From Compromise to Collaboration!. How Educational Leaders can Design and Support Collaborative Teaching Teams. Defining Collaborative Teaching.
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How Educational Leaders can Design and Support Collaborative Teaching Teams
The collaboration between general and special education teachers for all of the teaching responsibilities for all of the students assigned to a classroom.
Response to meeting LRE requirements of the federal special education law.
Limited available research on the subject indicates that when collaborative teaching teams are provided with the appropriate level of supports and services, both general and special education students’achievement and attitudes improve.
Make the purpose challenging, clear, and consequential.
for different stages of development
What other questions might you ask potential candidates for teaching positions in order to determine their potential to teach collaboratively?
Compose teams so they are moderately diverse -balance between similarity and difference.
When your collaborative teaching teams reach the point of functioning effectively, keep them intact.
Stable team membership:
Develop schedules for teams that effectively use your personnel resources.
Select models based upon student needs and personnel available.
Provide common planning time.
Be creative about arranging for common planning time.
What other creative strategies have you (or could you) use to create common planning time for teaching teams?
When starting a new team, move the teachers into a new classroom that they set up together.
Anything identifying the classroom should include both teacher’s names.
Anticipate that teaching teams will need some unexpected equipment and supplies.
Create classroom rosters that are heterogeneous and realistic based on student’s needs.
Provide team-based training prior to working with students. Content of this training must facilitate the teaching teams having a successful beginning.
What additional topics might you include as part of a collaborative teaching workshop?
Establish and communicate expectations about the boundaries for team membership and the flow of information between team members and others working with the students.
Structured opportunities for collaborative teaching teams to celebrate, reflect, and problem-solve.
Conduct walk-through observations focused on the positive aspects of the co-teaching situation.
Through language and interactions, educational leader must create and sustain a culture which promotes acceptance of individual differences while emphasizing the things those with disabilities can do.
What other behaviors can (or do) educational leaders take to create and sustain a school culture that supports collaborative teaching?
When collaborative teaching teams are experiencing difficulties, the leader must use observation and discussion to systematically diagnose the problem and target interventions.
Is the problem primarily related to:
Once the source of the problem is identified, an appropriate intervention can be designed.
When assessing and evaluating the results achieved by teams, the leader must consider social and personal criteria in addition to the outputs produced.
When conducting an evaluation, the educational leader should collect, analyze, and share both formative and summative data.
Traditional observation tools often do not work for collaborative teaching situations.
When evaluating a collaboratively taught lesson:
Collaborative data analysis and action planning often reveal the need for additional outside expertise or staff training. The leader is responsible for securing these resources for collaborative teaching teams.
If you can combine courage, conviction, and will with the principles articulated in this workshop, you will likely leap the abyss of failure plaguing special education. If not, no amount of resources will be enough for success to be achieved.