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?