ESE634: EDUCATION-BASED COLLABORATIVE RELATIONSHIPS
Welcome to Week 4 of ESE634: Education-Based Collaborative Relationships! Please be sure to review the Week 4 homepage for this course to see:
· The specific learning outcomes for the week.
· The schedule overview.
· The required and recommended resources.
· The introduction to the week.
· A listing of the assessments.
It is important to note that the Instructor Guidance has been developed to directly compliment the learning outcomes in each week of this course. Supplemental resources are also included in the Instructor Guidance. You are encouraged to consider using these resources to support your completion of the weekly assessments beyond using the required and recommended resources provided on the weekly unit homepages and in the consolidated list of resources on the Course Materials page. Thus, you are strongly encouraged to review the Instructor Guidance each week as part of your study plan. Not only does the Instructor Guidance offer you insights and assistance with the weekly topics and activities, it models effective academic writing, which is expected of you in all of your coursework in this graduate-level course.
Last week you discussed how to resolve conflict and improve problem-solving skills when working within a diverse group of people. This week you will be introduced to the different service delivery models. In Discussion 2 you will narrow your focus to one specific model, co-teaching, by creating a role playing activity around the chosen model. Finally, you will summarize your findings and provide a reflection from the interviews that you completed in Week 3.
Service Delivery Models As you know, students with mild to moderate disabilities are serviced in each general education subject based on the amount and delivery of services required according to their Individual Education Program (IEP). The range of service may vary. During an IEP team meeting the members of the team document the student’s current level of performance and write objectives from the information gathered, addressing the student’s learning needs. They must determine which objectives can be taught in the general education setting and which need accommodations (i.e. least restrictive environment). After the IEP team meeting, ongoing assessment of student learning is conducted to ensure that the student is meeting all IEP goals set by the team. Collaborative Teaming The following video is a great introduction into collaborative teaming and what this may look like within the classroom. As you will note in the Delivery Models of Service example, the key to collaborative teaming is to ensure that the common goals are met for the student. More specifically, collaborative teaming facilitates the inclusion of students with disabilities in general education environments, and can be viewed as “the glue that holds inclusive schools together” (Peterson & Hittie, 2001, para 1). More specifically, the collaborative team is a group of people who:
· Work together to achieve a common goal.
· Believe that all team members have unique and needed expertise.
· Demonstrate parity by participating as teacher and learner, consultant and consultee
· Distribute leadership function among all members of the group
(Peterson & Hitte, 2001, para 1)
As you will discuss in this week’s Discussion 1, there are really five service delivery methods: collaborative teaming, co-teaching, complementary instruction, role exchange and consulting. Dr. Villa, a leading special education professional, in his blog Effective Co-Teaching Strategies (Links to an external site.) , discusses in depth the five main groups of collaborative teaming. Co-Teaching The following video provides a quick glimpse of what co-teaching looks like as well as includes the benefits for students and teachers. Co-teaching is arguably one of the most difficult aspects of the teaching profession as it dictates that you must put aside differences and in essence be on the “same page” as your fellow faculty member. In this model, instruction typically takes place within a general education classroom and involves a special education teacher and a general education teacher (Cohen & Spenciner, 2009). Together, they meet the needs of the special education student(s) as well as the other students in the classroom. Marston (2015) discusses six steps to take to have a successful co-teaching experience.
1. Establish rapport – Get to know one another on a personal level. You will be spending significant time with this other person and by establishing a working relationship you will feel more comfortable around each other which will translate to comfort for the student. As Marston (2015) notes, “students can sense tension as well as harmony within the learning environment. A positive relationship will help minimize misunderstandings and motivate you to resolve problems before they escalate” (para 3).
2. Identify your teaching styles and use them to create a cohesive classroom – think about everything that goes into teaching from classroom management to instruction and lesson planning. When you create consistent expectations that meld both teachers’ styles you contribute to the rapport you are building amongst one another and with students.
3. Discuss strengths and weaknesses – be as transparent as possible when talking with your fellow co teacher. Having open dialog about what is working and what you may need help with further establishes a rapport in the classroom.
4. Discuses IEP plans – often it is difficult to get on “the same page” with the co teacher if they are not aware of the students IEP goals. By effectively discussing the IEP plan, you can ensure the student will be working towards goals and objectives set by the IEP team.
5. Formulate a plan of action – As Martson (2015) notes, “you have to make decisions constantly throughout the year, so if you formulate a plan of action in the beginning of the year, disruptions will be minimal. Consider the following items in your plan of action:
· Expected classroom behaviors
· Classroom procedures, such as class work and homework policies, turning in work
· Consequences of not following rules and procedures
· Communication between home and school” (para 7).
6. Take risks and grow – learn from your co teacher, explore new teaching and learning philosophies.
This section includes additional specific assistance for excelling in the assessments for Week 4 beyond what is given with the instructions for the week. If you have questions about what is expected on any assessment for Week 4, contact your instructor before the due date. Discussion 1: For this discussion, you will examine how different service delivery models promote a variety of roles for the team members who provide collaborative academic support for students with disabilities. As you identify and discuss different strengths and weaknesses for each of the models, think about how you can either fulfill a weakness or strength within an IEP team meeting. Discussion 2: Discussion Two is your opportunity to focus in on the concept of co-teaching. You will share at least two things that excite you the most about co-teaching and at least two things that are most worrisome to you. Try to be as transparent as you feel comfortable when you identify your strengths and weaknesses. Remember, as you read earlier, being as transparent as possible to your fellow co teacher will help you build a strong working rapport that will translate into higher levels of achievement for the students. Assignment: This is an exciting assignment as you will be summarizing the information you collected, reflecting on your findings, and using scholarly articles and/or research to provide support for your findings. As you look for your scholarly articles think about how much you have learned in this course, and your whole MASE program to date. Really dive deep into analyzing what you have learned from your interview questions and how the reflection will help you achieve your professional goals.
All the work that you complete this week will be used towards your final multimedia presentation. If you have not done so, set aside time to look over the requirements so that they may guide the work you complete in the second half of this course.
The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, Google Drive, or other similar applications.
Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices. Upper Saddle River, NJ: Pearson Education.
Marston, N. (2015). 6 steps to successful co-teaching (Links to an external site.) . National Education Association. Retrieved from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html
Peterson, M. & Hittie, M. (2002). Inclusive teaching: Creating effective schools for all learners. Boston, MA: Allyn & Bacon.
Villa, R. (2015). Effective co-teaching strategies (Links to an external site.) [blog post] Retrieved from http://www.teachhub.com/effective-co-teaching-strategies
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