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How can students collaborate during inter-school events?

We know that school collaborations have become increasingly seen as a mechanism for improving education as well as social outcomes amongst students. We see that the countries around the world have incorporated a collaborative approach into their education systems to improve attainment as well. The use best school management software can be utilised as well for collaboration purposes. We see that in such a case their aim was to ‘twin’ high-performing schools with schools as well as fund them to build partnerships to share best practices to improve performance at the same time. We know that the landscape of inter-school collaboration is complex, as well as encompasses a wide range of different types of collaborative activity both formal as well as informal (sometimes a combination of both) and involving schools of different phases as well as types. Moreover, we know that the schools collaborate for a variety of reasons over different timelines as well as with varying degrees of success in terms of impact and sustainability at the same time. We know that the formal arrangements such as federations, multi-academy trusts as well as sponsored academy chains can encompass shared leadership such as an executive headteacher operating across two or more schools at the same time. We are aware that these efforts, however, often use the traditional model of leadership with each school retaining its headteacher as well. We see that much in the same way as leadership, models of shared governance are emerging to accommodate inter-school collaborative arrangements in these times. We know that the more formal of these models include joint governing bodies between groups of schools in addition to their bodies as well. We are aware that the evidence for the discussion of inter-school collaboration on student outcomes is sometimes limited but it can be overcome as well. We see that where this has been explored, the picture is mixed as well. We know that some people say that no association between school involvement in inter-school collaborative activity as well as increases in student attainment at the same time. We know that the evidence for indirect impacts of inter-school collaboration on school improvement is more widespread as well. Many people see the improvements in areas such as staff professional development as well as career opportunities too. We know that the positive influence of inter-school collaboration on teachers as well as teaching, with practitioners reporting an increased motivation to engage in professional dialogue with their colleagues, and at the same time knowledge mobilisation as well as a general shift towards more learning-oriented and enquiry-based cultures in schools that have been collaborating too. We know that the inter-school collaboration can also provide opportunities for leadership knowledge as well as development as schools look to build leadership ways to address the additional workload that accompanies the partnership work at the same time too. We know that there are several commonalities within the literature with regards to the conditions that foster effective inter-school collaboration with strong leadership as well. We know that while there is some evidence relating to governance structures as well as the formation of governance about inter-school collaboration, there is a paucity of these things looking at how governing bodies are adapting to inter-school collaboration as well as the process of inter-school governance at the same time. We know that there is a range of different terms used to describe inter-school collaborative activity in practice as well as in the literature. We see that adding a social element to an activity can truly boost its learning value as well. We know that these tools mix productivity as well as creativity, getting students to share and collaborate on projects, give and take feedback, as well as annotate, brainstorm, make media, or just hang out at the same time. We see that there are ways to share research materials, notes on their thinking, as well as private notes with their teacher, kids will have opportunities to use their voices in the learning process at the same time. The use of the student attendance management system therefore can play a role too. And we see that with some reflection, students can also use metacognition to examine their processes as well.