Collaborative Teaming Chapter 1 Summary

General educators need to understand the purpose of each term, and this chapter provides a good amount of information. The next topic is crucial for general education teachers because it discussed the different styles and approaches of working with special education teachers in ways that will benefit the students who need extra assistance. The book goes into greater detail on “teaming,” which is expected because it is the most diverse strategies of those listed. Then the book dives into the meat and potatoes of the chapter by discussing the requirements of an IEP. The team and components are listed with the appropriate descriptions for each statement.

The last CEC standard reviews the importance of effective and production collaboration between families, service providers, educators, community agencies, and most importantly individuals with exceptionalities. Although I have collaborated with other educational professionals for seventeen years, I did not understand the components and strategies for effective collaboration until completing the graduate program. After completing the course, I have changed some of the ways and manners in which I collaborate with other education professionals and families of individuals with special needs. Since changing the ways in which I collaborate, I can tell a positive change in my professional and personal relationships with others.

Educators working closely together will allows students to receive the best possible instruction in the classroom. “Strong collaboration for the delivery of education services involves all the various education professionals serving a school building or district” (pg. 3). One of the major issues with the identification of poor performing students is if it has anything to do with the delivery of the instruction, or the instruction itself. Collaboration is an excellent way to make sure that the students receiving the best possible instruction to increase the academic knowledge. Teachers that are struggling have the opportunity to work with reading and special education professionals to work on implementing appropriate lessons in the classroom. “The classroom teachers, reading specialists, and special education professionals collaborate in planning and implementing the intervention” (pg. 3). This intervention and collaboration should not be seen as a negative, but as a positive because they are all working together to help the teacher use the correct instruction that is going to benefit each and every

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

Teach for America has an organizational culture of Teamwork. Kopp (2011) writes about teachers committed to making a difference. She tells stories of teachers becoming involved with families, providing tutoring outside of the school day, and being strong inspiring leaders in the districts they are working in. They encourage families they work with to pursue good educations. (p. 158)

Collaboration in a school setting refers to teachers working together to form an effective classroom and lesson for learning. “Teacher assistance teams (TAT) are school-based teams of professionals, classroom teachers, and administrators that assist classroom teachers in meeting the instructional and

The purpose of this research is to understand the perceptions and experiences of professionals on collaboration in the educational environment. Data collection will occur within the Virginia Beach City Public School (VBCPS) system. Specifically targeted will be three elementary schools that I work in being Ocean Lakes Elementary School, Princess Anne Elementary School and Red Mill Elementary School. The people that volunteer to take part will include VBCPS staff involved with the Individualized Education Program (IEP) for special needs students in any one of the above identified schools, and has been part of an initial eligibility, new IEP, current IEP, or consulted on as part of the IEP process.

Teamwork and Collaboration Teresa Mullen NR351 Chamberlain University Teamwork and Collaboration Teamwork and Collaboration is just as it states. “Teamwork” and to “collaborate”. It is one of the listed competencies for nurses in the Phase 1 Quality and Safety Education for Nursing. A hallmark and key factor is teamwork and collaboration (Hood, 2014, p. 309). Effective communication as well as collaboration is key to a patient’s successful outcome.

Collaboration within groups allows individuals to use their own specific ideas and own talents to succeed when they needed it the most. When succeeding in a collaborative environment an individual gains the ability of communication that is growing in the world today. The school system used to be completely individual based with little to no feel of a collaborative environment. However, schools are now beginning to understand the benefits of losing the standard approach to school and is now leading the world to a collaborative environment. While working in a collaborative environment the members of these groups usually gain insight on what they are effective at and what they are no effective at.

With reference to the literature, identify at least three barriers to successful collaborative teaming. According to the texts and literature base and your practice, why do parents sometimes perceive that their views are ignored by school team members? Suggest ways to improve team functioning in each identified area. With reference to the texts or research literature, identify three to five pieces of information that parents can provide to the other team members. Use texts or peer-reviewed research only for original and follow-up posts.

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly

Collaborative teaming- Multidisciplinary teams work because of collaboration and communication between team members. The team must actively participate and work together to help meet the needs of the child. The team may have different roles and duties but they all must come together in order to participate in decision making regarding the student with disabilities. Collaborative teaming involves support and the use of interpersonal communication skills.

“Teamwork fuels group spirit, develops process skills that help teachers interact in more productive ways, and fosters a more intellectual atmosphere.” (Maeroff, 1993).

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.

My vision of collaborative learning is a learning strategy that affords the students enormous opportunities and advantages not available through traditional learning processes. I believe that students in a collaborative team tend to attain