100 word response 1 reference
Theresa,
I enjoyed the Reading for this week’s lesson. Collaboration in education usually automatically includes the teachers and administrators. This week’s reading pinpoints how important it is to include families and the general teacher of the student as well as the Sped teacher when conducting meetings. For example, a meeting takes place, Mike who is considered a SPED student who also has a 504 plan. Mike struggles with Math and Reading. Although Mike is in the 7th grade, he reads on a 3rd-grade reading level. Mike also struggles to display positive behavior in the class. He often uses foul language towards his peers. He’s constantly out of his seat. He’s a problem 90% of the time.
The General teacher and Sped teacher from the clinical team held a meeting on behalf of Mike to figure out how they could assist him further. During the meeting, the special education teacher took up about 30 minutes to talk about the behaviors and how they plan to support Mike. The special education teacher read what had been reported by Mike’s teacher aloud to his mother. The Sped department is also using clinical data to determine the next, best, step for Mike. The general teacher was able to speak for about 5 minutes about Mike’s positive qualities and how she plans to support Mike further. Mike’s mother now has the opportunity to speak after receiving an ear full of negative information about Mike. Mike’s mother stated that she just wants what’s best for her child. The sped teacher then moves forward with Mike’s plan with little first-hand information from the general teacher and absolutely no input from Mike’s mother, who most likely knows him best. Mike, who probably would have benefited from the meeting, also did not have any input. It seems as if the SPED teacher was headstrong and did not collaborate well with the general teacher or the Mikes family.There will most likely be minimal results in Mike’s behavior.
Effective and purposeful collaboration should enlist support from district and school leaders, who can foster a collective commitment to collaboration, provide professional learning experiences to increase team members’ collaborative skills, and create schedules that support different forms of ongoing collaboration (e.g., individualized education program [IEP] teams, co-teachers, teachers–families, teachers–paraprofessionals) Zigler (2017).
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