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Initially, the interview respondents were hesitant to state that they used consultation as much as collaboration in their daily work, but after explanation and deliberation, all three educators shared their views and experiences with consultation in education. The special education resource teacher was very in favor of consultation in her line of work because she admits that she doesn't always know the best solution to a problem and she has no reservations about asking a colleague inside our school or across the school district. She mentioned her former college professor as a huge help and resource when she has difficulty attacking an issue with a certain student or teacher. She also said that a potential barrier to consutation is overconfidence in your own abilities. She has seen other educators in her position disregard the advice and hep of others because they are so sure that they themselves are the only ones who can tackle certain issues. Trust and honesty were themes that were apparent in the responses as necessary for consultation. Ms. Lee, the assistant principal, said that a big part of her job for teachers is to be open, honest, and available for teachers to consult and run ideas by for their classrooms. She said she works very hard to be available for teacher consultations and listed time as a barrier for further consultation.

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All three interviewees stressed in some way the importance of collaboration in the educational environment. Ms. Polito, the K-5 guidance counselor said that collaboration is the most important and crucial part of her job. She spends "countless hours" meeting with classroom teachers, school administrators, students, parents, and other guidance counselors to determine the best course of action for particular students. She stated that communication is very important in her field and that her best attribute is her ability to effectively communicate with a variety of different people. She also stated collaboration, especially with parents, can be one of the most frustrating aspects of her job. Ms. Borst, the special education resource teacher also stressed the importance of collaboration in her teaching efforts. She is constantly working with her students' classroom teachers to assess gains and formulate learning goals for the students. She also meets with behavioral management specialists, speech therapists, school psychologists, nurses, parents, and more to gain different expertise and points of view on her students. The assistant principal, Ms. Lee, was also an avid supporter of the effects of collaboration on the educational process. We have PLC (professional learning communities) meetings every week at our school for teachers and staff to get together and collaborate on how to best educate their students. She stated that she wishes there could be more time for teachers to collaborate with one another and finds that time constraints is the biggest detriment to collaboration in the educational landscape today.

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Through my experience as an educator at the high school and elementary level, I have seen the benefits as well as pitfalls of co-teaching in education. Of my 3 interviews for this assignment, only 1 of the respondents was heavily in favor of the co-teaching method. This was the assistant principal at the elementary school I work and who is  former k-5 literacy coach, Holly Lee. She believes that when 2 educators can successfully blend their knowledge and teaching styles, they are able to build a deeper and more meaningful meaning to a wider range of students. Ms. Lee stated that co-teaching can be counter-productive when both teachers aren't on the same page: whether their personalities, classroom goals, or behavioral management styles differ and they don't have the proper communication skills or flexibility to correct it, then the students end up suffering. The K-5 special education resource teacher that I interviewed has had mixed experiences in her time as a co-teacher. Ann Borst says that she prefers being able to work with her students as the only educator; either in a 1 on 1 or group setting. She has had difficulty in the past working with co-teachers and finds that her teaching style is more effective if she is able to solely work with her student(s). All three interviews mentioned the communication skills and interpersonal skills of the co-teachers as primary factors in the success of a co-teaching program.