessarily in agreement, but understanding our goal, and the direction we need to take to reach that goal together. There’s give and take present, as well as compromise and non-negotiables. We hold each other accountable to step in when we feel others have not had a chance to share and know when to stop and ask if everyone is doing ok with the process. We come in open-minded and willing to hear other ideas and thoughts and don’t mind asking for help and support when needed. If someone does not step into the conversation, it would be unusual, so that would be a time we would make sure they have had a voice in the topic, or to make sure they are doing ok on a personal level as well as professional.” Gunderson added “Collaboration allows us to bounce ideas off of one another and bettering our instruction for all students. This past school year collaboration was a point of emphasis, so we were given a lot of time to get together with not only our grade-level partners but specialty staff as well. This made collaborating easier, as we had the dedicated time to make this happen. Making sure that you take turns sharing ideas, and dividing responsibilities among the group helps to ensure that all are heard.”
Making sure these sessions are a respectful and open environment is important so each teacher can share their thoughts.
“Students have expressed that they enjoy the variety and creativity in their lessons, and parents have noted that their children are more enthusiastic about school. They appreciate the well-rounded education and the evident teamwork among teachers that enhances their child’s learning experience,” Zimmerman noted. “The autonomy at Oakhill allows teachers to experiment with innovative teaching methods and tailor their approaches to their students’ unique needs. This freedom fosters a culture of creativity and trust among colleagues, making collaboration more dynamic and effective.”
“Oakhill provides many opportunities for collaboration. Common plan times are important to our school community. Our schedules are designed with collaboration in mind. We are given ample plan time, which can be used to meet with colleagues,” shared Forsen. “Teachers collaborate on committees and departments, where the sharing of ideas is key. Teachers also take the initiative to discuss curriculum, projects, ideas and resources with those in different grade levels or who work in different departments or areas of the school. This year kindergarten collaborated with our Innovation Lab teacher, Sara Verwers. I was able to strengthen my own teaching and technology skills, as well as bring what my students were learning with her back to our classroom. By sharing our curricular goals we were able to plan projects and experiences for our students that included technology, literacy skills, and innovative tools. Working across grade levels also allows us to share strategies, resources, content knowledge and creative ideas. We are definitely better together!”
Olson believes, “True learning comes from modeling. Students may forget specific content, but they will always remember how you interacted not only with them but with other staff members. Feeling valued for your ideas and input helps to create an environment where you want to be and want to continue to do your best work. Students and families not only see that, but they can feel it as well. We are the ones modeling how to interact with others. When we are seen asking for help, being patient with mistakes, and offering to step in, those are the life lessons that the students are learning as well. One of my favorite comments from a parent last year was, ‘Wow, you guys really are friends.’ She was talking about myself, and my teaching partner. We don’t always agree, but when we disagree, we make sure to model for the students how that is ok too, but there’s a way to do it that can be productive and helpful to everyone involved.”
Gunderson described a specific way this mode of teaching works, noting, “The autonomy provided by Oakhill Day School opens the doors for more ideas and possibilities. We have the ability at Oakhill to allow our strengths to shine through to the students. This makes the possibilities seem endless.”
Another specific result of this collaboration happened with Forsen. She explained, “My teaching partner, Laura Pearce, and I also wanted to deepen the connections and experiences our kindergarten students were having during our thematic corn unit. By connecting with one of our middle school science teachers, Jared Cole, we were able to gain new knowledge about this topic. By discussing our curricular goal, Mr. Cole was able to use his own knowledge and expertise to strengthen our unit. He shared new resources with us that furthered our knowledge about corn varieties. He also helped us to find a new local field trip connection that we are excited to experience this fall. We were also to collaborate on plans for adding corn crops into our Living Lab. His garden expertise led to the building of new raised beds where we recently planted a variety of corn crops. Our students will now be able to view the life cycle up close, be involved in the tending and harvesting, and they will get to taste of their work. Many interdisciplinary connections will also be made through this process. Students will strengthen their measurement skills when comparing the different heights of the plant varieties, as well as strengthen their observation skills when observing the physical characteristics of the corn varieties. We are excited to continue this collaboration during the upcoming school year and see how it continues to evolve.”
Another direct result of this happened for Zimmerman. She explained, “A new example for the upcoming year is our collaborative effort on the ‘Word Wizard’ program. By working together to emphasize critical vocabulary skills, we ensure that students are equipped with essential tools for success, embodying our commitment to helping each student become their best self. This initiative is a school-wide effort, involving administration and all staff in the challenge of using the ‘12 Power Words,’ making it a comprehensive and inclusive program.”
All agree that technology plays a crucial role in our collaboration by providing platforms for communication, resource sharing, and co-planning. “Tools like Google Classroom, collaborative documents, and educational software help streamline our efforts and keep us connected. Google Suite (Docs, Sheets, Classroom) is particularly helpful for its collaborative features. We also use Canva, email etc.,” Zimmerman shared.
Zimmerman advises new teachers to embrace the collaborative culture at Oakhill, be open to sharing and receiving ideas, and actively participate in planning sessions. “Building strong relationships with colleagues and maintaining open communication are key to effective collaboration. Common challenges include time constraints and differing opinions. We overcome these by setting clear agendas, prioritizing our goals, and fostering a respectful environment where all voices are heard. Flexibility and a focus on our shared mission help us navigate and resolve any conflicts.”
Olson’s advice? “Don’t be afraid to ask for help or to share an idea! I would also suggest it is worth the time, to make the time. This means it is so easy to get caught up in the day-to-day events, routines, and procedures, and sometimes it is not always easy to find time to meet with other colleagues but make that a priority. Asking to meet outside of the regular school day tends to be much more effective, while that does mean more time outside the classroom, I can assure you the pay-off is completely worth the time. You will not only feel supported professionally, but it will also help you to feel connected and part of the school family.”
“My advice is to not let the collaboration and change intimidate you. People learn differently, and teachers teach differently,” added Gunderson. “Sometimes allowing yourself the opportunity to change is a big blessing for both the teacher and students. When collaborating with colleagues, be confident in yourself and what you have to share and bring to your colleagues. You are a great teacher, and you have gifts so share them with others. Take the opportunity of collaboration to share that with others. We don’t have the time to observe all our colleagues' teaching and the awesome things they are doing in their classrooms, so sharing those ideas and methods at collaboration time is very important!”
Olson reflects, “The autonomy to express ourselves as educators makes all the difference for the students and each other. It gives us each the opportunity to bring into play our experiences, strengths, and even our weaknesses so that we can improve and grow in our field. We have been able to take new concepts, and new ways of teaching content, and really lean on each other for support and ideas. It has created a safe space for us to reach out and try things that are new and improved. In turn, we are finding ourselves moving away from the “factory” model of everything needing to be done the same way, and we are truly able to differentiate for students. Just as each of our students is different, so is our staff, and our teaching styles and experiences. This autonomy during collaboration works to encourage us and help us to reach out for support and continue to improve our teaching styles and strategies.”