My husband and I often start our Sunday mornings listening to a jazz album. We usually reach for a classic hard bop record, but this morning we both had the same CD in mind: Emmet Cohen‘s 2018 recording with legendary bass player Ron Carter. By the time Cohen and friends ripped through “Holy Land,” I was gushing about his genius. He is a virtuoso pianist, but beyond his extraordinary dexterity, what makes my jaw drop is how generously he shares the stage with the other players.

At a teaching conference this weekend, I mused about how rarely we educators work to lift up others in our profession. I’m not talking about the cheerful “way to go!” pats on the back and thumbs up we give each other. I’m talking about real mentoring, collegial advocacy, selfless networking, and true collaboration.

Turning the spotlight

My husband and I discovered Emmet Cohen during a live-streamed fundraiser for the storied Manhattan jazz club, Birdland. The pandemic was still raging, so the club was empty except for the jazz soloists who came in for their short sets and a trio that backed all the performers. The trio was helmed by Cohen, an extraordinary young pianist.

He recorded in his apartment during the pandemic, bringing out-of-work musicians together for live-streamed jam sessions. Cohen still regularly used his platforms (including YouTube and newsletters) to familiarize his followers and fans with less famous musicians with whom he has worked along the way. And it seems he’s trying to collaborate at some point in some way with every living jazz musician.

I wish we had more of that spirit in the education profession. Granted: in every school and central office, we have generous educators eagerly sharing their expertise with colleagues or helping new teachers get on their feet. That doesn’t seem to be the norm, though. Maybe many of us are so tired after spending the day working with kids that we have nothing left for the grown-ups. But genuine collegial support and collaboration could be a protective factor that could mitigate the enormous pressures we face every day.

Twenty years ago, a few of my colleagues and I were trained as Critical Friends Group coaches (a National School Reform Faculty initiative). For two years, we met monthly in our CFG, improving lesson plans and looking at student work together. We discussed articles. We even considered challenging students from varying perspectives to get new ideas for better serving them. We used protocols designed to give us both freedom and safety. Administrators sometimes joined us, but honestly, we did our best work when all at the table shared a similar status.

Making the pie bigger

In my years teaching in and supporting schools since that CFG experience, I have observed and participated in many teams of educators (disciplinary departments, grade-level teams, faculties) that were in the habit of politely going through the motions of collaboration. Yes, these teams would usually take care of the tasks assigned by administrators, but for the most part, professional practice remained private. But I have also been part of teams willing to take up real collegial learning. It was hard work. We faced setbacks. But it was worth it.

I have felt more connected and positive when I have had a group of dedicated colleagues willing to roll up their sleeves with me to engage in collegial reflection, learning, and planning. I felt more effective. More influential. I had voice. I was seen.

I have had the privilege of experiencing this kind of collaborative improv. I wish I had had more of those experiences. I hope to create those opportunities for others in the future.