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I know the same "teacher" Colleen is referencing. He or she thinks every lesson is perfect and needs no change, even if it is the same plan he/she has used since they began teaching. They are often afraid to give constructive critique because they are afraid to receive it themselves or do not want to hear it. Being collaborative is much harder than being congenial. The congenial teacher says everything is great but does their own thing, taking no risks and looking out for their own best interests, rather than the students. The collaborative teacher must look at their own teaching critically, and think how the ideas of others can improve the success of our students. The longer we teach, the harder this becomes. It's much easier to say my lessons have worked in the past so why do I need to change. I agree with Lauren that with the environment in place here, it makes it easier for someone who is congenial to become more collaborative, but it is on us to give them opportunities to do so and to foster the type of environment that encourages others to take risks and try new things.

Ben

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I have known a few congenial teachers.  Typically what seems to be the driving force behind them falling into the congenial category is trust (or the lack thereof).  As stated in Chapter 1, the four critical pillars needed in order to support trust in a school or grade level are respect, competence, integrity, and personal regard for others.   So, if those four pillars are nonexistent among a team, then teachers will fall into that category of being congenial. 

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I have known a few congenial teachers.  Typically what seems to be the driving force behind them falling into the congenial category is trust (or the lack thereof).  As stated in Chapter 1, the four critical pillars needed in order to support trust in a school or grade level are respect, competence, integrity, and personal regard for others.   So, if those four pillars are nonexistent among a team, then teachers will fall into that category of being congenial. 

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I feel that a collaborative team works together to contribute to our grade level needs. We plan, research, share, and create lessons together. I feel lucky to work on a team that all "WANT" to collaborate.  I have worked on grade levels that are congenial to each other, but were not actively meeting as a team.  I agree that trust, respect and the mindset to "WANT" to collaborate must be present in order to form these collaborative grade levels!  

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I feel that a collaborative team works together to contribute to our grade level needs. We plan, research, share, and create lessons together. I feel lucky to work on a team that all "WANT" to collaborate.  I have worked on grade levels that are congenial to each other, but were not actively meeting as a team.  I agree that trust, respect and the mindset to "WANT" to collaborate must be present in order to form these collaborative grade levels!  

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-Amy

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I think in the past we often saw congeniality more than we saw true collaboration. Congeniality is when co-workers get along;  share their ideas and plan lessons together. As a school we are doing a much better job of truly collaborating. Grade levels have a set time to meet each week with stated norms and topics. Teachers are planning common assessments together, discussing the overall needs of the grade level,
etc.
-Ashley

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I personally tow the line between a collaborative and congenial teacher.  Similar to what Juli says:  Collaborative is working towards a common goal while playing to each other's strengths.  This year in particular has been eye-opening being in more of a co-leadership role.  In this role I have been more involved in identifying how we can all as a grade-level equal "the sum of our parts."  I have definitely been more of a congenial teacher in the past and being helpful when asked, etc; but not actively collaborating towards a common-goal until this year.  

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I personally tow the line between a collaborative and congenial teacher.  Similar to what Juli says:  Collaborative is working towards a common goal while playing to each other's strengths.  This year in particular has been eye-opening being in more of a co-leadership role.  In this role I have been more involved in identifying how we can all as a grade-level equal "the sum of our parts."  I have definitely been more of a congenial teacher in the past and being helpful when asked, etc; but not actively collaborating towards a common-goal until this year.  

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-Joe D.

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Yes, I think we've all been or know a teacher(s) that are congenial. I agree with Lauren about environment playing a key role. I think teachers are much more likely to become collaborative if the people around them are constantly working in a collaborative way. All teachers have their own "style" but regardless of how we like to teach it's important that we work collaboratively to "create common assessments, analyze results, and use those results to become more effective." To answer Michelle's question about trust I think in order to build more trust with those that are congenial you have to be open and honest with them. I think congenial teachers often have a fear of failure so they stick with what they think works for them. I think one of my biggest attributes is that a let others see my mistakes as a teacher and work with my colleagues and trust them to help guide me in a collaborative way. If a congenial teacher sees a teacher that they perceive as an expert make mistakes and work collaboratively to improve then I think they will be more likely to become collaborative. In the end, building an environment where it is okay to make mistakes can build trust and create a more collaborative environment. 

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Yes, I think we've all been or know a teacher(s) that are congenial. I agree with Lauren about environment playing a key role. I think teachers are much more likely to become collaborative if the people around them are constantly working in a collaborative way. All teachers have their own "style" but regardless of how we like to teach it's important that we work collaboratively to "create common assessments, analyze results, and use those results to become more effective." To answer Michelle's question about trust I think in order to build more trust with those that are congenial you have to be open and honest with them. I think congenial teachers often have a fear of failure so they stick with what they think works for them. I think one of my biggest attributes is that a let others see my mistakes as a teacher and work with my colleagues and trust them to help guide me in a collaborative way. If a congenial teacher sees a teacher that they perceive as an expert make mistakes and work collaboratively to improve then I think they will be more likely to become collaborative. In the end, building an environment where it is okay to make mistakes can build trust and create a more collaborative environment. 

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~Erik

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I like what Jessica said, "To me, congenial vs. collaborative teachers main difference is the mindset." I completely agree, but I also think that environment plays a role. I think congenial teachers are able to become collaborative, it just takes that change in mindset to help them move there. I also can relate to both kinds of teachers. Having worked for 3 different school systems and being newer to the teaching field, I was both types of teachers depending on what the environment around me was. My first year, I was one of 4 teachers and the only math teacher for the grade since we rotated classes. I was completely by myself struggling to keep up with the curriculum, a new grade, and keeping my students engaged as well as making sure they were learning. Here, I walked in and was welcomed. I started planning with others on my team and became more collaborative than ever before. Teachers at Daves Creek are lucky to have the support of their team and administration to collaborate and work together. I, like others, have both types of teachers on my team. I think some congenial teachers could take advantage of this environment to collaborate more. I could also work harder to give those teachers more of an opportunity to work together, use each other's strengths, and help our students soar. 

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I like what Jessica said, "To me, congenial vs. collaborative teachers main difference is the mindset." I completely agree, but I also think that environment plays a role. I think congenial teachers are able to become collaborative, it just takes that change in mindset to help them move there. I also can relate to both kinds of teachers. Having worked for 3 different school systems and being newer to the teaching field, I was both types of teachers depending on what the environment around me was. My first year, I was one of 4 teachers and the only math teacher for the grade since we rotated classes. I was completely by myself struggling to keep up with the curriculum, a new grade, and keeping my students engaged as well as making sure they were learning. Here, I walked in and was welcomed. I started planning with others on my team and became more collaborative than ever before. Teachers at Daves Creek are lucky to have the support of their team and administration to collaborate and work together. I, like others, have both types of teachers on my team. I think some congenial teachers could take advantage of this environment to collaborate more. I could also work harder to give those teachers more of an opportunity to work together, use each other's strengths, and help our students soar. 

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-Lauren

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Great points... Jessica pointed a key difference between the two types - TRUST.  There are so many factors that effect the degree of trust you have with your peers.... differences in age, experience, personality, teaching style, values and sometimes just not really knowing them. So the bigger question is... how do you build trust? 

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Great points... Jessica pointed a key difference between the two types - TRUST.  There are so many factors that effect the degree of trust you have with your peers.... differences in age, experience, personality, teaching style, values and sometimes just not really knowing them. So the bigger question is... how do you build trust? 

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-Michelle

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To me, congenial vs. collaborative teachers main difference is the mindset. I do believe there is a difference, but personally at times I can relate to both "types". Juli, Jodi, Jennifer, and Colleen made excellent remarks regarding the comparison. I work closely with more congenial teachers over collaborative teachers. "Collaboration is founded on trust" (Erkens, 2008, p.14). My main focus when leading a meeting is to establish  the trust by facilitating discussion but also contribute as a member of our team.

Favorite take away - "Strong teacher leaders identify and protect the needs pf all stakeholders" (Erkens, 2008, p.18).

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Yes, as a Specials teacher, it is easy to get stuck on your own little island.  We each teach separate subjects, and it can sometimes be a challenge to collaborate.  There are some people on my team who are congenial; outwardly praising and supporting each other, but when it comes down to actually collaborating with each other on cross-curricular lessons, they tend to back away.

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Yes, as a Specials teacher, it is easy to get stuck on your own little island.  We each teach separate subjects, and it can sometimes be a challenge to collaborate.  There are some people on my team who are congenial; outwardly praising and supporting each other, but when it comes down to actually collaborating with each other on cross-curricular lessons, they tend to back away.

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-Jodi

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Yes, a congenial teacher will work with other teachers to plan but will still "do their own thing" inside their classroom.  They still have a common goal with their team, but they don't use results of assessments to further their instruction.  True collaboration would occur if they worked together towards a common goal to improve student learning.
- Jennifer

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Yes, I, myself, have previously been more congenial than collaborative.  Congenial teachers work more independently towards a common goal.  They get along, offer help when asked, but lack actively working together towards the common purpose/goal.  Whereas the collaborative teacher is intentionally working together towards a purpose, using one another’s strengths.  They learn together, set goals, analyze results/data together, apply their knowledge for more effective practices, and reflect on experiences using shared data for improvement.

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Yes, I, myself, have previously been more congenial than collaborative.  Congenial teachers work more independently towards a common goal.  They get along, offer help when asked, but lack actively working together towards the common purpose/goal.  Whereas the collaborative teacher is intentionally working together towards a purpose, using one another’s strengths.  They learn together, set goals, analyze results/data together, apply their knowledge for more effective practices, and reflect on experiences using shared data for improvement.

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-Juli

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Yes, I know a congenial teacher. He or she always has a
smile on their face and makes polite chit chat whenever you see them. During
times of collaboration they go along with everything in a positive manner but
never offer any input. When asked to volunteer for committees or leadership
roles they never step up or simple say no. A congenial teacher will praise your
lesson plans or ideas and will quickly ask for a copy but will never offer any
original ideas to the team. 

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Yes, I know a congenial teacher. He or she always has a
smile on their face and makes polite chit chat whenever you see them. During
times of collaboration they go along with everything in a positive manner but
never offer any input. When asked to volunteer for committees or leadership
roles they never step up or simple say no. A congenial teacher will praise your
lesson plans or ideas and will quickly ask for a copy but will never offer any
original ideas to the team. 

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Colleen

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Do you know a congenial teacher?  What makes them congenial over collaborative or is there a difference?

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Do you know a congenial teacher?  What makes them congenial over collaborative or is there a difference?

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Great thoughts, I love how some individuals stated they are making an effort to be more collaborative this year. I remember what a speaker said at a county leadership conference this summer: Don't be afraid to try to something new, jump in and she how it goes, but fail fast if it is going to not go well.