5 Ways to Create Embedded Time for Collaboration

Collaboration is essential to fostering a productive and responsive school environment, yet finding the time to embed it into a busy school schedule can feel like a daunting task. When first considering how to create opportunities for staff collaboration, leaders often assign time during a professional learning day, after school meetings or as an alternate or a part of staff meetings. While this is a possible starting step, it is certainly not ideal! Establishing embedded time indicates to staff that we believe collaboration is so important that we are going to ensure it is a part of the way we do things in our school.

To help with the complexity of scheduling, we’re breaking down five practical strategies for creating embedded collaboration time within your school timetable. We can’t possibly describe every situation in every school, but we will attempt to share some possibilities in this blog. These approaches are designed to provide options or prompts for further ideas that may align with the unique contexts of your school community while ensuring collaboration becomes a sustainable part of your daily practice.

1. Buddy and Mentor Systems

This method involves freeing up staff by pairing students across grades or within mentorship programs. For instance, younger and older students can engage in activities such as reading buddies, math games, or project-based learning. Here’s how it works:

  • One teacher remains with the students, leading the buddy activity, while another teacher collaborates with colleagues.
  • Rotations can ensure equitable collaboration opportunities, with teachers alternating weekly between facilitating and collaborating.

This system not only creates collaboration time but also fosters a sense of community and mentorship among students. It’s essential, however, to ensure that buddy activities are intentional and align with instructional goals.

2. The Two-for-One Model

The two-for-one approach allows two teachers to be released for collaboration by having one teacher oversee combined classes. Examples include:

  • Merging classes for library activities, gym sessions, or coding workshops.
  • Alternating groups between activities to maximize the use of larger spaces or resources.

This model is particularly effective when supported by well-organized schedules and intentional planning. It provides a consistent framework for collaboration while maintaining quality learning experiences for students.

3. Flex Blocks or Tutorial Time

Flex blocks, tutorial periods, or success blocks provide opportunities for some staff to step off the floor for collaboration while others remain engaged with students. For example:

  • On designated days, a portion of the teaching team uses the flex block for collaboration, while others supervise students engaged in homework, research, or other structured activities.
  • A rotating schedule ensures that all staff members have equitable opportunities for collaborative time.

This approach has been particularly effective at secondary levels, where scheduling flexibility is more common.

4. Leveraging Specialists

Specialist teachers, such as those in music, drama, or physical education, can play a pivotal role in creating collaboration time. By coordinating specialist schedules:

  • Regular rotations can free up classroom teachers for dedicated collaboration periods.
  • Specialists lead meaningful student activities while other staff members meet to plan and discuss instructional strategies.

For smaller schools without specialist staff, creative solutions like integrating multi-class activities or utilizing community volunteers can achieve similar outcomes.

5. Utilizing Additional Resources

Schools with access to discretionary budgets, substitute teachers, or community volunteers can use these resources to create collaboration time. Examples include:

  • Allocating budget for additional part-time staff to provide release time.
  • Engaging community members, such as parents or volunteers, to support classroom activities while teachers collaborate.
  • Using assemblies or large-group activities, led by administrators or support staff, to provide release time for teachers.

These resource-based approaches require careful planning and a clear understanding of available assets to ensure sustainability.


Context Matters

While these five strategies provide a starting point, it’s crucial to recognize that every school’s context is unique. Factors such as staffing levels, student needs, and available resources will shape the most effective approach for your community. Begin by assessing your current schedule and exploring creative solutions that align with your school’s goals and constraints.


Next Steps

Creating embedded collaboration time is an iterative process. Expect to refine your approach annually as needs and circumstances evolve. Collaboration sends a strong message to staff and students that teamwork is an integral part of educational success.

We’d love to hear how your school creates embedded collaboration time or supports team-based initiatives. If you have questions or need support, feel free to reach out. Together, we can ensure that collaboration becomes a seamless and sustainable part of your school day.

Connect with us at questions(at)jigsawlearning.ca or lorna.hewson(at)jigsawlearning.ca.


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Author: Lorna Hewson