Introduction to Collaborative Teaching Practice

This introductory course explores how evidence-based collaborative teaching practice can be developed and applied to enhance learning outcomes in both traditional classroom settings and contemporary learning spaces as part of new builds, upgraded, and/or repurposed space.

Intended for both teachers and school leaders working in open-plan learning spaces, the course surveys relevant research, curriculum, policy documents, and instructional and conceptual models.

The course is ideal for supporting whole-school initiatives to introduce and develop collaborative teaching practice in a variety of learning spaces. For those interested in booking a school session, please contact SLEC@det.nsw.edu.au.

In addition to this introductory course, participants may wish to complete either:

  • Collaborative Teaching Practice - Proficient-level course, suitable for classroom practitioners and/or;
  • Leading Collaborative Teaching Practice - Highly Accomplished level course, suitable for school leaders.
Non-registered hours 3 hours
Delivery mode Online (facilitated)
Audience K-12
Prior knowledge No prior knowledge required

Next sessions:

  • 14 December (online)

Components

By completing the course, participants will:

  • discuss current and future collaborative teaching practice initiatives in their school context, benchmarking these against examples of best practice from the Australian Institute for Teachers and School Leaders (AITSL), the NSW Department of Education's School Excellence Framework, and video and virtual case studies from current schools;
  • investigate the function of psychological profiling to understand the challenges and opportunities of working collaboratively with colleagues in their school, considering how collective teacher efficacy can be developed through effective school leadership; and
  • explore and discuss a range of practical strategies for enabling effective collaboration in their schools, including instructional coaching and rounds, learning walks, peer observations, and professional learning circles.
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