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For these three professionals, consultation isn't their natural expertise, but they rely on communication skills.

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Ryane works with other teachers to help them identify issues worth consultation.

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Tylisha has more experience with consultation than other academic ventures; thus, Tylisha is relied upon to coordinate specialists and teachers and ensure that consultation is effectively managed.

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Kimberly feels that she was least prepared for consultation in her academic experiences. She relies on program coordinators to help with consultation work.

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For these professionals, co-teaching means respecting each other's authority and sharing ownership.

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In her Special Education classroom, Ryane relies on co-teaching insofar as general teachers help her understand where her students need additional support and vice versa. Ryane spends part of her day in integrated classrooms, where she must respect the primary teacher's environment while helping her student gain from the learning experience.

What co-teaching looks like for Ryane is letting a primary teacher know that her student is losing focus and could use a change of pace in a lesson. Ryane's goal would be to communicate this respectfully in the interest of her student.

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Tylisha feels that co-teaching does not necessarily work for her school because most teachers would prefer direct ownership of their routines, pedagogies, and students' progress.

The only way that co-teaching is introduced is through grade-level meetings, which happen once every 2 weeks in a common area.

What co-teaching looks like for Tylisha would be grade-level instructors sharing common spaces, like media rooms and playgrounds, to guide instruction and learning activities together.

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Kimberly's program is designed to facilitate co-teaching, since she can only be responsible for half of her class at a time by law. She is then appointed a teaching partner to account for the other half of her class list.

What co-teaching feels like for Kim is for the work load to be less strenuous and for collaboration to still be a major factor. Kimberly would prefer her teaching partner focus on math, which is her strength, while Kimberly focuses on literacy, which she excels in.

What co-teaching looks like in Kimberly's classroom is for students to have access to two teachers' attention and affections, and to get the figurative 'best of both worlds' by playing on each other's strengths.

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For these three professionals, collaboration feels comforting, productive, and inspiring.

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Collaboration: A Special Education Teacher's View

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Collaboration: A Special Education Teacher's View

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Ryane teaches Special Education from Kindergarten through 5th grade at a suburban elementary school. For Ryane, collaboration means that professionals advise each other on observations and experiences. Teachers know what her students' days look like on average; Ryane has a better handle on the student's progress on individualized goals.

What collaboration feels like for Ryane is to meet with teachers over lunch or in the teacher's lounge and expect open dialogue and support. She also finds that e-mail works for collaboration.

What collaboration looks like in Ryane's school is when the teacher applies some of Ryane's strategies in the inclusive classroom when her students are not with her personally.

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Tylisha is an assistant director for a school in the suburbs of Philadelphia. For Tylisha, collaboration means that teachers, parents, colleagues, leaders, and students work together to ensure that students are experiencing school in healthy and meaningful ways.

What collaboration feels like for Tylisha is to receive a parent call about a concern and for teachers, staff, and counselors to work together to address the issue with purpose.

What collaboration looks like in Tylisha's school is when IEP meetings are conducted successfully, when all parties are prepared to succeed, and when all team members rely on one another.

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Collaboration: A Pre-Kindergarten Teacher's View

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Collaboration: A Pre-Kindergarten Teacher's View

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Kimberly teaches at a for-profit early learning center in Philadelphia. For her, collaboration means sharing strengths to neutralize team weaknesses.

What collaboration feels like for Kimberly is to call on other teachers for elements of teaching for which she feels uncertain.

What collaboration looks like in Kimberly's Center is a teacher helping another with an art project when one teacher is more creative. Some teachers help others devise counsel-based disciplinary plans for troubled students.