Collegiality

Perhaps the key to excellence at ZMS is the personal and professional connectedness of its staff. On the surface that statement seems to lack credibility or appears at best trite. However, if one devotes more thought to the notion, it becomes apparent that a school’s excellence is the result of the entire unit working in concert. The curriculum in one grade level can only be effective if the teachers in the grade level below it laid the proper foundation. One often hears the terms vertical articulation and horizontal articulation when discussing curriculum. These terms are much simpler than they sound – it’s simply the way that our curriculum connects within the grade level and from one grade level to the next. While the definition of this articulation is simple, performing it correctly – both on paper and in the classroom – is an exceedingly difficult task. Developing and teaching a seamless curriculum takes exceptional professionalism and communication. The professionalism to thoroughly and effectively teach every item of the curriculum in each subject and to pace correctly so that each topic gets its due is critical to the success of the teachers and students in next grade level. ZMS teachers have found a way to strike the balance of having the academic freedom to instruct in the manner which they individually choose to teach, yet the result of this freedom – student academic outcomes – must remain the same regardless of the strategies and methods employed by the teacher. Communication is essential in ascertaining if the outcomes are indeed alike. This discourse is important for teachers within a grade level who have the need to share with one another which strategies and activities have worked well for them, and to ask for input whenever their students are struggling with a particular topic. Likewise, teachers in successive grade levels need to discuss with one another which areas students’ ability to apply previous material is strong, and where students tend not to retain the material. Both of these situations require sensitivity and confidence. Each successive grade level must understand that it is not within their purview to criticize their colleagues for the job that they have done preparing students for the next level. Even when the intent is to focus on student outcomes, it is difficult to discuss without ruffling feathers of teachers who previously worked with those students. Great care must be taken to discuss student preparedness without laying blame. Teachers must also be confident enough in their own ability to ask colleagues for advice if they are having difficulty reaching their students on a particular topic. Confidence also plays a role when teachers choose to share their materials with one another. No one wants to be thought of as the school’s “know-it-all,” and many perceive that they will come across this way if they begin handing out their student activities to one another. I am happy to report that ZMS teachers are eager to share with one another, and just as importantly, enjoy receiving someone else’s good idea. It is important to note, too, that the need for collegiality extends beyond curriculum and instruction. Schools are a web of connected parts, and each is essential for the whole to remain stable. Bus drivers, custodians, secretaries, counselors, students, teachers, parents, instructional assistants, administrators, cooks, maintenance staff, and central office staff are all spokes of the education wheel – and there is no hierarchy of importance! With this in mind, it is important that we, as a school community, care for the people in all of these various roles. This mutual support goes a long way in maintaining a healthy environment for all of us. A positive environment can make the difference between a good school and a great school. The relationships among staff members set the tone for the entire building. Children relate to and appreciate being around adults who are happy, positive and even playful. When students see that their teachers enjoy relating with one another, it is easier for them to accept school as a fun place to be. While fun is in no way the purpose of a school, if a student can equate education and enjoyment, everyone wins. Because a collegial atmosphere is so crucial to the educational environment, ZMS teachers know that it is their professional responsibility to foster positive, open relationships with the other professionals in the building. Interestingly, however, professional responsibility is not the reason that ZMS teachers choose to create these bonds with their colleagues – it’s simply the type of people that they are. They like students, they like people in general, they love their vocation, and it shows!
 * Collegiality**