Collaboration+Exercise


 * EDSP 595: Collaborative Consultation, Counseling and Coordination of Services **


 * //Problem Identification - The need for more information://**

As we have discussed in class, sometimes we do not have enough information regarding a problem that can lead to better collaboration in helping to solve a problem. We need to resist the tempation of providing immediate solutions before we fully understand the problem. Consider the problems your classmates have identified below.

What additional information do you feel is needed to gain a better understanding of the problem? Read through the problems below and **//select at least one//** to comment on regarding the need for additional information. You can expand on an idea or suggestion already posted. Include your name in parathensis after you have added your information.

Problem 1: //One main problem that I’ve faced is working and collaborating with other teachers. I work with 7 4th and 5th grade teachers, in which some of them have had negative experiences with past special education teachers. It’s been a constant battle all year to show these teachers I am on their side as well as slowly building a relationship where I can feel they’re on my side too.//

Problem 2: //The para-professional is opinionated which I don’t mind listening to but the mental health therapist pressures me to exclude her from our conversations. At times, he even wants me to ask her to leave the room during certain conversations or phone calls.//

Problem 3: //Students who are on my caseload have another resource teacher for an academic class. The other resource teacher tells me for weeks that my students are doing great, and it turns out that one of them only had 24%. For this and a number of other reasons this colleague cannot be trusted and we share students with her.//

Problem 4: //Possible future problem – Intern teacher teaches the 10th graders that I get as 11th graders. She has virtually no classroom management style (students run the zoo) and what she teaches she scores them higher than they really are. There is chaos in the classroom and even students are complaining about classroom control and lack of skills being learned. My concern is how far behind are my incoming students (further than the RSP room) and I am unsure the reports she will give me on where the present levels are accurate due to the way she interprets the district rubric. I have also not seen much in the way of writing original pieces, much is copied (ex: poetry). I have tried to give her input to help her; upon her request; but she doesn’t put anyone’s suggestions to use to help manage her class.//

Problem 5: //Collaboration: When on several occasions I go to my department head to look for help in dealing with certain students on behaviors or academic problems she usually says she__never__ has that problem in her class (same students) and I fell I must be doing something wrong. That answer shuts down communication and it happens too often.//

Problem 6: //I am responsible for students formerly recognized as “full inclusion” when I have no experience with that population.//

Problem 7: //What are the academic expectations in the “bridge” school that combines functional and academic, but uses CAPA for testing. I’m M/M and some of my colleagues are M/M to M/S.//

Problem 8: //My para has taught in special education for 22 years. She is very efficient and capable. She is also flexible to change but has a very negative attitude with regard to students’ academic abilities and progress and often verbalizes it.

This problem is of paticular interest to me as I have a similiar situation. You say that she is flexible to change but also verbalizes her negative attitude. Why do you say she is flexible to change? Are there particular instances where this is true? Also, when she verbalizes her negative attitude, is it for your benefit only or does she not care who is listening whether it is students or others? (MSolis-Vargas)//

Problem 9: //Teacher attitudes that seem to work against the concepts of professional “learning” communities.//

Problem 10: //Even though I am willing to come in early or stay after hours the other special education teachers on my team were not willing. This was probably due to (somewhat) their feeling that as more experienced teachers they had less to gain from working as a team.//

Problem 11: //Problem is communicating with my principal about case conferences and placements of students in my class. He seems to have difficulty making decisions without exhausting our time and energy.//

Problem 12: //The Human Resource section of my district is really slow and I need to be sure I will have a new job developer by September or I will be doing three jobs.//

Problem 13: //Include para educator in teaching students in small groups vs. giving students the answer – not engaged with students at all?//

Problem 14: //The problem is managing para’s that are older to start out and spend half their time in my class texting or reading a book.//