Informing Your Practice: Developing Collaboration and Community Engagement Competencies

Now that you have examined the four competencies related to Collaboration and Community Engagement, how will these inform your practice?

Active and Focused Observation: Informing Your Teaching Practice

It is expected that you will work collegially and collaboratively as part of the school-based team in order to support your students. In some instances, students will require support beyond that which is provided by the classroom teacher. Teachers collaborate with school counsellors, librarians, ELL specialists, administrators, Educational Assistants, First Nations support workers, learning assistance and resource room teachers.  Assistants, custodians and other support staff also work to support learners and each other.

During your observation and collaboration time, consider:

  • Where do you see collaboration and collegiality in both formal and informal ways?
  • What goes on outside of school hours/outside the building to support students and teachers?
  • How and when does collaboration and supporting student learning outside the classroom take place?
  • What do you notice about the school website, hallway notices or signs, the layout of rooms and space that supports or restricts learning and collaboration?
  • How do outside agencies work to support students?  How do families access these resources?


  • How would you describe the job descriptions for these different roles?
  • Make notes on the roles of these adults in supporting each other and supporting students.  What would this look like as a graphic?
  • What do you think happens if collaboration and collegiality break down?  Can things be repaired?
  • What are the connections between the Personal and Professional Preparation competencies and the Collaboration and Community Engagement competencies?
  • What artifacts/evidence of your demonstration of collaboration and community engagement can you include in your digital portfolio?