This could not be more important than in education. Primary teachers and headteachers said that primary schools have been relying on pupils’ families to help with teaching, given the importance of group work and interpersonal collaboration. Collaborating in the educational environment doesn't stop at the teacher level. Collaborating in the educational environment doesn't stop at the teacher level. ‘Impact of school closures on the attainment gap’, increase in the number of calls made by children to Childline, 50% increase in calls to the national domestic abuse helpline, higher risk of online grooming and cyberbullying, Collaboration in Education after Covid-19, ‘challenges of remote learning in primary education’, ‘Impact of school closures on the attainment gap: Rapid Evidence Assessment’. At its worst, group tasks can deteriorate into awkward silences, arguments—or frustration for the one child who ends up doing everyone else's work. If you are working with a particularly difficult student, then learning their triggers and developing a plan to help keep their behavior in check is important. At the national level, it requires reform at government policy level and significant investment in new schemes. Eventually they hope to ‘advocate for central government investment in the most effective collaborative approaches for supporting vulnerable children’. But when you’re faced with the reality of hectic schedules, lesson plans, parent meetings, and constant time crunches, it can be tough to find time to sit down, exchange ideas with other teachers in your school, and make sure you’re on the same page. Addressing these challenges requires an effort going beyond students, educators, schools and universities. A recent report published by the Education Endowment Foundation (‘EEF’), ‘Impact of school closures on the attainment gap’,[1] outlines global projections that ‘suggest that school closures will widen the attainment gap between disadvantaged children and their peers, likely reversing progress made to narrow the gap since 2011’, with a median estimate indicating that the gap will widen by 36%. There is also an increased need for social and emotional support for students. These could provide wider assistance to address the heightened needs for pupils following Covid-19. Collaboration is the “mutual engagement of participants in a coordinated effort to solve a problem together.” Collaborative interactions are characterized by shared goals, symmetry of structure, and a high degree of negotiation, interactivity, and interdependence. Collaboration in education is an area where we may see major changes following the pandemic. It is also important for reducing inequality – both in education and at the socioeconomic level, nationally and internationally. This is an aspect of traditional classrooms that online education needs to replicate because of its importance in the real world. Regardless of how old we are, we never stop learning. Scholastic Teachers: Group Time: Collaborate and Create Rhymes! [3] The report draws attention to the most recent systematic review of the evidence on ‘summer learning loss’,[4] which covers over a hundred years of research and estimates that in reading and language, ‘on average, summer vacations [create] a gap of about 3 months between middle- and lower-class students’. This needs to go beyond collaboration between educational institutions: it needs to involve governmental and non-governmental organisations, councils, local communities and pupils’ families. These webinars will provide valuable input into a report we are producing which outlines best practice for educational collaborations and partnerships. Cited in this blogpost as ‘EEF’. In this way, all areas of a student’s growth and development is shared among professionals, thus leading to a better rounded education. There has been an increase in the number of calls made by children to Childline during lockdown and there was a 50% increase in calls to the national domestic abuse helpline during the first three weeks. A promising proposal for the kind of collaboration needed for schools is offered in a new initiative by the RSA. In the article mentioned above, Partridge argues that we need to create and facilitate a ‘child-centred system’ of ‘collaboratives’: networks of collective responsibility across schools, youth work, social work, health, criminal justice and the voluntary sector in UK localities. It is also important for reducing inequality – both in education and at the socioeconomic level, nationally and internationally. [1] Education Endowment Foundation, ‘Impact of school closures on the attainment gap: Rapid Evidence Assessment’, 2 June 2020, p. 4. For example, teachers can share lesson-planning ideas or specific classroom activities during weekly meetings or discuss the positive and negative parts of a project for the other educators to learn from. Jonathan Beale, Researcher-in-Residence, CIRL, The most salient absence we have felt during lockdown is the company of others. The RSA intend to pilot this scheme over the coming months. As Laura Partridge writes in a recent article on the kind of collaboration needed to provide the long-term change and support required by schools,[7] evidence suggests that the pandemic has increased the needs for greater social and emotional support. Effective collaboration offers the means for improving education in terms of educational development, innovation, reform, research and strategy, and the sharing of resources. This report will build on the work done by Schools Together. In fact, the 2012 Met Life Teacher Survey, painted a grim picture on teacher collaboration with more than six in ten teachers saying that time to collaborate with other teachers has decreased or stayed the same in 2012 as compared to 2011. Collaboration in education Effective collaboration offers the means for improving education in terms of educational development, innovation, reform, research and strategy, and the sharing of resources. Not come at the primary level support for students – are huge schools and universities regression of much the. These are from disadvantaged families Americans think parental involvement is the importance of collaboration or University supporting and with. 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