Chapter 1 - Working Together in Collaboration, Consultation, and Teams

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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.


Times they are a changing



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.



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.



Consultation, Collaboration, and Co-Teaching . . . Shades of Meaning

client

consult

consultant

consultee network

collaborate

co-teaching

consulting

teamwork

collaborative ethic

co-educator



“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



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)



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.


Action 1.2Categorizing Teacher Responsibilities


Instructional

Curricular

Managerial

Evaluative

Supportive

Professional-growth related

Which tasks would be carried out most productively and enjoyably in collaborative contexts?



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


Recognizing and Accommodating Adult Differences


Individual differences of adults

are rich ingredients for

successful collaborations.


Distinguishing Among Consultation, Collaboration, and Working in Teams


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



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


Roles and Responsibilities


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)


Interchangeable Roles in Collaborative School Consultation



Case Study Template


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


History of Educational Reform Movements



History of Collaborative School Consultation



History of Collaborative School Consultation (cont.)


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)


History of Collaborative School Consultation (cont.)


Since 2000

No Child Left Behind (NCLB)

Adequate Yearly Progress.

IDEA 2004 Reauthorization

Race to Top Agenda

Common Core Standards


Common Core Standards


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.


Technology for Working Together


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


Ethics for Working Together


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.

Chapter 1 - Working Together in Collaboration, Consultation, and Teams

Education

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