Collaboration must be a vital part of the primary program. Teachers, support staff, and specialized staff need the opportunity to plan, coordinate, and share problems and successes regarding work with students. For teachers to remain vital, engaged, and committed to teaching, they must have time for interacting with others away from the daily demands and routines of their classrooms. Collaboration helps teachers to become less isolated and increases the energy to take risks in developing new ideas. As classroom teachers and teaching specialists plan together, they become accountable to one another.

The role of the classroom teacher is to implement the curriculum, adapting to individual differences and seeking help when necessary from specialists. Classroom teachers should consult with specialists about areas of study and topics of investigation so they may plan related experiences for children.

The role of the specialist teacher in art, music, physical education, foreign language or other areas is to support what is happening in the classroom environment by planning activities which extend classroom learning. Speech and special educators provide support through identifying and working with children in the classroom. The nature of the primary program makes it possible for most children with special needs to be served within the classroom. Pull-out programs for special education should be minimized in primary programs.

The role of the administrator is to provide support by scheduling the day so teachers can set aside planning time with specialists. Priority should be given to teachers who are actively seeking to integrate all aspects of the curriculum and who are open to collaboration. If a pull-out approach cannot be completely avoided, the schedule should reflect an effort to maintain large blocks of classroom time for integrated study and active learning. Specialists might be scheduled at the beginning or end of the daily routine so that periods of uninterrupted time remain intact.

Collaboration between teacher and learner must also be a part of the primary program. Time must be allotted for individual conferencing, informal, conversations, book talks, and other activities. The teacher must be mindful of the student’s role in shaping conferences and conversations so they do not become question-and-answer sessions. Opportunities for child-to-child collaboration are also crucial if children are to learn cooperative techniques and how to work with others. Collaboration implies an emphasis on “we” instead of “me.” Working together to get the job done creates caring and committed relationships that move people forward in a mutual effort to support learning.