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While preservice teachers often gain collaborative experience through field placements, COVID-19 shifted many schools to online instruction, reducing daily in-school opportunities. Teacher educators can create simulated collaboration experiences in virtual classrooms. This article presents methods to simulate teacher collaboration with teacher educators, organizing engagements around planning dimensions: team, task, and time, and offers reflections and improvement recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/simulating-collaboration-in-a-blended-course-for-preservice-middle-grades-teachers-attending-to-team-task-and-time-best-practices/600043/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/simulating-collaboration-in-a-blended-course-for-preservice-middle-grades-teachers-attending-to-team-task-and-time-best-practices/600043.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is collaboration a key part of middle level teaching?","Question",{"text":112,"@type":113},"Collaboration and teamwork are essential professional practices for middle level teachers and align with AMLE Standard 5.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How has COVID-19 affected preservice teachers’ collaboration experiences?",{"text":117,"@type":113},"Many schools shifted to online instruction, limiting opportunities for teacher candidates to experience everyday school collaboration during field experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the article recommend for simulating collaboration in virtual settings?",{"text":121,"@type":113},"Teacher educators can simulate collaboration by planning and structuring engagements around three aspects: team, task, and time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600043,1792251770,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Middle Level Education  \n\n| Volume 25  Issue 2 | Article 5 |\n| --- | --- |\n| February 2021\u003Cbr>Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time\u003Cbr>David C. Virtue\u003Cbr>Western Carolina University, [dvirtue@wcu.edu](dvirtue@wcu.edu)\u003Cbr>Follow this and additional works at: [https://digitalcommons.georgiasouthern.edu/cimle](https://digitalcommons.georgiasouthern.edu/cimle)\u003Cbr> Part of the Junior High, Intermediate, Middle School Education and Teaching Commons |  |\n\nRecommended Citation  \nVirtue, David C. (2021) \"Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time,\" Current Issues in Middle Level Education: Vol. 25 : Iss. 2 , Article 5.  \nDOI: 10.20429/cimle.2021.250205  \nAvailable at: [https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/5](https://digitalcommons.georgiasouthern.edu/cimle/vol25/iss2/5)  \nThis best practices is brought to you for free and open access by the Journals at Digital Commons@Georgia Southern. It has been accepted for inclusion in Current Issues in Middle Level Education by an authorized administrator of Digital Commons@Georgia Southern. For more information, [please contact](please contact digitalcommons@georgiasouthern.edu)[ digitalcommons@georgiasouthern.edu](please contact digitalcommons@georgiasouthern.edu).  \nSimulating Collaboration in a Blended Course for Preservice Middle Grades Teachers:  \nAttending to Team, Task, and Time  \nDavid C. Virtue  \nWestern Carolina University  \nAbstract  \nCollaboration and teamwork are essential aspects of the work of a professional middle level  \nteacher and an integral part ofAMLE Standard 5. Preservice teachers typically experience  \ncollaborative practices firsthand during field experiences, but the COVID-19 pandemic has  \ncaused many schools to shift instruction online thereby limiting the opportunities for teacher  \ncandidates to experience daily life in schools. Teacher educators can provide simulated  \nopportunities for candidates to collaborate and engage in teamwork in virtual classroom settings.  \nThe author describes ways to simulate teacher collaboration in virtual settings by providing an  \nexample of engagements with teacher educators in a middle grades course with an emphasis on  \nthree aspects of planning: team, task, and time. The author reflects on the implementation of the  \nsimulation and offers recommendation for improvement.  \nIntroduction  \nCollaboration and teamwork are essential aspects of the work of a professional teacher.  \nSuccessful teachers must be able to plan instruction and assessments, analyze data, and problem  \nsolve with colleagues. The Interstate Teacher Assessment and Support Consortium (InTASC)  \nteaching standards emphasize the importance of “a collaborative professional culture” among  \nteachers:  \nJust as collaboration among learners improves student learning, we know that  \ncollaboration among teachers improves practice. When teachers collectively engage in  \nparticipatory decision-making, designing lessons, using data, and examining student work, they are able to deliver rigorous and relevant instruction for all students and personalize learning for individual students. (Council of Chief State School Officers,  \n2013, p. 5)  \nMiddle level teachers occupy particularly complex collaborative roles as classroom teachers, members of interdisciplinary teams, student advisors and advocates, and liaisons  \nbetween the school and community. The Association for Middle Level Education (AMLE)  \nteacher preparation standards account for this complexity and communicate clear expectations  \nfor candidates to collaborate successfully with colleagues and other constituencies as they carry  \nout their professional responsibilities. For example, target performance for Standard 5: Middle  \nLevel Professional Roles includes the following expectations:  \nMiddle level teacher candidates und","cbCaihbXzyJOt7fY","https://ap.wps.com/l/cbCaihbXzyJOt7fY","pdf",158929,"English","# Introduction\n## Collaboration and Teamwork in Middle Level Teaching\n## Standards and Expectations for Collaborative Practice\n## Experiential Learning, Simulations, and the COVID-19 Disruption","[{\"question\":\"Why is collaboration a key part of middle level teaching?\",\"answer\":\"Collaboration and teamwork are essential professional practices for middle level teachers and align with AMLE Standard 5.\"},{\"question\":\"How has COVID-19 affected preservice teachers’ collaboration experiences?\",\"answer\":\"Many schools shifted to online instruction, limiting opportunities for teacher candidates to experience everyday school collaboration during field experiences.\"},{\"question\":\"What does the article recommend for simulating collaboration in virtual settings?\",\"answer\":\"Teacher educators can simulate collaboration by planning and structuring engagements around three aspects: team, task, and time.\"}]","Simulating Collaboration in a Blended Course for Preservice Middle Grades Teachers: Attending to Team, Task, and Time - Best Practices | PDF",1792089922,25]