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Building Partnerships Through Collaboration - Coggle Diagram
Building Partnerships Through Collaboration
Role of Collaboration
Characteristics
Voluntary: teachers cannot be forced to participate
Parity: Each individual's contribution are equally valued
Shared Goal: Regardless of personal differences, goals must be shared
Shared Responsibility: Share as equal partners the activities they are undertaking.
Shared Accountability/: Must share responsibility for the results of decisions, positive or negative
Emergent: shared decisions making, trust, and respect among participants. This takes time to develop.
Pre-Recs for Collaboration
Reflect on personal beliefs/bias
Refine interaction skills: fundamental building blocks
Communication
Productive interactions
Contribute to a Supportive Environment
Adequate Time
Administrative support
Collaboration-Based Applications
Shared Problem Solving
Shared Need: starting point for problem solving
Identify the Problem: gathering info compiling it, analyzing ad reaching a consensus of the problem
Propose Solutions
Evaluate ideas: are they resolving the problem and are they feasible?
Plan Specifics: more detailed planning; list major tasks and assign jobs to everyone
Implement the Solution: Keep record ad document your efforts
Co-Teaching
One Teach, One Observe: teach lesson, collect data
Station Teaching: 3 stations-- 2 teacher-directed, 1 independently
Parallel Teaching:
Alternative Teaching: One teacher focused on majority of class; other teacher focused on a small group
Teaming
Both teachers share leadership in the class; equally engaged
Teams are formal groups that have clear goals, active and committed members
Consulting
Specialized problem-solving process where one professional with expertise assists someone who needs the expertise.
Partnerships with Parents
Reactions from Parents
Grief
Ambivalence
Optimism
Home-School Communication: informal and informal
Parent Conferences
Parent Education
Collaboration and General Ed Teachers
Paraprofessionals: school personnel employed to assist in carrying out educational programs
They want to be active participant[ants
Work under the direction of a teacher with a plan
Teachers need to set expectations forparaprofessionals
Clearly inform the paraprofessional of issues or concerns