"Collaboration is not a task to complete then move on, it's an ever-changing, ongoing process that is only enhanced by social networks and access to new technology". -Lauren Davis
Who is part of the Collaboration team in education?
Special Education Teacher They coordinate the student's individualized education program (IEP). They compile, organize, and maintain each student's records. With this, they work directly with the student's parents to make sure they know what the student is being taught, what services and materials are available, and to maintain ongoing communication with the rest of the team
Parents Parents work with each team member to make sure that their child is receiving an appropriate education. We help team members understand the child and their life outside of school. They also reinforce at home what is learned in school.
School Psychologist They will assess the child and use the results when consulting with other team members regarding the student's overall development. They do this by observing the child in class or using tests to determine the child's ability.
School Administrator They are the school's direct representative. They will work with the team to make sure that the district and school's resources are being appropriately used in providing services to the student.
General Education Classroom Teacher They work with the special education teacher to ensure that what is being taught in the general class is also being brought up in the student's other classes. They also help keep a record of the student's progress.
Adapted Physical Education Teacher The provide additional physical educational services when needed.
Related Services Specialist These are your speech and language professionals, social workers, school counselors, physical therapists, nurses, or behaviorists
(Hardman, 55) (Hardman, M. L., Egan, M. W., & Drew, C. J. (2016). Human Exceptionality(12th ed.). Wadsworth Pub.)
Organizational Models That Promote Teacher Collaboration
Common Planning Time
Interdisciplinary teams-- teachers share same students
Coordinate team policies and procedures
Discuss students
Meet with parents
Plan team activities, thematic or cross-curricular units
Examine student work
Participate in professional development
Professional Learning Communities
Disciplinary teams
Ongoing process of collective inquiry and action research
Collective analysis of student assessment data in relation to specific learning targets
Use of data to inform and assess effectiveness of instruction
Critical Friends Groups
Group gathers voluntarily to improve practice through collaborative learning
Uses coaches and specific protocols used to guide sessions
Identify school-specific student learning goals, reflect on practices for achieving the goals, collaboratively examine student work
AMLE - Association for Middle Level Education, Caskey, M. M., & Carpenter, J. (n.d.). Building Teacher Collaboration School-wide. Retrieved September 5, 2018, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/Building-Teacher-Collaboration-School-wide.aspx
Effective Strategies
Share a vision and Goals. Once teachers identify the vision they will set goals in order to make the vision come to life. Depending on the feeling of ownership they feel the more they will invest into collaborating. The shared vision and goal with help with the ownership they feel.
Develop a sense of community. Taking the time to get to know others and understand who they are is very important. It helps you gain the knowledge and respect you need for others. Once you know who others are it helps to unify the group. They need to be committed in the group so others can trust each other.
Identify group norms. Collaborating with others can be uncomfortable but it is important to share what we feel in order to create the trust in the group. Once you have trust you are more able to have open communication with others. Identifying group norms leads to the creation of a safe environment.
Use discussion and dialogue. Teachers need to know the difference between discussion and dialogue. Discussion is where others state their thoughts/opinions and make decisions. Dialogue where others share and gain more knowledge. It includes multiple perspectives, values, questions, new ways of doing something. It "requires active listening, willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the transformative potential in the process".
Work through conflict. Dialogue can lead to conflict. It is important for teachers to have a plan to manage conflict between others. It can be managed by giving "time, space, grace, and support for individuals as they work through their emotions". The group will need to know when it is conflict and when someone just needs to take time and calm down. Even though nobody likes conflict, it can be something that provides the team with opportunites of growth.
AMLE - Association for Middle Level Education, Caskey, M. M., & Carpenter, J. (n.d.). Building Teacher Collaboration School-wide. Retrieved September 5, 2018, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/Building-Teacher-Collaboration-School-wide.aspx