By Hank Rubin, Co-Founder, Institute for Collaborative Leadership*
Nearly every facet of education demands effective collaboration.
If we adopt the time-tested definition that "A collaboration is a purposeful relationship in which all parties strategically choose to cooperate in order to achieve shared or overlapping objectives" (first published in Collaboration Skills for Educators and Nonprofit Leaders,1998), then everything from teaching and learning, curricular planning, building management, parental engagement, school-community/school-business partnerships, board leadership, policy development, and school reform rises and falls on the capacity of education professionals to build and manage successful collaborative relationships.
One would expect that, as educators, we would understand collaboration deeply. But, as we look at the collaborations we need to lead schools, build curricula, strengthen instructional teams, engage parents and community, develop policy, transform failing schools, and build public support for successful schools, overwhelming evidence suggests: not so much!
You and I know people who are born with attributes that appear to make collaboration easy; like the teacher born with such a talent for empathy that students seem to connect with almost preternatural ease. But folks aren't born with the set of skills, the knowledge and strategic sensibilities, or the habits and intentional behaviors needed for ...