Leading and Participating in Collaborative Activities in Math Education
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Secondary Mathematics Comprehensive Exam
Question #4
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Collaboration isn't just a buzzword in education; it's the bedrock of student success and
professional survival. As a secondary math teacher, I've seen firsthand how teamwork can
transform a school. It’s in the shared victories in a co-taught classroom, the quiet mentorship of a
nervous freshman, and the challenging, district-wide debates over what equity truly looks like in
our curriculum. These experiences have done more than just shape my teaching philosophy;
they've reshaped the culture of my school, proving that collaboration builds stronger instruction,
deeper relationships, and better outcomes for our students.
In a high school, it’s easy to feel like an island. However, true collaboration, the
deliberate act of working together to analyze student work, question our methods, and find what
works, builds a bridge (Schleifer et al., 2017). It fosters a culture of shared trust where no one
has to have all the answers. One of my most impactful experiences has been co-teaching
inclusion classrooms. These classrooms were filled with a diverse group of students, including
those with IEPs, 504 plans, and RTIs. Working with a special education teacher was more than
just sharing a classroom. It was an in-depth discussion of co-planning, differentiating each
session, and maintaining open communication. This collaboration ensured that every kid,
regardless of learning ability, had a real chance of gaining proper math skills. I recall one lesson
on solving systems of linear equations in which my co-teacher and I developed a tiered method
of support. I would lead the direct instruction, and he would move through the room, offering
guided notes to some, leading a small group for others, and providing quiet redirection when
needed. It gave students multiple ways to grab hold of the material. We even designed quick
check-ins that tracked their academic progress and feelings about the work.
My collaborative work also led me to mentor in our first-year orientation program. For
the first nine weeks of school, we connected freshmen with caring adults and peer mentors to
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create a space where they felt they belonged and also help them navigate high school. Seeing
students as more than just names on a roster was my chance. I could spot the ones struggling
with the jump to high school math early on, ensuring we built a safety net of support from
guidance, administration, and teachers.
When we collaborate, we build a belief in our collective ability to make a difference.
Research from Szczesiul and Huizenga confirms that structured collaboration gives educators a
stronger sense of agency (2015). For me, that was more than just a theory. When I met with my
colleagues over assessment data, we weren't just looking at numbers; we were also sharing
methods, aligning our expectations, and determining how to intervene before a student fell too
far behind. A district-wide committee to develop common Algebra 1 exams was one of the most
demanding but rewarding projects I participated in. It was a massive undertaking. Teachers from
across the district came together to hammer out evaluations that aligned with state standards and,
more importantly, were fair. Was the content equitable? Was the rigor consistent? This work was
critical in standardizing our expectations and provided a powerful forum for sharing what
worked in our classrooms.
Beyond the classroom, I’ve had the chance to mentor students in our school’s future
educators course informally. Since I was a member of FTA (Future Teachers of Alabama) in
high school and a NOYCE scholar in college, it felt like coming full circle and supporting
aspiring teachers by modeling a lesson, talking honestly about classroom management, and
encouraging them to reflect on their practice.
The benefits ripple outward. Students win when their teachers work as a team to close
learning gaps. Parents gain confidence when they see a consistent and communicative staff. And
as The Annie E. Casey Foundation (2022) found, these strong school-family partnerships are
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directly linked to higher student achievement, especially in math. My leadership in these efforts
has often been informal but always intentional. Whether guiding a curriculum conversation or
leading a data dive, my goal was to foster open dialogue and a shared commitment to equity.
However, collaboration is not always easy.
When I helped lead the initiative for common Algebra 1 assessments, we hit a wall of
resistance. Some veteran teachers were skeptical of district oversight, worried the results would
be used to punish rather than empower them. This highlighted the biggest challenge in
collaboration: getting everyone to embrace change. To get those teachers to buy in, I started by
having one-on-one conversations. I listened to their concerns and emphasized that our goal was
equitable instruction, not micromanagement. We slowly built trust and gained their support by
giving them an authentic voice in the design process. Scheduling was another beast entirely. My
coteacher is a football coach, and I am the swim and dive coach. With both of our busy
schedules, finding time to plan lessons and strategize together was difficult.
Furthermore, with math teachers on different planning blocks, finding time to meet felt
impossible because no one wanted to miss out on classroom time to deliver key instruction to
students. We tried shared digital folders, but nothing replaces a real conversation. As an
alternative, I recommended holding brief sessions during lunch or after school. It was not the
best feeling to stay later after working a full day, but this adaptable strategy helped keep the
momentum flowing. These struggles showed me that collaboration is built on trust. When people
feel heard, respected, and supported, they are far more likely to invest in their work.
From my few years of teaching, I have learned that teaching in isolation overlooks our
most valuable resource: each other. My experiences have proven to me that collaboration is the
very heartbeat of a school, the energy that turns isolated classrooms into a community. It’s the
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choice to trade our lesson plans, share our struggles, and truly work as a team. This is how the
work becomes more than just a job; it becomes our collective mission. It turns our work from a
series of individual obligations to a collaborative endeavor. As we face the future of education, it
is this commitment to working together—to listening, adapting, and simply showing up for one
another—that will define our success and, more importantly, the success of the students who
count on us.
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References:
The Annie E. Casey Foundation. (2022, December 14). Parental involvement in your child’s
education. https://www.aecf.org/blog/parental-involvement-is-key-to-student-success-
research-
shows#:~:text=In%20one%20study%2C%20researchers%20looked,all%20students%20in
%20a%20classroom.
Schleifer, D., Rinehart, C., & Yanisch, T. (2017). Teacher Collaboration In Perspective: A
Guide to Research (S. Vogel, Ed.). Public Agenda.
Szczesiul, S. A., & Huizenga, J. L. (2015). Bridging structure and agency: Exploring the role of
teacher leadership in teacher collaboration. Journal of School Leadership, 25(2), 368–410.
https://doi.org/10.1177/105268461502500207
