Teaching Effective Collaboration Skills Success Beyond the Sandbox Laurie Dinnebeil Laurie.email@example.com A presentation at the 2005 Inclusion Institute, Chapel Hill, NC The Purpose of this Session is to: Describe major types of collaborative relationships: Coaching Consultation
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Success Beyond the Sandbox
A presentation at the 2005 Inclusion Institute, Chapel Hill, NC
Dinnebeil, L.A., Buysse, V., Rush, D., & Eggbeer, L. (in press). Teaching Skills for Effective Collaboration. In P. Winton, J. McCollum, and C. Catlett (Eds.) Preparing effective professionals: Evidence and applications in early childhood and early intervention. Washington, DC: ZERO TO THREE Publishers.
Key Components of a Coaching Model
Successful collaborators are…
Examples of Training Approaches and Learning Activities for Building Knowledge and Skill Related to the Collaborative Process (Adapted from Harris, 1980 and McCollum & Catlett, 1997)
Engaging in a collaborative relationship under the supervision of a professional; reflecting on the experience
Observing other professionals engaged in collaborative relationships and analyzing their behavior
(Learning outcomes from low to high)
Complexity of synthesis and application required
Learners need genuine experiences to learn and apply critical skills. They should participate in group projects that require them to learn skills related to teamwork and collaboration.
Students in a ECSE Methods Class are required to work together to develop an IEP for a fictitious child with a disability.
Students are made aware that the goals of the project include enhancing their ability to work effectively with each other.
Students set ground rules for group work and provide written (anonymous) feedback to each other at the conclusion of the project.
As part of a general “methods” course, preservice ECE teachers are required to videotape themselves teaching.
As part of a mini-practicum, practicing ECSE professionals were required to design, implement, and evaluate a coaching or consultation plan. As part of this assignment, they identified an ECE professional who worked with a child with special needs.
See Dinnebeil & McInerney, 2001
Practicum Requirements were based on work by Wesley (1994) and were undertaken jointly between the student and her learning partner:
Lack of practiced professionals
Attitudes and values of the learners themselves (e.g., apprehension about being an “expert”, resistance to the model)
Difficulty in supervising learners engaged in collaborative relationships
Other challenges?Challenges to Effective Preparation