Collaboration, real collaboration, is hard to do!

Happy collaborators

Collaboration is a word with an unusual history. From the original 'collaborateurs' in the Napoleonic wars who were smugglers assisting the Monarchists; via 'traitorous cooperation with the enemy' (OED) in Vichy France; to our present concept commonly used in education to describe the desirable cooperation between peers. Viewed neutrally, it simply means 'working together' and what's not to like about that?

Ah yes, collaboration! We're a cooperative species, right? Well, like many things in life, real collaboration is easy to say and difficult to do for real. I mean really hard. Like many schools, ours uses that particular C-word a lot. And it's a worthy goal. Most times, when I have listened to the ideas of others and worked them into my plans, the result has been something I wouldn't have achieved on my own. But it can be painful. You mean my idea (which I'm completely in love with) isn't going to work (in your opinion)? I thought we were sorted (with my idea central) - we're going to have to do some more work and throw some stuff away (my stuff)?

Two decades ago, at a young international school, I came up with a fail-safe plan to solve a discipline problem we were experiencing. I wrote a hierarchy of infractions and consequences which only required consistent application by all staff and our problem would be solved. I spent hours working out my idea and presented it to the colleagues. The meeting was very messy. They said it wouldn't work. I suspected resentment and fought back, but I got no support and the discussion evolved into a dismantling of my scheme and the acceptance of a less draconian proposal. It hurt. But it didn't take long for me to be grateful that I was saved from disaster because people cared enough to make me give up my proposal at the cost of a bruised ego.

Fine words butter no parsnips, as they say in England

Collaboration demands denial from both sides. And it requires us to spend time when we feel we could knock out a good solution quicker on our own. I have spent too much time in lovey-dovey meetings agreeing to cooperate. But I have come to realise that talk is the easy part and the warmth we all feel when we agree to collaborate (before we actually do) is a false friend. The hard work is still in the future and everyone is going to have to give up something they cherish. The reward, if we can get through the humbling, is a better solution than either side would have achieved on its own. And that is really worth giving up something for.

Collaborators image: actri.fr

Parsnip image: healtheatingfood.com

The long road to 1 to 1 (stage 5)

Back in 2012 I wrote a post called ICTF? WTF? in which I wondered what I could make of the job of ICT Facilitator. I had never seen anyone do the job, and it's such a new idea in an environment which we have yet to properly comprehend. Not that everyone agrees with me about that; sometimes I have posed that question and have been advised to look no further than the job description (but who wrote it? how long ago? etc).

I have loved doing this job for the last four years and have learned a lot about what works in terms of helping teachers improve their use of technology. But I have also begun to feel that my reactive style is suffering from diminishing returns. I have aimed at the 'willing'; either putting ideas to colleagues, or responding to their requests for help. I have had some success with teachers who took up one of my proposals and ran with them, in particular with colleagues who have begun to develop their own online spaces: wikis, websites and blogs. As time has passed, there have been fewer takers. A variety of factors has brought this about, both within and outside my control.

So I am changing my focus. While I shall continue to help individuals and promote nice ideas to them, I am proposing to spend more time working with curriculum teams starting with the planning stage of their units. I don't know how this will look. We are developing a process in which I hear the teachers talk about their upcoming module and areas they think might be amenable to development. Then I'll come up with some ideas and we'll go back and forth until we all agree. In this way, I hope, the technology projects will be embedded in the fabric of the curriculum. This will certainly benefit the students whose exposure to ed tech will be more uniform (if this works out the way I hope). I am being supported by the administration, and that recognition is very important when we get into difficult discussion.

It may sound easy, but it will require concessions on both sides. We will be collaborating, but that's where the hard work begins. At which point, I feel another post coming on...