Collaboration: Collaboration: An Essential An Essential Component of Component of Education Education Information for this presentation were found in the Information for this presentation were found in the following resources: Bursuck, Friend, & Best (1999); following resources: Bursuck, Friend, & Best (1999); Polloway & Patton (1999); Polloway & Patton (1999); Rusch & Chadsey (1998) Rusch & Chadsey (1998) , Hobbs & , Hobbs & Westling (1998) Westling (1998) Your Name, Title, Your Name, Title, and Date and Date
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Collaboration:Collaboration:
An Essential Component An Essential Component of Educationof Education
Information for this presentation were found in the following resources: Bursuck, Information for this presentation were found in the following resources: Bursuck, Friend, & Best (1999); Polloway & Patton (1999); Friend, & Best (1999); Polloway & Patton (1999); Rusch & Chadsey (1998)Rusch & Chadsey (1998) , , Hobbs & Westling (1998)Hobbs & Westling (1998)
Your Name, Title, and DateYour Name, Title, and Date
The Effective EducatorThe Effective Educator
• Establishes appropriate order the firstEstablishes appropriate order the first day/week of schoolday/week of school
• Affects and touches the lives of othersAffects and touches the lives of others
• Has positive expectations for student successHas positive expectations for student success
• Knows how to design lessons for studentKnows how to design lessons for student masterymastery
- It is - It is voluntaryvoluntary and cannot be forced - and cannot be forced - personal choice/attitudepersonal choice/attitude
- It is based on - It is based on parityparity - all participants - all participants and contributions are valuedand contributions are valued
- It requires - It requires shared/mutual goalsshared/mutual goals - at least 1 - at least 1
- It includes - It includes shared responsibilityshared responsibility and and accountabilityaccountability - - for participation, key for participation, key decisions, anddecisions, and "+" and "-" results"+" and "-" results
- It is based on - It is based on shared resourcesshared resources - - they come in many packagesthey come in many packages
- It is - It is emergentemergent - it takes time, - it takes time, encouragement, and appreciation essential encouragement, and appreciation essential
ConflictConflict - is disagreement and opposition. - is disagreement and opposition.
- occurs when divergent ideas,- occurs when divergent ideas, interests, needs, and/or otherinterests, needs, and/or other internal or external demands internal or external demands
exist.exist.
- is essential.- is essential.
- should not be feared.- should not be feared.
Collaboration EncountersCollaboration Encounters
ConflictConflict involves…. involves….
Attacking a problem,Attacking a problem,
not a person.not a person.
ConsensusConsensus - general agreement. - general agreement.
Occurs when respectful Occurs when respectful consideration of divergent ideas and consideration of divergent ideas and needs to cooperatively reach aneeds to cooperatively reach asolution that all team members can solution that all team members can support …support …
"Can you live with it?" "Can you live with it?" "Is this a win - win situation?""Is this a win - win situation?""Is the student coming first?""Is the student coming first?"
ConsensusConsensus does NOT involve does NOT involve
- compromise, or- compromise, or
- voting where majority rules- voting where majority rules
Stages of TeamingStages of Teaming
- Forming- Forming
- Storming- Storming
- Norming- Norming
- Performing- Performing
- Peak- out- Peak- out
Strategies for Team BuildingStrategies for Team Building
(verbally and non-verbally)(verbally and non-verbally)
3. Genuinely listen3. Genuinely listen
- attend to the other person- attend to the other person
without preoccupationwithout preoccupation
- be aware of the way things- be aware of the way things
are saidare said
- be aware of what is NOT - be aware of what is NOT
being saidbeing said
Step 1: Step 1: Defining the problem Defining the problem "What problems do we see "What problems do we see here?" List themhere?" List them
Step 2: Step 2: Identifying causesIdentifying causes (Look at academic, social, or(Look at academic, social, or behavioral factors-- contextualbehavioral factors-- contextual variables--antecedents and variables--antecedents and causal relationships)causal relationships)
Step 3: Step 3: Setting objectivesSetting objectives "What are our preferred "What are our preferred outcomes regarding theseoutcomes regarding these problems?" "How wouldproblems?" "How would we like this situation to look we like this situation to look a year from now?"a year from now?"
- Problem identification and planning - Problem identification and planning should be carried out in the context of a should be carried out in the context of a structured team process.structured team process.
- Planning and solution activities should - Planning and solution activities should involve everyone affected by the involve everyone affected by the problem.problem.
- Problems should be dealt with in an - Problems should be dealt with in an ongoing manner.ongoing manner.
- Problems and solution activities - Problems and solution activities should be documented.should be documented.
- The planning and solution process - The planning and solution process should be flexible.should be flexible.
- Team members should reward - Team members should reward positive results and celebrate their positive results and celebrate their successes.successes.
Models of Co-TeachingModels of Co-Teaching
* Tips for working collaboratively with educators, * Tips for working collaboratively with educators, volunteers and anyone who interacts with youthvolunteers and anyone who interacts with youth
- One Teaching, One Assisting- One Teaching, One Assisting
- Station Teaching - (Centers)- Station Teaching - (Centers)
* Who evaluates student * Who evaluates student performance on a daily basis?performance on a daily basis?
* Who develops periodic * Who develops periodic assessment of student progress?assessment of student progress?
* Who evaluates success of * Who evaluates success of lessons, materials, and lessons, materials, and assignments?assignments?
* Who monitors IEP and * Who monitors IEP and other record keepingother record keeping (i.e., report card) for students?(i.e., report card) for students?
We need to:We need to: 1) Collect data about how we 1) Collect data about how we interact with students in our interact with students in our classesclasses 2) Analyze the data to see if we2) Analyze the data to see if we are primarily supportive or are primarily supportive or criticalcritical 3) Determine whether we are3) Determine whether we are responding differently (more responding differently (more or less) to some studentsor less) to some students 4) Attempt to alter our patterns of4) Attempt to alter our patterns of interactions so that we interactions so that we communicate high expectationscommunicate high expectations for allfor all
Professional Behaviors that Professional Behaviors that Support Family InvolvementSupport Family Involvement
Accept families unconditionallyAccept families unconditionally Develop collaborative Develop collaborative relationshipsrelationships Listen empatheticallyListen empathetically Share resources and informationShare resources and information Actively and reliably respond to Actively and reliably respond to familiesfamilies Highlight family expertiseHighlight family expertise Be availableBe available Meet with families in friendly Meet with families in friendly locationslocations Use personal stories for common Use personal stories for common groundground
Gather General InformationGather General Information Where were they born?Where were they born? What are their thoughts about What are their thoughts about school?school? What are the dreams and What are the dreams and hopes for the child(ren) in hopes for the child(ren) in the family?the family? What are the past school What are the past school experiences of the child?experiences of the child? Where do they live currently Where do they live currently and with who?and with who? What are the role expectations What are the role expectations for family members?for family members?
Reflecting on Cultural DifferencesReflecting on Cultural Differences
What in the lives of these families is What in the lives of these families is the most difficult to accept, the most difficult to accept, understand, and justify?understand, and justify? What are the most important child-What are the most important child- rearing values demonstrated by rearing values demonstrated by these families?these families? What do you find in these values to What do you find in these values to be in conflict with your own values?be in conflict with your own values?
• What do you know about their What do you know about their culture's view on the meaning of culture's view on the meaning of disability?disability?
Working with Paraprofessionals
o Make a place for them - desk, storage…Make a place for them - desk, storage…
o Explain your classroom rules/expectations, Explain your classroom rules/expectations, routines…confidentiality policiesroutines…confidentiality policies
o Explain to children that they are to respect Explain to children that they are to respect everyoneeveryone
o Encourage paraprofessionals to support all Encourage paraprofessionals to support all students…students…
o Provide clear directions, model and examples…Provide clear directions, model and examples…
o Establish a systematic way to communicate - Establish a systematic way to communicate - weekly meetings, notebook…weekly meetings, notebook…
o Resolve conflicts privatelyResolve conflicts privately
o Encourage input - but be mindful that you areEncourage input - but be mindful that you are the one accountable…the one accountable…
COLLABORATIONCOLLABORATION
commitmentcommitment
risksrisks
essentialessential
successsuccess
Information for this presentation were found in the following resources: Bursuck, Friend, & Information for this presentation were found in the following resources: Bursuck, Friend, &