Consultative Collaboration
description
Transcript of Consultative Collaboration
Iowa Department of Education 2006
Consultative Collaboration
Iowa Department of Education 2006
“If you find yourself collaborating by yourself, seek professional help.”
Marilyn Friend
Iowa Department of Education 2006
Iowa’s Consultative Model
Effective Instruction
Effective Behavior Supports
Co-teaching Collaborative Consultation
Iowa Department of Education 2006
A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results.
DuFour, DuFour, and Eaker
Iowa Department of Education 2006
Collaboration as a Tool
Collaboration –
is a style for interaction
between co-equal parties
voluntarily engaged
in shared decision making
as they work toward a common goal
Marilyn Friend
Iowa Department of Education 2006
Bridge Builders
Supportive beliefs and values
Mutual trust
Mutual respect
Establishment of a sense of community
Iowa Department of Education 2006
You are never alone, and whether you have a six-mile climb up an alp and a cadre of attackers behind you, or a round of chemo in front of you, that’s extremely reassuring.
Lance Armstrong
Iowa Department of Education 2006
Interaction in which school personnel confer, consult, and collaborate as a team to identify learning and behavioral needs
and to plan, implement, evaluate, and revise as needed the educational programs
that are expected to serve those needs.
Dettmer, Thurston, Dyck
Iowa Department of Education 2006
Collaborative Consultation IS NOT:
• Counseling for the consultee(s)
• A teacher with more free time
• Supervisory or judgmental
• A money saving mechanism
Iowa Department of Education 2006
Collaborative Consultation as an Option
Mutual ownership
Joint accountability
Pooled resources
Specific content instruction
Iowa Department of Education 2006
Co-Teaching:Both:
Collaborative Consultation Model:
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Benefits Fewer referrals for special education
Strategy expertise accessed by a broader range of students
Students have access to a broader range of general education classes
Sharing of knowledge increases the skills of all parties involved (Increase in student achievement.)
Iowa Department of Education 2006
Collaborative ConsultationKey Components
1. Individual prerequisites
2. The professional relationship
3. Planning, implementing and evaluating
4. Concerns
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1. Individual Prerequisites (Highly Qualified Teacher Roles)
Core Content TeacherContent ExpertAssigns grade/teacher of recordAssures progress in courseCertifies student has met course requirements
Special Education Teacher
Strategy expert
Ensures student makes progress toward his/her goals
Ensures appropriate accommodations
Iowa Department of Education 2006
2. The Professional RelationshipBoth/All• Focus on what is best for each student• Open communication skills
• Positive interpersonal traits
• Compatibility of perspective on effective teaching
• Identification of needed supplemental materials
• Problem solving
• Ongoing assessment of student progress
• Collegial exchange of teaching strategies
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2. Professional Relationship (continued)
Responsibility of general educator• Clearly defined content outcomes• Consistent behavioral expectations
Responsibility of “other” educator• Curriculum adaptation • Skills deficit remediation• Assessment modification• Effective behavior supports• Strategies instruction
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Planning• Planning process
– Problem solving process
– Multidisciplinary team input
• Planning content around learning objectives– Accommodations/modifications
– Reteaching/preteaching
– Skills acquisition
– Strategy needs
• Planning actions– Division of tasks
Iowa Department of Education 2006
Planning PyramidA way of thinking about planning instruction for all learners
• Degrees of learning (helps teachers consider the importance of the concepts to be taught)
-What do I want ALL students to learn?conceptually broader; most important; big ideas; concepts should be made explicit to
students; ample opportunities for learning concepts -What do I want MOST students to learn?
additional facts, extensions of main concepts; majority of students should be able to grasp and retain this information; important, but not critical
-What do I want SOME students to learn?incidental to the content; generally detailed/more complex information; student-
directed experiences
***Students should have access to all levels.
Iowa Department of Education 2006
Planning
• Macro
• Micro
Iowa Department of Education 2006
BASE PlanningBuilding a Strong BASE of Support for All Students Through
Co-planningHawbaker, Balong, Buckalter, Runyon
Big ideas
Analyze difficulty
Strategies and supports
Evaluationaccess online at:
http://journals.cec.sped.org/EC/Archive_Articles/VOL.33NO.4MARAPR2001_TEC_Article4.pdf
Iowa Department of Education 2006
ResourcesVisits to schools featured in the Iowa video
Norwalk High School Miller Middle School, MarshalltownWashing High School Mount Ayr High SchoolCedar Falls High School Holmes Junior High School, Cedar FallsOttumwa High School
Collaborative Conversations with Iowa School Administrators and Teachers - DVD Resource
Segment #1: Descriptions of collaborative teaching modelsSegment #2: Implementation of collaborative teaching
modelsSegment #3: How do you know this model is working for
studentsSegment #4: Impact on curriculumSegment #5: Scheduling collaborative teaching modelsSegment #6: Planning time for teachersSegment #7: Addressing conflicts in the classroomSegment #8: Communication needsSegment #9: System supportsSegment #10: Additional considerations