Teacher Collaboration Space Lab

The facilitator introduces the idea that teacher collaboration is shaped not only by time, but also by the space in which teachers meet. A room can quietly support belonging, or make exchange feel difficult.
Suggested introduction:
"We often talk about collaboration as something that depends on time. But the space where teachers meet also matters. Some rooms invite conversation, planning, and trust. Others make it harder to talk openly or work together. Today we will look at one collaboration space and ask what it already does well, what gets in the way, and what small change could make it better for all of us."
The facilitator explains that the group will first observe the space, then identify patterns, and finally design one small prototype to test.

Teachers move through the selected collaboration space or spaces. They observe the room quietly and note what they notice on the Staff Collaboration Pulse Map.
The facilitator asks them to look for three things:
• What supports collaboration here?
• What blocks or interrupts collaboration?
• What seems to be missing?
Teachers should look beyond furniture only. They can also notice atmosphere, visibility, access to materials, privacy, noise, signs of shared ownership, and whether the room feels like “our space” or just a passing-through area.
The goal is to gather honest observations before discussion begins.

Teachers return to the group and place their sticky notes on the board or flipchart. Similar observations are clustered together.
The facilitator guides the group to sort the notes into simple categories such as:
• access and visibility
• comfort and atmosphere
• privacy and quiet
• materials and organisation
• informal exchange
• sense of ownership
• rituals and routines
Then the group identifies the one biggest friction and the one strongest positive feature of the space.
This step is important because it turns many individual impressions into a shared picture of the collaboration culture.

Small groups now design a prototype using the Prototype Canvas. The key rule is that each proposal must include:
1. one space change and
2. one routine change
This makes the method more innovative than simple room redesign. Teachers are not only asked to rearrange furniture; they are asked to redesign how the space is used.
Examples:
• Space change: movable table, shared noticeboard, visible project wall, quieter corner
• Routine change: fixed weekly open-door exchange slot, 15-minute “question board” check-in, shared lesson prep window, rotating tea-and-talk time
Each group answers:
• What exactly should change?
• What problem does it solve?
• What materials or permission are needed?
• Who will try it?
• How will we know if it worked?
The facilitator encourages low-cost, reversible ideas that can be tested quickly.

Each group briefly presents its prototype. The others listen and place dot stickers next to the idea they think is most useful, realistic, and likely to improve belonging.
The facilitator then helps the group choose one prototype to test first. The selected idea should be small enough to try within the next two weeks.
This step ensures that the activity ends with a decision, not just good intentions.

The facilitator summarizes the chosen prototype and clarifies the next step:
• who will try it
• when it will start
• how long the test will run
• how feedback will be collected
Suggested closing:
"We are not trying to redesign everything today. We are choosing one small change that can help teachers feel more connected, more welcome, and more able to work together. After the test, we will look at what worked and what needs to be adjusted."
If possible, a short follow-up review is scheduled after the trial period.