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Educators regularly collaborate with colleagues, school community members and other professionals. This course develops pre-service teachers’ understanding of and ability to apply effective and ethical collaborative practices in a variety of scenarios. The Professional Standards for Teachers includes a focus on professional engagement and collaboration with parents, carers, external professionals and community representatives.

The aim of this course is to enable pre-service teachers to develop the set of skills needed for working collaboratively with a range of educational stakeholders in a variety of contexts. Pre-service teachers will be provided with opportunities to apply knowledge of effective and ethical collaborative decision-making processes and frameworks to hypothetical scenarios. The course will require pre-service teachers to explain and justify collaborative decisions by referring to relevant theories and frameworks. The course builds upon theoretical foundations of collaborative practice to develop pre-service teachers' knowledge and understanding as well as the ability to apply relevant skills associated with developing collaborative partnerships. Pre-service teachers will draw upon relevant literature and research, as well as relevant policies and procedures, to make decisions, then explain and justify their responses with reference to a range of specific scenarios.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership's (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. use terminology appropriately;
2. identify policies, procedures and strategies to work affectively with stakeholders including parents/carers, including Aboriginal and Torres Strait Islander parents/carers, community representatives and other professionals (APST 2.4, 3.7, 7.3, 7.4);
3. utilise collaborative frameworks, policies, procedures, ethical and pedagogical considerations to analyse and respond to scenarios (APST 2.4, 3.7);
4. identify and apply a broad range of strategies for working effectively, sensitively and confidentially with various stakeholders, including parents/carers and Aboriginal and Torres Strait Islander stakeholders to promote reconciliation and further understanding of histories, cultures and languages (APST 2.4, 3.7, 7.3, 7.4);
5. draw on literature and evidence as well as feedback sought from other educators/community representatives to adjust and justify decisions and critically reflect on decision making processes, especially when working in collaboration with others (APST 6.3);
6. utilise a range of strategies to evaluate your teaching program to incorporate feedback from collaboration in order to improve student learning (APST 3.6).