consultative collaboration

Iowa Department of Education 2006

Consultative Collaboration


“If you find yourself collaborating by yourself, seek professional help.”

Marilyn Friend


Iowa’s Consultative Model

Effective Instruction

Effective Behavior Supports

Co-teaching Collaborative Consultation


A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.

DuFour, DuFour, and Eaker


Collaboration as a Tool

Collaboration –

is a style for interaction

between co-equal parties

voluntarily engaged

in shared decision making

as they work toward a common goal

Marilyn Friend


Bridge Builders

Supportive beliefs and values

Mutual trust

Mutual respect

Establishment of a sense of community


You are never alone, and whether you have a six-mile climb up an alp and a cadre of attackers behind you, or a round of chemo in front of you, that’s extremely reassuring.

Lance Armstrong


Interaction in which school personnel confer, consult, and collaborate as a team to identify learning and behavioral needs

and to plan, implement, evaluate, and revise as needed the educational programs

that are expected to serve those needs.

Dettmer, Thurston, Dyck


Collaborative Consultation IS NOT:

• Counseling for the consultee(s)

• A teacher with more free time

• Supervisory or judgmental

• A money saving mechanism


Collaborative Consultation as an Option

Mutual ownership

Joint accountability

Pooled resources

Specific content instruction


Co-Teaching:Both:

Collaborative Consultation Model:


Benefits Fewer referrals for special education

Strategy expertise accessed by a broader range of students

Students have access to a broader range of general education classes

Sharing of knowledge increases the skills of all parties involved (Increase in student achievement.)


Collaborative ConsultationKey Components

1. Individual prerequisites

2. The professional relationship

3. Planning, implementing and evaluating

4. Concerns


1. Individual Prerequisites (Highly Qualified Teacher Roles)

Core Content TeacherContent ExpertAssigns grade/teacher of recordAssures progress in courseCertifies student has met course requirements

Special Education Teacher

Strategy expert

Ensures student makes progress toward his/her goals

Ensures appropriate accommodations


2. The Professional RelationshipBoth/All• Focus on what is best for each student• Open communication skills

• Positive interpersonal traits

• Compatibility of perspective on effective teaching

• Identification of needed supplemental materials

• Problem solving

• Ongoing assessment of student progress

• Collegial exchange of teaching strategies


2. Professional Relationship (continued)

Responsibility of general educator• Clearly defined content outcomes• Consistent behavioral expectations

Responsibility of “other” educator• Curriculum adaptation • Skills deficit remediation• Assessment modification• Effective behavior supports• Strategies instruction


Planning• Planning process

– Problem solving process

– Multidisciplinary team input

• Planning content around learning objectives– Accommodations/modifications

– Reteaching/preteaching

– Skills acquisition

– Strategy needs

• Planning actions– Division of tasks


Planning PyramidA way of thinking about planning instruction for all learners

• Degrees of learning (helps teachers consider the importance of the concepts to be taught)

-What do I want ALL students to learn?conceptually broader; most important; big ideas; concepts should be made explicit to

students; ample opportunities for learning concepts -What do I want MOST students to learn?

additional facts, extensions of main concepts; majority of students should be able to grasp and retain this information; important, but not critical

-What do I want SOME students to learn?incidental to the content; generally detailed/more complex information; student-

directed experiences

***Students should have access to all levels.


Planning

• Macro

• Micro


BASE PlanningBuilding a Strong BASE of Support for All Students Through

Co-planningHawbaker, Balong, Buckalter, Runyon

Big ideas

Analyze difficulty

Strategies and supports

Evaluationaccess online at:

http://journals.cec.sped.org/EC/Archive_Articles/VOL.33NO.4MARAPR2001_TEC_Article4.pdf


ResourcesVisits to schools featured in the Iowa video

Norwalk High School Miller Middle School, MarshalltownWashing High School Mount Ayr High SchoolCedar Falls High School Holmes Junior High School, Cedar FallsOttumwa High School

Collaborative Conversations with Iowa School Administrators and Teachers - DVD Resource

Segment #1: Descriptions of collaborative teaching modelsSegment #2: Implementation of collaborative teaching

modelsSegment #3: How do you know this model is working for

studentsSegment #4: Impact on curriculumSegment #5: Scheduling collaborative teaching modelsSegment #6: Planning time for teachersSegment #7: Addressing conflicts in the classroomSegment #8: Communication needsSegment #9: System supportsSegment #10: Additional considerations

consultative collaboration

Documents

professional help

coursecertifies student

student achievement

impact professional

coequal parties

consulteesa teacher

behavioral needs

benefits fewer referrals