1. Strengths
- ongoing moderation built into the daily routines of the studio
- 3 persons viewpoint on achievement, behaviours etc
- multiple teachers means children have a higher chance of having someone they connect
easily with across all areas of the curriculum
- multiple teachers means parents have a higher chance of having someone they connect easily
with.
- collaborative teaching allows for a teacher to be absent without disruption to learning and
routine.
- chance to learn from other teachers (we all know how much learning we do when we watch
great teachers teach - collaborative teaching means you are always able to pick up good ideas)
- effective daily professional development and support.
- just in time learning opportunities can be utilised with two colleagues in the same space for
support and guidance.
- the collective mind - a problem shared is a problem halved (or thirded in our situation) -
multiple solution helps.
- Sharing planning, ideas and outcomes helps others
- challenge yourself to do better
- children have multiple go to people
- ability to have more flexibility in groups within the studio
- mirrors the work environments that exist today, the knowledge/information age rather than the
assembly line of the past.
- challenges teachers to follow through with new initiatives. No closing the door and doing it like
you always did.
- challenged to modify practice to work with others. Effective preparation for the increasingly
global society we teach in.
- It will “allow common common people to accomplish uncommon results” Andrew Carnegie
- Through the interactions with teachers and students within the studio we are challenged to
grow.
- a positive supportive environment for teachers to work in.
- strong moderation process informing teaching and learning programme across the curriculum
Weaknesses
- takes a lot more time (planning)
- spend a lot more discussion time
- lots of negotiation - even simple things like where does the stuff go on the wall?
- all need to be on the same page with behaviour management & approaches
- sharing the space with others. No “private” space or time while at school.
- Tiredness of children. Children are getting 3x the instructional time that they would in
a ‘normal’ class of 21 children
- Tiredness of teachers. Always being in the presence of other adults who are teaching. Hard to
step back when someone else is teaching.
- Managing noise levels when all teaching at the same time.
- access to the students by different teachers at the same time. Timetabling challenge.
- access to resources at the same time. Resourcing challenges.
- not be sole owner of something either a website.
Opportunities
- to allow children access to multiple teaching approaches, personalities.
- children able to be catered for within the studio (ie the spread can be shared between 3

2. teachers to mean you don’t have to go “out of your class” to be extended or supported if
needed)
- challenge yourself to improve your teaching in an ongoing way - open to learning
conversations
- develop ongoing relationships with 3 adults.
- ability to “focus” on stages not ages within teaching.
- socialising with different ages and ability levels.
- Shift of focus from teacher with students to students with teachers. Students as learners the
focus.
- families have a higher chance of having someone they connect easily with and can develop a
long term relationship with (across the years)
- a learning community as teachers are continually learning from each other.
- parents see the studio as a learning environment in which they are a welcome participant.
- Teaching as inquiry ongoing and fostered by the collaborative atmosphere.
- the education community (all our visitors) flow through the studio. The conversations become
a natural part of the students/teachers learning and reflection. Creates a global connection
within the studio.
- Students see their learning is valued and supported by a wide range of adults.
- a positive supportive environment for teachers to work in.
- teachers develop clarity and precision when reflecting on students.
- holding things lightly (a great idea that may need to be let after negotiation with other teachers)
- put framework in place for sharing tasks evenly (fairly) such as website, blog updates etc
Threats
- the challenge (critique) to your teaching can threaten some people (open to learning
conversations).
- the unknown and constant change can be tiring. YES!!!! (teacher practice changes e.g.,
planning, finding our feet, ways of being changing - “looking for the design path”)
- tinkering before systems have had time to produce results (assessment & new approaches
need time to work & be tested/validated)
- focus skewed too far to either objective or subjective measures of success. (is the reading
programme producing the outcomes needed, how do we know and when will we know - getting
all to agree)
- Teachers individual inquiries/curriculum focuses could lead to an unbalanced approach and/or
expertise/knowledge spread too thinly
- Developing teacher experts and specialisation rather than a collaborative approach that values
all as learners
- teachable moments can be compromised by needing to move on to another subject to
continue with the agreed timetable
- losing focus on the non negotiables
- teachers get used to teaching in one space/spot (losing agility of studio)