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Throughout each survey a major topic was that teachers/staff need to be open-minded and cooperate with others.  Also time was a major factor.  Teachers need time to plan for collaboration and co-teaching if it is going to occur.  Communication was another important factor.  If teachers are unable to communicate and respond to one another than the collaboration concept will not be effective.  Consultation also needs to be prepared for thoroughly in order to get appropriate feedback.

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The general education and special education teacher felt that their college courses did somewhat prepare them for collaboration but they felt they were not prepared for co-teaching or consultation.  Not only in my surveys but with other teachers that I work with always state that you really are not prepared or know what to do in the classroom until you are in the classroom.  College courses of course help but being in the classroom and getting the experience is what really helps you become a great teacher.

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All agreed that in order to better prepare themselves for this situation (or for anyone to be prepared for this situation) that learning about successful collaborative experiences of other educators could better prepare them for each concept.  If not experience they thought that observing successful co-teaching and also understanding why co-teaching did not work for others would help them in the future.  They felt that learning what to bring to a consultation and what to be prepared for would help them during a consultation.  The special education director explained being fully prepared with each important piece on information needed can really help a consultation go well and reach a goal.

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The general education and special education teacher feel collaboration is very likely to participate in.  They both feel that co-teaching is unlikely.  Co-teaching is not offered at all schools.  Only some offer two teachers in the classroom.  Both have expressed that they will engage in consultation.
The special education director explained that in order to help teachers reach their full potential in the classroom with students collaborating with others is always a must.  The special education director stated that they would not be working with co-teaching.  This is not their area.

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The general education teacher stated that time is always an issue for collaboration.  Teachers may have different educational philosophies which can get in the way of collaboration.  Also with co-teaching there has to be good management skills.
With consultation the general education thought that it can be overwhelming for an educator that already has a lot on her plate.
The special education also thought similarly about collaboration and co-teaching but also added that when doing this students may be on different levels so they may not be able to learn the same things at the same times.  Some classroom may need more time on a certain topic or have different needs because of some special education learning styles.
The special education director thought the barrier to consultation was time.  All teachers and staff are busy throughout the day and basically a meeting time may be hard to work on.  Teachers and staff need to prepare for this so it can work.

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The participants who participated in my surveys were a general education teacher, a special education teacher, and also a special education director.  All were able to define collaboration, co-teaching, and consultation similarly.  They all felt in some way for collaboration and co-teaching to occur there needs to be cooperation.  The benefits for this good be new ways of educating your classroom also getting things accomplished in the classroom.  It seems they had similar definitions because this is what they were taught it their education classes.

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As a communicator sends a message he or she simultaneously receives information from the message itself and from the person he or she is communicating.  The communicators are interdependent in that they co-construct shared meanings by continuously exchanging messages.  Team meetings, interactions in the staff room or cafeteria, co-teacher planning and debriefing sessions and parent conferences are all examples.  In those and similar dealings you interact with others with whom you have or are building relationships.  You are likely to be working toward a shared goal.

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In this two way process a sender and a receiver alternately receive information.  The sender transmits a message; the receiver decodes it and responds with feedback.  If feedback indicates misunderstanding.  Communication is complete when the receiver's feedback indicates understanding of the message.  In schools Interactional communication occurs when someone describes, explains, directs, or lectures, and others read, listen, understand, and respond.  Leaders deliver information or give direction in staff meetings, lectures, and professional development activities and receive feedback from those involved.