Interactive Teaming Essay

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

Students with disabilities need to be physically, programmatically, and interactionally included in classroom activities that have been planned by a qualified teacher in conjunction with support staff as needed.

In the article “The 5-Point Plan: Fostering Successful Partnerships with Families of Students with Disabilities,” authors Caitlin C. Edwards and Alexandra Da Fonte provide readers with strategies and examples to help educators build parent-teacher relationships. This will offer families support and needed resources to help build futures for their children with disabilities. The goal of the 5-Point Plan is to provide teachers with different examples of how to construct and maintain collaborative relationships with families to aide them in helping families and children with disabilities receive the educational resources and support they deserve and need.

The education of students with disabilities in school’s today is being shaped by two laws: the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and the Elementary and Secondary Education Act (ESEA) which is also known as the No Child Left Behind Act (McLaughlin, 2010). These laws were enacted to protect students with disabilities against inequity due to their disabilities, and allows for accommodations to their daily class curriculum. In the video Equity Focused School Counseling, Stuart Chen-Hayes discusses with administration his concerns that students with disabilities have come in discussing the same issues and wondered if he could teach these students as a group. Group therapy allows for a safe and confidential environment where members can work on problems they are facing as well as hearing different perspectives. Group members can enhance their self-awareness that can lead to relationship building. Social competence is a critical ingredient to emotional and physical well being in high school (Gysbers, 2009). Although, individual

SOC/110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION WEEK 1 - TOPIC 1: TEAMS IN THE 21ST CENTURY

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

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.

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.

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.

Starratt’s work resonates with any educational change initiative, but this book has added dimension and depth to my work. Every day I attempt to orchestrate organizational change in dysfunctional special education departments that serve special needs individuals. First, Starratt (2004) makes it clear that an overarching goal of an effective and ethical educational leader is not only to identify the critical areas of concern, but to initiate the change needed to uphold and enhance the “common good.” In my current career, that applies to special education systems requiring reform where unwilling administrators do not reorganize priorities for that to happen. While the definition of the phrase, “the common good” may be unclear, when it comes to initiating change in special education practices, the indisputable outcome should be the ownership of all special needs students by every staff member.

Collaborative teaming is a student centered teaming approach that are usually created to help with special education and inclusion practices. The authors did note that these strategies will work for any student centered teams that could be revising curriculum, textbook adoption, or implement literacy programs. Collaborative teaming was defined as two or more people working together toward a common goal ( p.6 by Rainforth and York citation). It differentiates the responsibilities between the core team and the whole team and which individuals the teams might involve. Finally,

In the past few years the education department has moved towards a more inclusive learning environment. Integration of inclusive classrooms has seen students whom had previously been educated in special education units moved to mainstream schooling. The diverse needs of students within the classroom has impacted on teachers practices thus, a need for teachers and schools to employ effective strategies for an inclusive education. One solution has been ascertained with the execution of collaborative consultation. This paper will focus on collaborative consultation within the school context and investigate consultation models to determine the most effective practice. The underlying question within this paper is can the implementation of collaborative

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

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's

This about how to work with groups and other team members, most of the time it is hard to do but with our jobs nowadays we have to do what we have to do. I like working with others for the most part, especially when they are motivated in getting the job done in a timely manner. Then we have some that just don’t want to help but want everybody else to do their work for them.