Collaboration Engage in peer collaborative problem solving through continuous planning, designing, testing, evaluation, and recalibration of teaching methods using appropriate digital technology

Full Collaboration:

During this stage of the cycle it’s hard to say where the teacher’s responsibilities end and the facilitator’s begin. They work together as full partners, co-planning, co-teaching, and co-assessing to develop an authentic, technology-rich learning experience for the students. This level of collaboration doesn’t necessarily indicate that a teacher is a novice with technology in general, but rather that they would benefit from the partnership of another colleague throughout the process of planning, teaching and assessing. However, full collaboration is fantastic for teachers that are new to technology and appreciate the feeling of support throughout the process. Full collaboration continues as long as the teacher and facilitator feel the support is necessary.

"I have no idea what I'm doing, please help me!"

Partial Collaboration:

During this stage of the cycle, the teacher is feeling more confident with the tools being used in the classroom and requests assistance when necessary. Often the focus is on co-planning an entire unit, and co-teaching for specific lessons within that unit. Partial collaboration is a great way to build teacher confidence, while also modeling effective use of technology in the classroom. Partial collaboration is often useful when the teacher is comfortable with most aspects of a certain technology tool or unit of inquiry, but needs specific help in certain areas.

"Are you available for co-teaching a lesson?"


During this stage of the cycle, the facilitator takes more of a “backstage” approach, supporting the teacher mostly outside of class time on co-planning or brainstorming ideas for projects or lessons. Usually, this is when a teacher is comfortable planning and teaching a unit, but may need some advice or guidance on how to best approach the unit, or in-class support on occasion. Coaching works well when the classroom teacher feels confident about what they’re doing but appreciates some collaborative brainstorming or problem solving.

"I've tried the tool with my students, I want to meet with you to further discuss the implementation."


During this stage of the cycle, the teacher is almost entirely independent in their own classroom, and working towards helping other teachers effectively utilize technology in their classrooms. S/he may still work with the facilitator for advice, but is being increasingly looked upon as an expert by their peers. This is where the cycle begins to create a sustainable model for professional development, because now the facilitator is not the only source of educational technology support within the school.

"I will contact you if I have any further questions."

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