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Expectations & Collaboration Norms

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Last updated on Monday, September 05, 2016.

Why expectations and collaboration norms? 

  • creating expectations and collaboration norms together helps to builds positive relationships
  • creating expectations and collaboration norms helps to build a culture of continuous learning based on mutual respect, acceptance, trust
  • creating school wide group work norms will help create groups that are able to have honest discussions that enable everyone to participate and be heard in respectful, open and transparent way
  • creating norms that are inclusive of student and staff roles are key as it opens up transparency from class to class and can be communicated and connected to our school-wide focus on collaboration, cooperation and co-learning
  • creating norms governs individual behaviour, facilitates the work of the group, and enables the group to accomplish its task supporting students and staff via protocols and processes

2016 – 2017 ASPS Expectations & Collaboration Norms

What do we expect from ourselves and each other? What do we expect from our teachers? What do we expect from our support staff? Educational Assistants, Office Administrator, Caretakers  What do we expect from our principal? 
  • Be honest with each other
  • Encourage each other
  • Respect yourself and others, along with their opinions
  • Listen to the ideas and suggestions of others when in a group
  • Be open to compromise
  • Doing your part of the work/equally sharing the work
  • Discuss and talk to each other respectfully
  • Take a risk to be open-minded with the people you work with
  • Be responsible for your task and stay on task
  • Use your class time wisely and make sure you are organized
  • Ask questions and / or ask for help from the teacher
  • Understand, know and care about us
  • Be flexible, respectful and helpful
  • Encourage and engage students
  • Let students have a voice
  • Teach us how to learn not what to learn
  • Teachers have input in choosing groups but they also listen to the students input
  • Teacher check-ins that are meaningful and ask questions of the group and individuals
  • Incorporate individual / group and self / peer assessments
  • Make sure the teacher has set up the steps and learning skills that are needed for the project, task, assignment
  • Teacher defines the roles, students figure out how they fit into those roles (equalize groups)
  • Teachers make sure that there is enough time and balance in the workload
  • Make sure students are involved and comfortable through 1:1 and group check-ins
  • Treat others with respect and courtesy
  • Be kind and helpful
  • Welcome everyone to our school
  • Be responsive to queries from people
  • Collaborate with students and staff
  • Act with fairness, dignity and integrity
  • Get to know us and ask us our opinions, seek our input and share decision-making with us
  • Focus on learning alongside with us
  • Support students and  staff in their efforts to be innovative risk-takers with their learning
  • Connect, collaborate and communicate with students, parents and staff regularly in a variety of ways
  • Be visible and approachable —be in classrooms and learning spaces throughout the day
  • Help students and staff solve problems using a group problem solving approach where all parties have their voices heard
  • Share leadership with others

 THINK ABOUT THIS:     No one of us is smarter than all of us together.

 

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