Collaboration: An Essential Component of Education. Your Name, Title, and Date. Information for this presentation were found in the following resources: Bursuck, Friend, & Best (1999); Polloway & Patton (1999); Rusch & Chadsey (1998) , Hobbs & Westling (1998). The Effective Educator.
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An Essential Component of Education
Your Name, Title, and Date
Information for this presentation were found in the following resources: Bursuck, Friend, & Best (1999); Polloway & Patton (1999); Rusch & Chadsey (1998) , Hobbs & Westling (1998)
- It is voluntary and cannot be forced -
- It is based on parity - all participants
and contributions are valued
- It requires shared/mutual goals - at least 1
- It includes shared responsibility and
accountability - for participation, key
decisions, and"+" and "-" results
- It is based on shared resources -
they come in many packages
- It is emergent - it takes time,
encouragement, and appreciation essential
Conflict - is disagreement and opposition.
- occurs when divergent ideas,
interests, needs, and/or other
internal or external demands
- is essential.
- should not be feared.
Attacking a problem,
not a person.
Consensus - general agreement.
Occurs when respectful
consideration of divergent ideas and
needs to cooperatively reach a
solution that all team members can support …
"Can you live with it?"
"Is this a win - win situation?"
"Is the student coming first?"
- compromise, or
- voting where majority rules
- Peak- out
1. Have a purpose
2. Effectively communicate
(verbally and non-verbally)
3. Genuinely listen
- attend to the other person
- be aware of the way things
- be aware of what is NOT
"What problems do we see
here?" List them
Step 2: Identifying causes
(Look at academic, social, or
behavioral factors-- contextual
Step 3: Setting objectives
"What are our preferred
outcomes regarding these
problems?" "How would
we like this situation to look
a year from now?"
Step 4: Identifying solution activities
Step 5: Monitoring success
(What, when, why, how and who?)
- Problem identification and planning should be carried out in the context of a structured team process.
- Planning and solution activities should involve everyone affected by the problem.
- Problems should be dealt with in an ongoing manner.
- Problems and solution activities should be documented.
- The planning and solution process should be flexible.
- Team members should reward positive results and celebrate their successes.
* Tips for working collaboratively with educators,
volunteers and anyone who interacts with youth
- One Teaching, One Assisting
- Station Teaching - (Centers)
- Parallel Teaching - (Same content,
- Alternative Teaching - (Larger
group and smaller group)
- Team Teaching
- Select approach to co-teaching
* Who plans the curriculum?
* Who adapts or develops
* Who plans instructional
* Who adapts or develops
* Who evaluates student
performance on a daily basis?
* Who develops periodic
assessment of student progress?
* Who evaluates success of
lessons, materials, and
* Who monitors IEP and
other record keeping
(i.e., report card) for students?
Classroom and Behavior Management
* How and when will team members
* Who communicates with parents and
* Who is responsible for support and
supervision of classroom assistants?
* Who decides on disciplinary procedures?
* Who carries out disciplinary procedures?
* Will team members rotate responsibilities?
If so, when and how?
1. Do your homework
2. Demonstrate your
concern with documentation
3. Participate actively
4. Carry out the consultant's
5. Contact the consultant
if problems occur
1) Create open, professionally
appropriate dialogue with
2) Systematically build better
3) Communicate high
- Schedule regular individual
meeting times with students
- Eat lunch with students
- Arrange interviews
- Attend student
- Send notes to students
- Use a suggestion box
- Other ideas?
1) Collect data about how we
interact with students in our
2) Analyze the data to see if we
are primarily supportive or
3) Determine whether we are
responding differently (more
or less) to some students
4) Attempt to alter our patterns of
interactions so that we
communicate high expectations
Support Family Involvement
· Accept families unconditionally
· Develop collaborative
· Listen empathetically
· Share resources and information
· Actively and reliably respond to
· Highlight family expertise
· Be available
· Meet with families in friendly
· Use personal stories for common
· Where were they born?
· What are their thoughts about
· What are the dreams and
hopes for the child(ren) in
· What are the past school
experiences of the child?
· Where do they live currently
and with who?
· What are the role expectations
for family members?
Information for this presentation were found in the following resources: Bursuck, Friend, & Best (1999); Polloway & Patton (1999); Rusch & Chadsey (1998); Hobbs & Westling (1998)