Indicators of Professional Relationships for Teachers:
  • communicate effectively with students
  • work cooperatively with colleagues to support teaching and learning
  • develop respectful relationships with students from diverse backgrounds
  • plan and implement meaningful learning that builds on the knowledge and skills developed through the family and the community
  • work productively with parents, carers and the wider community to support students.
    (ACT Government, 2003)

Professional relationships can describe the relationships you create between yourself as a teacher and your colleagues, students, student’s caregivers/parents and the wider community (Carr, Herman & Harris, 2005).  Having the skills to building strong working relationships with all of the stakeholders involved in the education system will help ensure the success of your teaching career (Carr, Herman & Harris, 2005).  

The information on this webpage focusses specifically on the relationship between you, your mentor teacher and fellow teaching staff.  Obviously the relationships you form with your students, their caregivers/parents and the community are also very important and will be discussed further in a future professional training session.  


Working with your mentor teacher and fellow staff members

The working relationship you share with your mentor teacher is the first step in expanding your professional relationships.  The role of mentor and mentee should be a shared process, a shared journey of collaboration and commitment to creating effective teaching and learning practices that benefit you, your mentor, your students and the wider school community (Carr, Herman & Harris, 2005, p.1).    The relationship you share with your mentor teacher and fellow staff members should be one of collaboration, an opportunity to learn together and support each other in and out of the classroom.  Strong professional relationships are also formed through the sharing of information and experiences and by providing each other with supportive feedback (Carr, Herman & Harris, 2005). 

PictureLinked to Leadership. (2013)
There are two types of relationships you should consider when trying to build a strong professional relationship with fellow staff during your work experience. These are congenial relationships and collegial relationships.  A congenial relationship describes the more personal relationships you should try to build with your co-workers (Barth, 2006).  Congenial relationships are pleasant and friendly and help you feel as though you belong to part of the team (Barth, 2006).  


A collegial relationship describes your working relationship with your colleagues and how well you interact as part of an education team (Barth, 2006).  

Some practices that help create collegial relationships are: 
  •   Talking with one another about practice.
  •  Sharing your craft knowledge.
  • Observing one another while engaged in practice.
  • Supporting one another to promote each other’s success.
    (Barth, 2006)
Alice and Casey agree that your ability to create strong working relationship with your colleagues at this school, and other schools will play vital role in the success of your teaching career (Personal communication, A. Feeney & C. Jackson,2014).  When Casey was asked what she thought pre-service teachers could do to build on their professional relationship she stated, ‘I have mentored quite a few pre-service teachers over the years and my most successful mentees recognised the importance of working as part of the teaching team.  They were happy to share their ideas and strategies with me and other staff members and were willing to take on board any suggestions or feedback they were given' (Personal communication,C. Jackson,2014).  

Alice felt that building personal relationships with others was also an important part of establishing good working relationships within a school. ‘As in life you will find that you won’t get on with everyone, but regardless of how you may feel about someone personally you should try to maintain a supportive and friendly attitude with everyone'.  Alice suggest attending school and staff social events are a great way for pre-service teachers to start establishing a sense of camaraderie with other staff members, students and parents (Personal communication, A. Feeney,2014).  Alice also believes that by getting to know all areas/sectors of the school helps build professional confidence and working relationships with other school staff.  'While you are on your placement you should get to know as much as you can about each part of the school and observe as many different teachers as you can. Don't just stick with your mentor teacher or the subject areas you are trained to teach.  Step outside that box, because when you graduate chances are you may not end up teaching the subjects you are trained for' (Personal communication, A. Feeney 2014).

Casey suggest volunteering in the library/resource centre or student support centre, attend performing arts events, sporting events, visual arts workshops etc.  'Working in different sections of the school will help you establish your areas of interest and through the observation of different teaching styles you will be able to start formulating your own style of teaching.' states Casey (Personal communication,C. Jackson,2014)



Engagement Activity

1. Over the next two weeks visit each of the four sub-schools 
    and introduce yourself to at least five new people at each sub-school.
2. Arrange to observe or assist in the classroom of at least two of 
    the new staff members you have met.  


Links for to learn more about professional relationships




    References

ACT Government. (2003, January 7). Professional Teaching Framework - Education and Training Directorate. Retrieved September 29, 2014, from http://www.det.act.gov.au/employment/teach_in_canberra/professional_teaching_framework

Asia Education Foundation. (2013). Building relationships and partnerships (communities of practice) [Image]. http://www.asiaeducation.edu.au/policy_and_research/what_works_series/what_works_5/what_works_5_theme_3.html

Barth, R. S. (2006). Improving Relationships Within the Schoolhouse. Improving Professional Practice, 63(6), 8-13. Retrieved from http://www.ascd.org/publications/educational-leadership/mar06/vol63/num06/Improving-Relationships-Within-the-Schoolhouse.aspx

Carr, J. F., Herman, N., & Harris, D. E. (2005). Creating dynamic schools through mentoring, coaching, and collaboration. Alexandria, VA: Association for Supervision and Curriculum Development.


Linked to Leadership. (2013). Building stronger relationships for lasting growth [image]. http://linked2leadership.com/2013/11/30/professional-growth-building-relationships-not-just-connections/