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Trusting your community - After interviewing a school guidance counselor it was clear that her focus for collaboration, co-teaching, and consultation was trusting her community. Throughout her interview she talked about how she mostly has consultations. Consultations are defined as formal discussion. These consultations happen for her with other educators, parents, administrators, and students. However she feels it all has to start with trusting each other. Especially when she is working with educators, she has to be able to trust that they have the same goal, same focus, and willingness to work hard to achieve that goal. When she is working with educators either in the classroom or in the school, she needs to be able to trust that they will share in the responsibilities and communicate appropriately. The guidance counselor also believed that before collaboration and co-teaching can happen, a consultation needs to happen to build the working relationship. She believes that building a solid relationship relies on good communication skills and trust. When she has that trust with educators they can collaborate effectively.

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Working towards a common goal - When interviewing a general education teacher about collaborating, co-teaching, and consultation, the teacher focused his answers on the main definition of collaboration. He believed the pattern was very specific. In order for collaboration to work there needs to be one common goal in mind. It is the key factor in defining collaboration. Educators need to develop a specific, important goal when collaborating. According to the general education teacher when communicating with other educators this is the crucial pattern. If the goal is not shared or not well communicated, collaborating will not work. This would be a barrier to collaboration, co-teaching and consultation. When the goal is shared this teacher feels very prepared to communicate with other educators. When the goal is shared everything else seems to fall into place. Educators do not have to agree on everything aspect while collaborating, but the main goal must be stated and well communicated. Collaborating opens up a great door to establish great education programs for students when there is a common goal.

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Special Education Teacher - in a Collaborative Program

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Special Education Teacher - in a Collaborative Program

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Shared responsibility - After interviewing a special education teacher in a collaborative program she made it clear that in order for co-teaching to be effective, the educators have to share in the responsibility. She defined co-teaching as two educators working, teaching, and guiding students equally in the same classroom. Sharing in responsibilities means equally taking on the workloads for lesson planning, grading, teaching, and planning new, creative activities. In a collaborative, co-taught classroom it is not just one teacher teaching and the other assisting. Both teachers instruct and guide their students through the lesson. This special education teacher made it a point to say that she teaches all the students in the room, not just the students who require special education. The educators in the classroom have to communicate effectively and spend a good amount of time planning for their lessons. When they work together and share the work load, their lessons are more creative, inspiring, and effective for their classes. When this special education teacher has a good working relationship with her co-teacher, they get a lot accomplished in the classroom and the students benefit from having both educators in the room.