Collaborative Approach

Allowing collaboration and mutual decision making to take place in a school allows everyone to have input on what’s happening and changing at all times. It provides opportunities for teachers to gain leadership skills and students to learn in various ways. When students and teachers buy into what they are learning then they will show improvement at a faster pace. Students must know that their input is important and adults must know they are appreciated.

The two words most often used, ”cooperative and collaboration,” can easily be both applicable to the United States of America and other countries today, and are still often used to describe contract negotiations for the United States of America as well as other countries. (Barnardin & Russell, 2013).

Our goal is to work collectively and cohesively by converging our mindsets and strengths together. We feel that it is essential for us to work well together and create meaningful relationships in order to be successful in both the Business Management and Managing Work and Teams courses. The vision of our team is to establish strong teamwork skills that will supplement our future success throughout our four years at Smith. As a team we envision achieving these goals by creating an open environment where team members feel comfortable to communicate their opinions and ask questions. We will implement this by utilizing a collaborative mindset where we will be able to learn from each other and share our learnings with our future teams. As a team

Collaboration involves negotiation and consensus seeking (Blais & Hayes, 2016). As the assistant director of nursing, I am a member of the Quality Improvement committee. Our purpose is to meet on a monthly basis to review feedbacks from patients regarding their home health aides. We need to know if the patient needs are being met, if they are being treated with respect and what improvements can be made to keep quality aides in order to ensure quality care of patients. Providing good care for home health patients with chronic conditions needs to be organized and coordinated (Barr & Ross, 2007).

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

Two of my goals that I have are to collaborate more with other student organizations and IUPUI. I think it is important to collaborate with other student organizations because it is a fantastic opportunity for SPA to build relationships with a wide and diverse audience. I want to collaborate with IUPUI by having monthly events and meetings at convenient locations.

Question 1: How does IDEA define Collaboration? What does collaboration look like in special education? Who is involved and how? Select two models of co-teaching and describe them in your words.

Collaboration is a team, which is composed of the parents and the group of professional who are working together to help the child get the resources needed to succeed. The team of professionals involve the parents and work together in the identification and assessment process, program planning, evaluations and as well as input and decision

Some teachers are naturally hesitant to try new things, but I present the program as a trial run, the teachers know that if we implement something that’s not working we will examine steps to fix it together.” My principal does a great job with this, she listens to the teacher’s ideas or suggestions and will find solutions to any problem. Next, I asked, “What are some benefits and challenges of PLCs?” Ms. Alexander paused and thought for a moment, “the benefits are that teachers work together with a purpose, they talk about student learning, and the teachers share the same vision. The challenge is maintaining consistency across the board and motivating every teacher to stay committed.” I have witnessed the challenge with maintaining consistency on a few occasions at my school. For instance, teachers were randomly grouped together for a teambuilding activity, in which teachers had to share with their group members common challenges they face every school year. The group members then developed a short list of tips or strategies that the teacher could use to remedy whatever challenges they were facing. As

Many incarcerated persons have limited access to healthcare. Correctional facilities afford undergraduate nursing students an opportunity to deliver care to a diverse population with complex health issues that may not otherwise access the health care system.

On 7/2/2015 at 1300, VUPD dispatched Officer Hughes to Lowes at Vanderbilt 7th floor room 750 in reference to harassing communications.

The school has many veteran teachers that love their job. In respects to the elementary teachers, they stay late and give their students 100% of them and it shows. Children are smiling and eager to get to class. The walls are filled with student lead projects. I can identify the internal leaders who are outspoken and who resolve issues. There is 5th grade teacher who is team leader and she is amazing. If a problem arises instead of complaining she goes to her team and creates a solution. In 5th grade the team is so influential due to the fact they work together so well. They plan together and share ideas. When looking through data they delve deep to the root of the problem and remediate students when needed. “Educators must promote and build meaningful relationships for all students and stakeholders in the community” (Woody,

The collaborating style of conflict management would best be used during interpersonal conflict situations. For example, two employees disagreeing on the correct way to assist a customer with a challenging concern pertaining to their career. One employee may define the answer and state that ‘we’ve always done it this way;” and the other employee may point out that the guidance has changed and it is now completed a different way. This happens frequently where I work. Unfortunately, when someone leaves or retires from a job, the replacement is not usually hired until after that person is physically gone so there is no cross over or training or passed on to the new employee. Differences in opinions

My last employment was for a graduate school that had a focus on conflict facilitation and group work which exposed me to methods for working through difficult topics to build better community relationships. With a student and faculty community that spanned worldwide, I was able to experience many cultures and work with a very diverse community of people. My communication and training experience can be used to build collaborative working environment while fostering learning experiences. Being an LGBT POC working in technology, I bring unique experiences and insight into my work environment and can be a valuable voice in collaborative

The principal can encourage collaboration as the prominent figure of authority within the school. Being leaders, the principals have similar visions and can open the channels of communication between school leaders and teacher as together they brainstorm different ways of maximizing student learning potential as part of the united vision that is also mandated by law. Together they can advocate for adequate staffing, the funding for supports such as professional development workshops that are vital components students’ academic excellence. In addition, among teachers, principals can encourage collaboration through adequate and ongoing training, allotting extra planning time, requiring both the general education teacher and special education teacher to participate in IEP meetings, and giving constructive feedback/support to collaborative efforts. They also should be shared responsibility for students learning. Teachers should learn how to effectively collaborate with other staff as vital team players in the educational setting and whose input therefore matters. Finally, as role models, principals must lead by example in displaying respect for parents and expecting the same from