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NOTE: Please click on the link at the bottom to see the entire reference page

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Working with supervisors and administrators. An interview with a principal:

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Working with supervisors and administrators. An interview with a principal:

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Q: What is your biggest challenge in working as supervisor of special programs like special education?
A: I think my biggest challenge is finding time to become familiar with the type, scope, and quality of all the various collaborations that go on in my school between special education teachers, general education teachers, specialists, paraprofessionals, students, and parents. It's a huge network of connections that I want to be able to support.

Q: My course textbook says that strong leadership is vital to developing effective collaboration between staff in the school setting. Do you agree?
A: Yes, I definitely think strong leadership is important if we want to get through the agenda and make good decisions...plus have follow-up. When you have more than two people collaborating (and even then), there's a tendency for some folks to get off topic or just not participate actively. A good leader can pull people in tactfully who are reluctant to speak in a group. Also keep things focused and moving along when the group gets off topic. I don't think the strong leader concept means that it always has to be me or an administrator. Leadership can come from anyone who takes on the facilitator roll, and probably that can even mean informally when only a few are meeting to informally discuss an issue.

Q: Do you ever find yourself frustrated when you have to deal with conflict between staff members who have to collaborate, but don't get along?  How do you deal with that kind of thing?
A: It's always stressful to have to deal with negative feelings and emotions, especially when I am so protective of the positive culture of the school that we've all worked so hard to create and maintain. One thing I do that I think is effective when there is conflict between my staff members or between groups is that I require that they have spoken to the person(s) they are having trouble working with about the problem before they come to me. And I encourage the whole staff to avoid gossiping or backbiting. That always leads to reduced quality of staff morale and doesn't solve any problems.

Q:  What kind of training have your special education teachers had in problem solving and conflict resolution?
A:  Nothing formal. They either get it or they don't. The legal implications of a relationship gone wrong with the parents of a student on an IEP is frightening, and probably what causes the most stress in that field for both teachers and administrators. I attend [special education] meetings all the time, and it's always at the top of my mind watching for any issues that might come up that would be a legal problem for the district.

Q:  What do you think is your number one professional development need at your school. If you had the time and money to provide a quality 1-3 day inservice at your school, what would be the topic?
A:  That's a hard one. I would definitely like to have more of my staff receive training in technical/computer skills as they relate to the RtI Process (including how the levels work, assessments, data collection, and how to upload documentation into Exceed. But, you know, it would be great if we could have more training in how to adapt instructional materials to better meet the learning needs of student who receive special education services so that when students with disabilities are in the classroom, they have a better chance to access the curriculum and experience success. That is one of the biggest challenges for many of our general education teachers. Providing students with differentiated instruction is a challenge, not only skill-wise, but also time-wise for general education teachers. We have instructional coaches who help, but it's too little and not often enough!

Q:  What's the most gratifying thing about the role you play in special education?
A: Definitely when there's a meeting and the parents go away relieved and happy that their child is receiving the best possible services from a great team of educators. And parents do tell us that when they are happy. It's what makes the job worthwhile!

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Developing an understanding of support models:

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Developing an understanding of support models:

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"If you develop an understanding of how collaboration and consultation can be distinguished and how they work together, it will guide you in your own consulting interactions and help you communicate clearly with your colleagues and others" (Friend & Cook, 2007, p. 197).

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Assigned to a job you are not fully trained to do?

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Assigned to a job you are not fully trained to do?

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Collaboration and consultation work in tandem, according to Friend and Cook, 2017. It's important that anyone assigned to any of these roles know how to go about accomplishing the assigned tasks. "...teachers and other specialists sometimes are assigned consultation responsibilities without attention given to the knowledge and skills (i.e. consulting skills) they may need tin order to effectively share their expertise" (Friend & Cook, 2017, p. 197).

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Collaboration and Consultation as dual support models:

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Collaboration and Consultation as dual support models:

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Collaboration, a foundational skill, can be defined as "professionals working together in innovative ways to provide academic and social support to all students" (Dukes, 2007, p. 427).
Consultation (a form of support that uses collaboration) can be defined as a support that "involves two professionals working together, where one professional, generally a classroom teacher requires the expertise of another professional. The classroom teacher then implements the suggested solutions from the expert" (Dukes, 2007), p. 427).

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Consultative collaboration is on a continuum:

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Consultative collaboration is on a continuum:

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"The literature on collaborative work among educators is extensive. Special education services can be facilitated through collaborative work among professionals... Some view collaboration “as part of a continuum, ranging from participants offering temporary direct consulting services to clients or students, at the one end, to participants working cooperatively to effect changes in clients or students at the other end” (Dukes, 2007, p.421).

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Models for Special Education Service Delivery (Bradley, 1994, p. 61-65):

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Models for Special Education Service Delivery (Bradley, 1994, p. 61-65):

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Expert Model

Traditional Expert Model - one-to-one consultation between an expert and a consult to plan instructional strategies

Group Problem Solving Model - multidisciplinary team and expert consultant sit down to brainstorm solutions or strategies

Dual-Teaching Model

Team or Co-teaching Model - consultant expert and consult take equal responsibility for planning and delivery of instruction

Peer Coaching - Consultant does demonstration teaching and observes trans of skills to consult

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Ways to Consult & Support Students with Special Needs in Inclusive Classrooms (Adapted fromDover, 2005, p. 32-34):

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Ways to Consult & Support Students with Special Needs in Inclusive Classrooms (Adapted fromDover, 2005, p. 32-34):

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1. Get copies of schedules for the staff members you will be consulting and collaborating with, including planning times, lunch times, work arrival and departure times, etc. so you will know the times they could be available/accessible.
2. Meet with others to review key student program information, including IEP goals, present levels of performance, accommodations/modifications, etc. Ask questions to clarify.
3. Personalize key student information about student's IEP to the individual teacher's subject level--as it applies to the teacher
4. Listen to the experiences, needs, and concerns of teachers or paraeducators.
5. Find out specifically what is happening instructionally.
6. Strengthen and support classroom teacher and paraeducator partnerships whenever possible by providing clear guidelines regarding how a paraeducator can most effectively be used in the classroom.
7. Review classroom instructional materials, tests, assessment materials, and help the teacher prioritize and adapt instructional goals and materials for students with modifications/accommodations,
8. Make up a business card and give this card to students, teachers, parents so that they have a tangible reminder of who you are, where you can be found, or how you can be contacted.
9. Conduct in-class observations and analyze the classroom environment to better assist the general education teacher adapt materials, instructional methods, and meet student needs/goals.

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Training and team building for consultation/collaboration roles in education is not answered through drive-by inservice events! 

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Training and team building for consultation/collaboration roles in education is not answered through drive-by inservice events! 

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"To effectively educate students with disabilities in general education classrooms, school staffs would benefit from training in collaborative skills. This training should be ongoing, systematic, and meaningful to the education (Bradley, 1994, p. 53).

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What are the competencies required for successful consultative collaborative interactions?

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What are the competencies required for successful consultative collaborative interactions?

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According to Bradley 1994, there are nine major categories:
1. A working knowledge of consultation theory and models and the accompanying research
2. Training and practice in consultation
3. Personal characteristics of the consultant
4. A working knowledge and skill in interactive communication
5. Skills in collaborative problem solving
6. Knowledge of systems change
7. Experience and knowledge in equity issues, values, and beliefs
8 Skills in staff development
9. The ability to evaluate the effectiveness of interventions

Friend and Cook (2017) list competencies that they thought resource teachers need for collaborative consultation:
1. Be able to evaluate interventions for effectiveness
2. Share information about students in a factual and confidential manner
3. Brainstorming to generate solutions to problems
4. Using strategies for resolving conflicts
5. Ability to share responsibility for participation and decision-making in collaboration
6. Share accountability for Outcomes
7. Share resources
8. Consultants must be able to facilitate, be empathetic and collegial

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Identified Areas of Collaborative Expertise

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Identified Areas of Collaborative Expertise

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"To improve the special education teachers' role as effective collaborators, they must be provided with opportunities to acquire the skills needed to function successfully in the collaborative and/or consultant role" (Bradley, p. 52). This includes interaction with administrators, general education teachers, specialists, students, and parents.

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The Training Needs of Special Education:

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The Training Needs of Special Education:

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"Because most special education teachers and service providers do not have a strong background in collaborative skills such as consultation, there is a need for training and skills acquisition opportunities for special educators in order for these teachers to service in a collaborative capacity" (Bradley, p. 52)

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"You can discover more about a person in an hour of play than a year of conversation."  - Plato

Learn More with Laughter:  It's my belief that the ability to use humor is the highest art of teaching. People are more open and more inspired when they are feeling light and joyful.

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Some "Rock Solid Benefits of Team Building"

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Some "Rock Solid Benefits of Team Building"

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* Getting to know each other better assists in cooperative collaboration
* Bonding improves school morale and encourages loyalty, patience, and buy-in
* Encourages tolerance and understanding
* Creates a sense of belonging, trust, and connectivity
* Improves communication in the group
* Team development - building a community with a common purpose
* Creates an understanding and awareness of individual differences
* Breaks down barriers
* Builds self-esteem
* Creativity - doing things "outside the box"
* Higher levels of job satisfaction and commitment
* Helps reduce job stress and personality conflicts through understanding of
people's strengths and weaknesses
* Administrators, teachers, specialists, and consultants must work as a team to
collaborate effectively to give all students access to high quality instruction.

Adapted from: Fulford, G. (n.d.). Quick guide to teacher team building. Retrieved from http://www.teachhub.com/quick-guide-teacher-team-building

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Question:  Why do we need teams?  Answer:  Because what one person does in isolation affects everyone in the environment.  

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Question:  Why do we need teams?  Answer:  Because what one person does in isolation affects everyone in the environment.  

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"Team building is probably the best way to build collaborative, high performing teams that will also increase faculty morale and student performance" (Fulford, Quick Guide to Teacher Team Building).

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What does it take to be a good team member?

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What does it take to be a good team member?

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According to Friend and Cook (2017), collaboration requires strong team work and strong leadership. Teams also require trust, the right disposition, knowledge, and skills in order to collaborate effectively (p.3)

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Idaho State Department of Education - Special Education manual on collaboration:

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Idaho State Department of Education - Special Education manual on collaboration:

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Written into the SDE Special Education manual is an entire system of problem solving, conflict resolution, and procedural safeguards that help families of students with disabilities, school districts, and school staff work together. The Individual Education Plan (IEP) is at the core of special education services that benefit students with disabilities. The IEP serves as a contract and guideline for IDEA required consultation/collaboration between the school, the family, the student, administrators, school staff, special and general education teachers, and school specialists.

What does the Idaho State Special Education Manual 2016 have to say about collaboration and IEP development?

Section 6. Individualized Education Program (IEP)

The IEP is a document that outlines how a particular student with a disability will receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). It is a working document that can be amended as the student’s needs change. The IEP is created collaboratively by IEP team members, including parents, the student, if appropriate, the student’s teachers and other district personnel.  (From Chapter 1, Procedural Safeguards,  Page 5)

Source:  Idaho State Department of Education. (2016). Special education manual.

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What does the Idaho State Department of Education say about consultation and collaboration in schools?

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What does the Idaho State Department of Education say about consultation and collaboration in schools?

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Idaho State Department of Education Strategic Planning: 2015-2021

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Idaho State Department of Education Strategic Planning: 2015-2021

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The summary lists 16 priorities from the 2012 Governor's Task Force on Education. One of the 16 priorities concerns the importance of fostering collaboration in Idaho schools.
" Encouraging the development of district-wide collaboration systems"

Strategic Planning Goal Number 17:

17. Site-based collaboration among teachers and instructional leaders

Time to collaborate is critical to effective teaching and implementation of higher standards and technology. We strongly encourage districts to restructure the traditional school day schedule to allow for job-embedded collaboration time. We support the creation of professional learning communities that increase educator effectiveness and results for all students. We recommend providing training models to districts for their use in training the members of the professional learning communities, and encourage models that focus on team outcomes and collective responsibility.

Source:  Idaho State Department of Education. (2015). Strategic plan summary 2015-2021.