<Q32>

Team working and collaboration

Q32	Work as a team member and identify opportunities for working with colleagues, sharing the development of effective practice with them

C40	Work as a team member and identify opportunities for working with colleagues, managing their work where appropriate and sharing the development of effective practice with them.

P9	Promote collaboration and work effectively as a team member

E13	Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement.

A2	Be part of or work closely with leadership teams, taking a leadership role in developing, implementing and evaluating policies and practice in their own and other workplaces that contribute to school improvement.

Extract from Guidance to accompany the Standards for Qualified Teacher Status (QTS) TDA, 2007

Rationale

Colleagues representing the wider workforce of the school have important roles to play in supporting children and young people to learn in and beyond the classroom. Learning and teaching is more effective when teachers and colleagues work together to draw on their expertise and specialist skills, and to share effective practice. Collaboration and the sharing of effective practice among colleagues benefits learners and all those working with and supporting them. Team working is a key element contributing to the personalisation of learning.

Scope

This standard requires trainees to demonstrate that they can work with teaching colleagues and the wider school workforce in order to identify and develop effective practice that, in turn, will help learners to develop, make progress and achieve. Their engagement in collaborative practice will demonstrate that they can work with a range of other adults to develop the knowledge and skills to become effective team members, and to identify and share effective teaching and learning strategies that raise achievement and secure well-being.

Questions to consider

Does the trainee recognise, value and utilise the knowledge and expertise brought to the classroom by colleagues undertaking a range of roles across the children’s workforce?
Does the trainee demonstrate an awareness of the ways that colleagues can be involved constructively in the classroom to support learning, teaching and well-being?
Can the trainee establish effective collaborative working relationships with colleagues in and outside of the classroom?
Does the trainee demonstrate a clear understanding of how the teacher’s role relates to that of colleagues?
Does the trainee engage with colleagues in the reflection on and discussion of practice?
Is the trainee able to contribute to planning when working with others, for example, specialist or year group teachers and teaching assistants, or during in-service training sessions?

Cross references

Evidence for this standard may be linked to evidence for assessment against the following standards:

Q2 (Relationships with children and young people)
Q3(b) (Frameworks)
Q4, Q5, Q6 (Communicating and working with others)
Q9 (Personal professional development)
Q20 (Achievement and diversity)
Q33 (Team working and collaboration)

Sources of evidence

Evidence that trainees have met these standards may come from observing the trainee teaching with colleagues with a range of roles and responsibilities across the wider school workforce. Written evidence, such as trainees’ teaching files, reflective journals and development profiles, may provide further evidence of effective team working and collaborative practice. Where possible, assessors may wish to speak with those colleagues in the wider workforce who are working with trainees. This will help them to gauge how well colleagues are supported by the trainee, and to check that they understand the roles they are expected to fulfil.