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growth. Correspondingly, both groups depends on their roles and the
of stakeholders, in formal collaborative specific activity. Example resources The 21st century con-
endeavors, have a professional forum include time and availability to tinues to advance new
to articulate their thought processes, carry out tasks, knowledge of a challenges and new
and to listen and respond to the specialized technique, and access opportunities for edu-
thoughts of others. The literature, to other individuals or agencies that cational leaders to in-
moreover, acknowledges that schools could assist in attaining the goal.
and school districts that support • Individuals who collaborate crease their curricular,
collaboration in all facets are more share accountability for out- pedagogical, and in-
successful than those that do not comes. Whether the results of col- structional acumen to
(Fullan, 2010). laboration are positive or negative, transform their schools
So what is meant by collaboration for all the participating individuals are and districts into high-
educational leaders? Med (2010), in her accountable for outcomes. performing models of
article, highlights the following six key These six key components of effec- educational excellence.
components in education collaboration: tive educational collaboration are by
• Collaboration is voluntary. no means the only best practices of Social Studies Curriculum Committee.
Education agencies can mandate how to create environments in which In the county curriculum consortium, we
administrative arrangements educators can extend their profes- incorporate the heretofore discussed
that require the staff to work sional growth and development, but six key foundational components of
in close proximity, but only the they can be viewed as foundational to educational collaboration in our ongoing
individuals involved can decide establishing “norms” of collaborative curriculum work and our professional
if their interactions will be truly education partnerships. Collabora- relationships. The county curriculum
collaborative. tion in education is not a new or novel consortium is comprised of school and
• Collaboration requires parity idea. For example, the co-teaching district level leadership inclusive of
model has been in place for a long pe-
among participants. Each riod of time and is viewed by many as teacher-leaders, supervisors, curriculum
person's contribution to an an instructional methodology in which directors, and principals from all the
interaction is valued equally, and collaboration is essential for success. county school districts (urban, suburban,
each person has equal power in and rural). We meet on a bimonthly ba-
decision making. If one individual Additionally, Professional Learning sis throughout the academic school year
is perceived by others as having Communities, the ongoing process in with varied topics as the central point of
more power or more valuable which educators work collaboratively the meetings inclusive of best practices
knowledge or information, in repetitive cycles of collective inquiry of instruction, curriculum development
collaboration cannot occur. and action research to achieve better and alignment, standardized assess-
• Collaboration is based on results for the students they serve, ment, innovative programs, and instruc-
mutual goals. To collaborate, are becoming much more integrated tional models.
professionals do not have to share in schools and districts throughout the When considering instructional
many or all goals, just one that is country (DuFour, DuFour, Eacker, and leadership through collaborative
specific and important enough to Many, 2010). partnerships, it is sagacious to realize
maintain their shared attention. Yet, there is an even stronger momen- that quality instructional leadership is
• Collaboration depends on tum to increase collaboration throughout often not simply an individual endeavor
shared responsibility for all facets of the educational continuum or accomplishment. It is best attained
participation and decision (Med, 2010). This makes perfect sense. by participating in a group whose efforts
making. Equal participation in The 21st century continues to advance allow the collaborators to move beyond
the decision making is impor- new challenges and new opportunities what they could do as individuals and
tant, but shared participation for educational leaders to increase their to realize that they can do much more
in task completion does not curricular, pedagogical, and instructional as a collaborative team (Tschannen-
mean that tasks must be divided acumen to transform their schools and Moran, Uline, Hoy, and Mackley, 2000).
equally among involved individu- districts into high-performing models of It is through the work of county
als or that each must participate educational excellence. This can best curriculum consortiums that school and
fully in all tasks. Participation be accomplished through collaborative district leaders are able to network,
in the activity often involves a partnerships such as proffered through share innovative curricular ideas and
convenient division of labor. county curriculum consortiums. resources, and form lasting collaborative
• Individuals who collaborate As a current member of a county cur- partnerships that benefit all involved
share their resources. Each riculum consortium, I can attest firsthand stakeholders for us to “realize that we
person engaged in a collaborative to the positive benefits of being engaged can do much more as a collaborative
activity has resources to contribute in larger, broader collaborative partner- team” in our quest to achieve all-
that will be valuable for reaching ships than when I was a classroom encompassing shared goals and of
the shared goal. The type of teacher and the Assistant Superinten- course ultimately to increase student
resources professionals have dent included me on the district-wide learning and achievement.

Educational Viewpoints -36- Spring 2018