chapter 1 - working together in collaboration, consultation, and teams
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©2013 Pearson Education, Inc.All Rights Reserved1-1
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
1
Working Together in Collaboration, Consultation, and Teams
Chapter 1
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The concept of the “little red schoolhouse” where one teacher serves the diverse needs of all students doesn’t meet the needs of 21st century schools.
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Times they are a changing
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Why Work Together and Not Autonomously?
It is unlikely that one person possesses enough knowledge and ability so it is reasonable and advisable to consult with others, collaborate and team up, working in partnerships with others to achieve common goals.
Responsibilities have escalated and expanded.
Teaching is a multidimensional activity.
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Action 1.1Identifying Teacher Responsibilities
List all of the various responsibilities you can think of that a teacher typically performs during the course of a school year. Expect to come up with dozens and dozens.
Team up with other teachers in the class in various grade levels, content areas and roles. The combined lists should be varied and impressive.
The process itself is an example of teamwork with each person adding information from his or her own perspective and experience.
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Consultation, Collaboration, and Co-Teaching . . . Shades of Meaning
client
consult
consultant
consultee network
collaborate
co-teaching
consulting
teamwork
collaborative ethic
co-educator
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
“Collaborative school consultation with teamwork is an interactive process in which school personnel in general education and special education, related services and support personnel, families of students, and the students themselves, are working together and sharing their diversity of knowledge and expertise to define needs and then plan, implement, assess, follow through, and follow up on ways of helping students develop to their fullest.”
(Dettmer, Knackendoffel, & Thurston, 2013)
Defining Consultation, Collaboration with Teamwork
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Defining Consultation, Collaboration with Teamwork
“Co-educators are persons who collaborate, consult, and work as a team to provide appropriate learning experiences for learners’ diverse needs. Co-educators can be school-based such as teachers and related services or support personnel, or home-based such as family members or caregivers for students; and community-based in support roles.” (Dettmer, Knackendoffel, & Thurston, 2013)
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Collaboration in the School Setting
Collaboration on a regular basis in schools has been more occasional and happenstance than frequent and planned.
Blocks of time for collaboration are necessary but difficult to come by in the busy school day.
Structures for working together and training to do so has been minimal.
Assessment of collaborative outcomes has been the exception.
Technology has changed the ways educators communicate.
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Action 1.2Categorizing Teacher Responsibilities
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Instructional
Curricular
Managerial
Evaluative
Supportive
Professional-growth related
Which tasks would be carried out most productively and enjoyably in collaborative contexts?
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Special education teachers may be concerned that collaboration time will take away time available for direct services for students.
Professional development sessions could provide opportunities to work together but are often highly structured and short-lived for productive interaction.
Professionals cannot be coerced into being collegial. Along with incentive and time, they need structure, practice, encouragement and feedback.
Motivation for Working Together
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Recognizing and Accommodating Adult Differences
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Individual differences of adults
are rich ingredients for
successful collaborations.
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Distinguishing Among Consultation, Collaboration, and Working in Teams
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Consultation Collaboration
Consultant contributes specialized expertise toward problem, consultee delivers utilizing that expertise
Voluntary -- working together for mutual benefit
Successful consultants use different styles of interaction under different circumstances within different situations
Assume equal ownership of problems and solutions
Simultaneously managing consultation components and interpersonal aspects such as building trust with consultees
A way of being, not a set of isolated actions
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Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Collaborative Consultation
What it IS
Way of being —not a set of isolated actions
Working together for mutual benefit
Collaborating consultant must first do no harm and then deliver services that are academically and ethically sound
Voluntary
Encouraging colleagues to develop their skills and personal strengths
What it is NOT Not therapy, counseling or
supervision
Not an expert coming to solve the problem
Not talk or discussion for its own sake
Not hierarchical or judgmental
Not used as a money-saving strategy in inclusive settings to reduce number of teachers
Not forced
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Roles and Responsibilities
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Two heads are better than one, and several heads are better yet.
Any person who consults in one situation may be a consultee or even a client in another.
(e.g., In the most traditional approach the special education teacher might be the consultant, the general education teacher the consultee and the student the client or target of the intervention)
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Interchangeable Roles in Collaborative School Consultation
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
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Case Study Template
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
A. Description of the Scene or Situation
B. Initiator/Convener of the Collaborative Consultation Activity
C. Processes for:1. Defining of Problem(s) and Need(s)2. Developing Possible Collaborative Action(s), with Critique of
Them3. Determining Plan for Collaborative Action4. Making Collaborative Decision about Activating Proposed Plan5. Follow-Through Action and By Whom6. Follow-Up Action by When and by Whom7. Evaluation of the Collaborative Consultation Process
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History of Educational Reform Movements
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
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History of Collaborative School Consultation
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
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History of Collaborative School Consultation (cont.)
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
1980 to 2000
Consultation became a significant educational trend in the mid-1980s for serving students with special needs.
Regular Education Initiative called for collaboration between general and special education personnel to provide special services with the general education classroom
In 1986, PL 99-457 expanded FAPE to preschool children with disabilities, ages 3-5.
1990, PL 94-142 was amended and the name changed to the Individuals with Disabilities Education Act (IDEA)
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History of Collaborative School Consultation (cont.)
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Since 2000
No Child Left Behind (NCLB)
Adequate Yearly Progress.
IDEA 2004 Reauthorization
Race to Top Agenda
Common Core Standards
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Common Core Standards
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Point out key knowledge and skills teachers should focus on
Raise expectations
Bring national consistency to expectations for high quality
Align teacher education programs with the standards
Make student achievement data and research findings available to determine what works in education
Common Core Standards (2010) are intended to:
The Common Core Standards stipulate that students with disabilities are to have the same rigorous education as students without disabilities.
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Technology for Working Together
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
Technology is a useful tool for instruction and collaboration in inclusive learning environments.
Categories of application for technology tools: Gathering and sharing
information Communicating with co-
educators Developing resources for
curriculum and instruction Organizing and managing data Networking with others
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Ethics for Working Together
Collaboration, Consultation, and Teamwork, 7e Dettmer, Knackendoffel & Thurston
An ethical climate for collaborative school consultation and teamwork calls for a system of values and principles in which beliefs and actions about working together will guide practices and inspire excellence.
Collaborators must create environments in which respect and caring characterize their professional interactions.
Ethical collaborators respect the worth and potential of every individual.
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