Introduction

Test 1: Chapters 1-6

Collaboration, Consultation, and Teamwork for Students with Special Needs

7th Edition By: Peggy Dettmer, Ann Knackdoffel, & Linda P. Thurston

By: Jaysa Irvin

Knackendoffel, Ann, et al. Collaboration, consultation, and teamwork for students with special needs. Pearson, 2018.

Chapter 1

Terms that I need to understand as a Dyslexia Therapist from this chapter about working together in collaboration consultation, and teams are listed below.

Collaborate means to labor together or work jointly in cooperative interaction to attain a shared goal.

Collaborative ethic is a philosophy of shared spirit and interdependence among those who are working together.

Teamwork is an action where people work together cooperatively to achieve a shared goal.

Consult is where you seek advice.

Co-educator is an educator who collaborates, consults, teams with, co-teaches, or networks with the other educators.

Co-teaching is where two or more teachers plan and implement instruction and monitor student achievement.

Our school district has just began co-teaching. It is a great idea! I have witnessed and heard that it is difficult sometimes because there are many opinions that arise when it comes to what the students specifically need. Seeing this first hand has made me see how important it is to work together as a team and be less self-sufficient. We are there for the students, not for our self-worth. Therefore, when I become a Dyslexia Therapist in the future I will be aware of what their opinion is and my own to be a better partner. Other ways that I could become a better co-teaching partner is be on board with both my partners ideas and my own. Having a great relationship with your team teacher makes the day go smoother and less stressful. Having a great relationship and being a great team makes our ideas become stronger and more efficient for the students. Sharing resources with one another and trying out the resources to see which ones work and which ones do not will benefit both teacher and student. I will never be afraid to ask questions. Knowing the true meaning of these terms and putting them into action makes us a better educator for our students. I will find ways to demonstrate the value of consultation, collaboration, and teamwork. I will use these as tools to plan and collaborate instruction. I will encourage my coworkers to share knowledge with one another about any issue to establish a solid framework to discuss any issue that may be occurring amongst each other or what is not working in the classroom. Interacting in a positive manner with every teacher in the building that I will be co-teaching with is what I will strive to do on a daily basis. As a new teacher, I have not been afraid to ask for help. It is okay to not know everything. I want to learn and grow through this process and become and better educator and gain more knowledge for my students.

Chapter 2

Chapter 2 describes working together with professional perspectives that differ. Key terms that we should know are listed below.

There are many instructional differences that can arise among collaborating with teachers. Here are some examples:

Homework: how much and how often?

Pull-out or pull-in sessions for individual students or small groups that are used in the normal classroom procedures.

Time-out/suspension policies, negative or positive reinforcement, and contract contingencies.

Parent-teacher conference schedules, locations, and formats.

Unfortunate possibility that inclusion of students with special needs, especially more than one per class, might cause parent or teacher disgruntlement and activate a request for change in class assignment.

There are many types of differences that can happen within collaborating amongst teachers, but these to me occur the most frequent. I am not a big believer in homework, so if I think that the teacher I am co-teaching with wants to give a lot of homework I would disagree. I believe students need a break and need to spend quality time with their family. The differences that may arise from the pull-out or pull-in sessions I have seen at our school district. In my opinion, it is best for the co-teacher to stay in the classroom with the students and not take them to another classroom. Each child needs to experience a typical classroom setting when they need extra help on anything. If the other teacher they are co-teaching with does not agree, I can see where there will be differences. I am a firm believer in positive reinforcement. I think that is the best way to keep students behaving and wanting to do what is right when it comes to their behavior. There are so many different ways to enforce positive reinforcement and also negative. If one teacher prefers one form of discipline over another, it is hard to come up with an agreement. Making schedules are hard because each teacher have a different opinion or have a different way of making a schedule. When parents become upset if their child is not getting what they need in the classroom, it is best to make the parent comfortable to not have any further issues especially when it comes to their child's needs.

Chapter 3

Chapter 3 describes working together with personal preferences that differ. I have found some terms that benefited my knowledge about these differences. They are listed below.

Using adult differences constructively in school can be difficult. Sharing mutual outlooks and frames of reference are what is important in each building to build rapport of classroom problems and student needs. The best way to have a successful team is by making sincere efforts to respect members that have different opinions, value the contributions, and communicate in a respectful manner that are verbal and nonverbal. Having a divergent point of view makes people see the problem in ways that cause confusion or conflicts. When educators collaborate with one another and accept diversity as a strength for their teamwork, they will become a problem solver to the divergent points of views.

Valuing the contribution of each member of a team makes the group come to a student-centered decision. Accepting the fact that every person is different the world becomes better for the diversity.

Facilitative: includes listening, being non judgmental, open to ideas, patient, and owning mistakes.

Caring: Being responsive, considerate, thoughtful, reliable, and going the extra mile. We have to be all these things to be a great teacher/co-teacher.

Knowledgeable: One should be skilled, up-to-date, resourceful, wanting to learn, and applying research. This is something that I have been trying my best at as I started my career as a teacher. There is so much that I know I need to learn and want to learn.

Ethical: Prioritize appropriately, being communicative, share, and true to work and commitments.

My staff and I have been great at communicating via e-mail and texting. I understand that talking to face-to-face is essential to co-teach with other teachers. I will be careful to select these tools in an appropriate manner and use thoughtfully during circumstances.

Tips for Adult Differences:

1. Take the time and effort to assess perspectives of teaching and collaborating.
2. Have an open mind.
3. Encourage one another especially in a collaborative group. Share knowledge about self issues to establish a framework to discuss problems and needs.
4. Read material that makes you knowledgeable.
5. Interact with each staff member.
6. Listen.
7. Care about others feelings.
8. Appreciate perceptions and preferences that are not like your own.

Chapter 4

Chapter 4 describes the components, structures, and methods for collaboration, consultation, and teamwork. Key terms that are important to know as a Dyslexia Therapist are listed below.

Those participating in collaborative consultation services must voice their concerns about the dynamics of their new roles. The four essential components of the teamwork process are preparation, role, structure, and support. 

Preparation roles: Collaborative school consultation is the best practice for helping students that have an exceptional need. All teachers and administrators are expected to participate in collaborations and teamwork. Preparation is needed for all four areas which include: prior experiences, pre-service teacher education, advanced teacher education programs, and professional development programs. Pre-service teachers assign articles and textbooks for studying the "what for" and "how to" aspects that involve collaboration, consultation, and co-teaching. They also model professional interactions in venues such as co-teaching and departmental meetings. These are just a couple things that pre-service teachers are involved in. 

As a special education teacher, they have to know their role to consult and collaborate with general education colleagues to scope and sequence of grade-level curriculum content. General education teachers need to be knowledgeable and be able to apply instructional behavioral techniques. Some states may require preparation in consultation skills for teacher certification. A basic program should include: preparing experienced teachers and perseverance teachers, along with school administrators and related services personnel, understanding and delineating co-educator roles, developing the frameworks and skills that help educators fulfill those roles, and evaluating effectiveness of collaborative and co-teaching activities. 

Roles: School roles such as a school counselor, general classroom teacher, learning disabilities specialist, speech pathologist, or facilitator for gifted education programs does not automatically determine the situational role for collaborative consultation.

Organizing for consulting and collaborating need to design a hypothetical method of consultation. Management for consulting and collaborating is when educators point out several problems listed below:

• Uncertainty about what and how to communicate with those who resist or resent collaboration. 
• Being regarded as a teacher's aide.
• Having consultation regarded as a tutorial for students.
• Losing touch with the students when not in direct service with them.
• Rigid curriculum and assessment procedures.
• Not having enough information or appropriate materials to share.
• Difficulty managing time and keeping track of resources spread among many schools and classrooms.
• Lack of training for the job.
• Excessive caseloads that short-circuit effectiveness
• Too many "hats" to wear in the role.
• Reluctance of some teachers and school administrators to make changes.

The 4th of the key components in collaborative school consultation is support. Support is provided in a number of different ways in several different levels. Co-teachers may be involved initially because they are told to be involved. 

The 6 components in a constructing method are to decide which components extent structured to help frame the plan:

1.) System (schools systems, other social systems)

2.) Perspective (purchase, doctor-patient, process)

3.) Approach (formal, informal)

4.) Prototype (mental health, behavioral)

5.) Mode (direct, indirect)

6.) Model (Instructional Consultation)

Chapter 5

Chapter 5 describes the problem-solving strategies for collaborative school consultation and teamwork. Important terms are listed below.

The problem-solving process involves co-educators exercising their perception and judgment in order to determine students' needs and set learning and behavioral goals. These are components that are compatible with other well-known problem solving models:

• Gathering data, guided by the expressed or observed need.
• Identifying and defining the problem.
• Generating possible actions toward solutions.
• Making decisions in order to select the best options.
• Developing a plan
• Implementing the elements of the determined plan
• Following through and following up to evaluate the outcomes.

In order to generate a problem, a problem must be determined. We need to generate ideas to come up with potential solutions. Divergent thinking is important for this in order not to get stuck in routine answers. A problem solving group needs to select a workable solution that all are willing to adopt a trial or experimental basis. A consulting teacher should seek mutual participation in making the decision. 

There is a 10 step process for collaborative problem solving.

Step 1: Preparing for the Collaborative Consultation-- Co-teachers focus on the major areas of concern and reflect on the circumstances surrounding the concern.

Step 2: Initiating the Collaborative Interaction-- Educators need to exert much effort in this phase. This is the time to begin with the most receptive staff members in order to build in success. 

Step 3: Collecting and Organizing Information-- This data should be relevant to the issue of focus. Participants must select appropriate data that include many possibilities but do not waste time or resources.

Step 4: Isolating the Problem-- Involves identifying the problem at hand by focusing on needs, not handy solutions.

Step 5: Identifying Concerns and Stating Realities Relevant to the Problem-- All concerns and viewpoints related to the problem should be aired and shared by each participant. 

Step 6: Generating Options-- Create problem solving. Ideas do not come freely, or is participants are blocking productive thinking, the consultant might lead the group in trying one or more techniques.

Step 7: Formulating the Plan-- Participants must remain on task. They need to be reinforced positively for their contributions. 

Step 8: Evaluating Progress and Process-- Consultation and collaboration decision making should be followed by assessment of student progress that results from the collaborative plan.

Step 9: Following Through and Following Up-- Unsuccessful consultation outcomes often result from lack of follow through on commitments, and then follow up to see if progress has been made or new issues have surfaced.

Step 10: Repeating Collaborative Consultation, if NEEDED-- Further consultation may be needed if the plan is not working, or if more parties believe the problem was not identified appropriately. 

More techniques for collaborative problem solving:

• Plus-Minus-Interesting-- Process that can be completed in a half-hour, often stimulating rearrangement of perceptives and sometimes reacasting values placed on those perceptives.
• Role Play-- Problem-solving practice to produce new perspectives.
• Talking Stick-- Encourages participation in discussions.
• TalkWalk-- Unique form of small-group interaction, participants engage in collegial dialogue focused on instructional and curricular issues.

Use of Multiple Intelligences-- Unique way to generate many perceptives and perhaps arrive at some clever solutions for problems to frame questions in terms of Gardner's multiple intelligence categories. 

• Linguistic: How can we use words and stories to describe team-teaching?
• Logical-mathematical-- How might we measure the benefits and drawbacks of a team-teaching approach?
• Musical-- Should we create a team song or cheer?
• Spatial-- Should we make a physical map of where everything will be and what more, or less we should include in the spaces we will share?
• Interpersonal-- What kinds of differences in interests, preferences, values, and personal habits would be important to discuss before embarking on a team teaching mission?
• Intrapersonal-- How would I describe the feelings about giving up some of my professional autonomy, and sharing many of my ideas and techniques?  
• Bodily-kinesthetic-- How can we move throughout the room, arrange materials, and get students' attention when we are teaching together in the same spaces?
• Naturalistic-- Will our school environment accommodate the aspects of team teaching so that students are comfortable, parents are satisfied, and teachers are positive about the experience?

Chapter 6

Chapter 6 is an organization and management of collaborative school consultation.

Teacher burnout can come about from physical and emotional exhaustion. There a 3 basic components of burnout:

1.) Emotional exhaustion.
2.) Depersonalization.
3.) Reduced accomplishment.

Strategies for Reducing Stress:

1.) Talk to someone, give positive comment let it be known.
2.) Find a former teacher who was very important in your life and tell that person how much learned with his or her guidance.
3.) Schedule some time to be alone and reflect on your profession. Stick to that promised schedule.
4.) Laugh out loud.
5.) Move, stretch, jog.
6.) Play energetic, happy music. Classical music is best.
7.) Break the routine. Take a different route when driving to work.
8.) Keep a jar of little treats on your desk.
9.) Use reminders.
10.) Prevention and remediation of stress and burnout are the concern of the individual adult, not the family or friends or colleagues.

Time management tips:

1.) Analyze your current use of time.
2.) Establish your goals and priorities.
3.) Allocate your time and work.
4.) Use positive time management techniques.
5.) Review the results, rethink any problem areas, and reinforce successes.

Manage time and schedules in order to collaborate effectively is indeed one of the biggest challenges for co-educators. Here are some strategies that increase collaboration time:

• Bringing large groups of students together for speakers, films, or plays.
• Using volunteers such as grandparents, parents, etc.
• Hiring a "floating substitute."
• Having faculty vote to extend the instructional day twenty minutes for two days a week.

Conducting Efficient Meetings: 

• Fulfilling legal obligations ( such as an IEP meeting)
• Brainstorming for a need in order to generate many ideas.
• Problem-solving with several people in diverse roles to explore options.
• Building a team to make and implement educational decisions.

Organizing and Distributing Materials:

• Color-code electronic files and folders for schools.
• Keep an idea file of filler activities.
• Use tubs for storage of bulky materials.
• Have a retrieval box in a certain place for receiving borrowed items.
• Keep a check-out catalog so you will know where materials are.

Teacher Portfolios For Data Keeping and Accountability:

• Lesson plans that worked well.
• Video tapes of classroom activity highlights. 
• Sample tests
• Worksheets or packets that worked well
• Innovative teaching or grading techniques
• A sketch or photo of an unusual bulletin board so it won't be forgotten.
• List of professional books read and a mini-review
• Notes from parents or students that were reinforcing.

Modern technology can help in many different ways:

• Instant messaging
• Databases and information on student progress
• Notes
• Schedules-appointment calendar
• Managing student records
• Recording consultations and collaborations
• Preparing reports and other written products

TIPS FOR MANAGING AND ORGANIZING COLLABORATIVE SCHOOL CONSULTATION:

1.) Do not schedule yourself so tightly that you have no time for informal interactions and impromptu consultations.

2.) Furnish treats to colleagues often.

3.) Make concise checklists for procedural activities.

4.) Go to classroom teachers and ask them for help in their area of expertise.

5.) Promote instances of high quality consultation and collaboration.

6.) Become more visible, communicating informally with teachers of each classroom. 

7.) Always have an open ear.

8.) Be realistic and understanding about the demands that are placed upon classroom teachers, administrators, and parents.

9.) Keep school personnel wanting more consultation service, making it valuable.

10.) Do not expect a uniformly high level of acceptance and involvement from all.