Our experience has shown us that educators who work best in collaborative teaching teams are those who have:
A Collaborative Mindset
- Collaboration is a mindset – not an event or a process. To be successful at collaboration, you must embrace diversity of thought, enjoy the concept of a collective development of ideas, and have a strong sense of self.
- Suzuki collaboration is not just within the team but is a school-wide attribute. For collaboration to be highly effective, it should occur naturally and spontaneously and throughout the week – whether in a classroom meeting, a training session, or in an impromptu hallway conversation.
Strong Teaching Skills
- Suzuki teachers understand the developmental stages of young children and can use this knowledge and the content of the materials themselves to offer opportunities for discovery and mastery when the readiness is observed. These teachers are lifelong learners themselves.
- Suzuki teachers prefer teaching in a child-directed teaching environment rather than a more traditional one. This means giving up much of the control of the lessons, the routines, and the environment to the children themselves.
- Suzuki teachers constantly pursue information on how to strengthen their teaching skills, through mentoring, through formal training, through books and DVDs and from valid online resources.
- Suzuki teachers are able to adapt effortlessly throughout the day to the necessity of teaching in a one-on-one configuration, in small group, and large group sessions.
Strong Self-Directed Teaming Skills
- Suzuki teachers understand the difference between compromise, consensus and collaboration, and recognize when each is an appropriate solution.
- Suzuki teachers view continuous communication between co-teachers and the Administrative Support Team as important and necessary. They seek out this support as a routine part of their planning, their discussions and their decisions.
- Suzuki teachers enjoy brainstorming and listening to the ideas of others in order to find innovative solutions and methods for the classroom.
High Emotional Maturity
- Suzuki teachers are interested in developing new skills in self- and peer-accountability, self-reflection, communication and conflict resolution.
- Suzuki teachers seek out, listen, and respond to feedback in a constructive manner.
- Suzuki teachers are able to accept change in a positive manner, viewing evolution as a natural outcome of self-reflection.
Commitment to Excellence
- Suzuki teachers understand that excellence cannot be achieved without high self- and peer-accountability programs. For many teachers, our process of accountability requires an openness that often has to be learned as part of being a new teacher at Suzuki.
- Suzuki teachers are unwilling to settle for mediocrity in teaching; instead they hold themselves and others to a high standard.
Commitment to the Suzuki Approach
- Suzuki teachers are willing to put the needs of the children and team above their needs or desires.
- Suzuki teachers believe that a "village” of teachers, parents and children provides a better learning environment for a child than does a traditional setting and approach.
- Suzuki teachers demonstrate a genuine commitment to mastering the Suzuki philosophy.