How to create and maintain an open relationship among all teachers~ By: Chanel R Moon EFFECTIVE COLLABORATION IN EDUCATION Agenda Definition (Discussion) Research & Theory Activity: Collaboration Chart Collaboration Tools The Goal Benefits & Problems Video: Example of Best Practices Wrap-up activity Final Thoughts Define collaboration Discussion: What does the word collaborate mean to you? Actual definition - Dictionary.com vs. Merriam-Webster Regarding education, co-equal professionals voluntarily co- planning to achieve common goals (Friend & Cook, 2006) It is the law We have a legal and ethical obligation to provide an appropriate education to all students, in whatever the least restricted environment is for a student (IDEA, 1997) A School is Like a House A school is not 2 separate parts; but one WHOLE part with different types of educators, faculty members, and different types of students. Just like a house has different types of people in it (maybe the same family or friends who share one home) Research For successful collaboration among teachers: It must be consistent, effective, respectful, and flexible Teachers pull together their resources and work closely Teachers have open and ongoing discussion about progress and strategies used When implemented properly: Responsibilities and planning is shared Effective communication occurs frequently Teachers all assume joint responsibility and accountability for student outcomes (which has shown to improve with collaboration) When specific models and procedures are used, the collaborative process is more effective Collaboration and Inclusion: C.R.I.M.E Model (example) When there is proper collaboration among general and special education teachers, inclusion is [generally] successful (visa versa) Research cont Structure of collaboration One-on one (meeting) Co-teaching Team-teaching Consultation Good structure requires Planning Time commitment Equal efforts Following procedure, if there is one mandated the school or district Being resourceful and flexible Administrative support (often most important) Now, lets do this! Teachers Collaboration Toolbox All of the strategies and characteristics of effective teacher collaboration that we will talk about are proven and will prove useful to you as a future teacher. As with any tools, they belong in a toolbox; a place where you can store and refer to them as needed. Keep your toolbox with you wherever you go and when you go on to teach in the future, you will be equipped with the tools you need to succeed. How do we, as special education teachers and specialists facilitate this collaborative effort? Think/be proactive Create a friendly and inviting environment Invite other teachers to a workshop or seminar Offer a workshop for general education teachers within your school Develop positive ways to create awareness among faculty What is the ultimate goal?(think about this) Building our Children Gen Ed + Sped = same team Positive outcome! HIGHER success rate for our students with disabilities Effects of poor teacher- collaboration on students Consequences: The children (education) suffers No consistency in routine, system, or methods Parents/others will be aware of this and may take action against the school Keep a structured routine Create a unified learning environment for all students Meet often with general education teachers to discuss progress Keep parents involved and aware Team-checks and evaluations with necessary feedback LEAD by example - students will follow social implications Working Together In the classroom Benefits of Teacher Collaboration Inclusion can be more successful in a collaborative environment Other services, such as pull-out instruction, can be more easily implemented Generally less students at-risk for school failure and dropout At-risk students can get the help/attention they need Less referrals for special education services (Amato, 1996) Break down barriers and preconceptions about students with special needs. This proving, ALL children can learn! Common Problems with Collaboration Too much talking and not enough problem solving among teachers Not all schools and districts support teacher collaboration Some formal training and materials may be too costly to afford $$$ Some general education teachers will not seek advice from a special education teacher or specialist, for various reasons Not all general education teachers are comfortable working with students who have a disability Teachers may disagree in teaching philosophies and have drastically different ideas of what is considered to be best practice Coming together is a beginning. Keeping together is progress. Working together is success. - Henry Ford Co-Labor-ation in ACTIONWeb Tool:http://serge.ccsso.org/ This site was easy to navigate, gives excellent strategizing ideas, and is centered around educating children with special needs collaboratively. WRAP-Up Activity Break into 3 Groups One person will be a general education teacher One or two people will be a special education teacher Each group will role play this scenario: A general education teacher has a concern, and decides to go to the special education teacher(s) for advice. Discuss the problem and give your best answers based on what we have talked about today. Come up with ideas and thoughts and be prepared to share your topic with the group. Apples to Apples You will be given an apple card with one or two letters written on it. Turn the apple card over and write down as many words as you would like that start with the letter(s) and have something to do with the collaboration approach (characteristic, theory, model etc.) Every teacher (you) will read the words they chose in the order that spells out c-o-l-l-a-b-o-r-a-t-e The team leader (me) will string them together in the correct order to create an apples-to-apples visual of what collaboration means to us! Individual commitment to a group effort that is what makes a team work, a company work, a society work, civilization work. - Vince Lombardi Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning from collaboration: The role of teacher qualities. Exceptional Children, 72(2), Carter, N., Prater, M., Jackson, A., & Marchant, M. (2009). Educators' perceptions of collaborative planning processes for students with disabilities. Preventing School Failure, 54(1), Dorn, S., & Fuchs, D. (2004). Trends in placement issues. In. A.M. Sorrells, H.J. Rieth, & P.T. Sindelar (Eds.), Critical issues in special education: Access, diversity, and accountability (pp ). Boston, MA. Pearson Education, Inc. Question five: how do I collaborate to benefit my students? (2008). Serge: Special education resources for general educators. Retrieved fromWinn, J., & Blanton, J. (2005). The call for collaboration in teacher education. Focus on Exceptional Children, 38(2), SOURCES