Transcript Interactions: Collaboration Skills for School Professionals

Judy Hannigan
Governors State University
[email protected]


This presentation will introduce strategies
and skills to be effective collaborators in the
school setting.
This will include but is not limited to nonverbal strategies, effective listening and
speaking skills as well as suggestions for
improving co-teaching and collaboration
within the elementary and high school
settings.






Is an integral part of today’s schools.
Means more than working together.
Occurs both formally and informally.
Is the common thread in many current initiatives
for school reform
Is not a synonym for other terms such as teaming,
consultation, inclusion, or co-teaching.
Cannot exist in isolation.
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
3





Is a style of direct interaction
Between at least two co-equal parties
That are voluntarily engaged
In shared decision making
Working toward a common goal.
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
4







Voluntary nature
Parity among participants
Mutual goals
Shared responsibility for participation
Shared responsibility for decision making
Shared resources
Shared accountability for outcomes
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
5
The most productive collaborative relationships are
characterized by mutual trust, respect and open
communication. Central to these relationships are
the following beliefs:
1. All participants must have equal status.
2. All educators can learn better ways to teach
students.
3. Educators should be involved continuously in
creating and delivering instructional innovations.
4. Education improves when educators work
together rather than in isolation.
(Knackendoffel, 2005)










IEP teams
Least-restrictive environment, Co-teaching
Highly qualified teacher requirements
Assessment
Transition
Discipline and behavior support
Paraprofessionals
Mediation and dispute resolution
Parent communication
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
7

When meeting the needs for RTI
implementation, teachers need to collaborate
with their colleagues to make sure that:
◦ Lessons are researched based
◦ Lessons address the wide variety of needs in the
general education classroom
◦ Lessons ensure access to the general education
curriculum for diverse learners
◦ Ongoing data collection and progress monitoring is
occurring
◦ Students in tier II and III are able to receive specialized
and more individualized instruction in small groups.
(Murawski and Hughes, 2009)
School structure
oFosters professional isolation
Power in the relationship
oRequires interactions based on parity
Pragmatic Issues
oRequires resource sharing
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
9
Personal commitment
◦ Your beliefs about working with, and the value of learning from,
others
Communication skills
◦ The building blocks of collaborative interactions
Interaction processes
◦ The most common interaction process is problem solving.
Programs or services
◦ Teams, consultation, and co-teaching are interactive processes
used to design and deliver student services.
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
10
A
complex, transactional process through which
people create shared meanings through continuously
and simultaneously exchanging messages.
 Interpersonal communication is transactional
 Communication occurs through multiple channels
 People create meanings in communication
 Environment and noise in communication
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
11
Interpersonal Communication Is Unavoidable
o “One cannot not communicate”
Interpersonal Communication Is Irreversible
o Everyone knows that they do not reverse the message
Interpersonal Communication Has Both Content and
Relational Dimensions
o The content level involves the explicit information being
discussed, and the relational level expresses how the people
involved feel about each other
Interpersonal Communication Effectiveness Is
Learned
o Communication competence, is largely a set of skills that can
be learned and continually refined
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
12
Perspective
The personal lens through which you filter
information.
Perception
The process of selecting, organizing, interpreting,
and negotiating meaning from all of the information
available in a given situation.
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
13

Attending and Selecting

Organizing

Interpreting

Negotiating
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
14

Understand your personal views

Analyze your personal state

Avoid early conclusions

Seek clarification

Watch for confirmation or disconfirmation biases
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
15
Defined as effective and appropriate communication
that achieves its intended outcomes in ways that
maintain or enhance the relationship in which it
occurs.
Four factors central to the development of
communication competence
• Develop a Skills Repertoire
• Choose and Adapt Behavior
• Watch Yourself!
• Communicate Ethically with Others as Unique
Individuals
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
16
 Become
a Student of Communication
 Nurture and Communicate Openness
 Keep Communication Meaningful
 Use Silence Effectively
 Adapt Your Communication to Match the
Task and the Relationship
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
17
oThe
ability to skillfully use and understand others’
use of nonverbal behaviors is essential.
oNonverbal messages are the central mechanism for
communicating emotion and attitudes.
oNonverbal messages are generally more credible
than verbal ones.
oMeaning is created by a combination of verbal and
nonverbal messages.
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
18
Body Language
The category of body language includes body
movement, posture, facial expression, and
gestures.
Vocal Cues
Paralanguage includes voice tone, pitch, volume,
speech rhythm, and pacing or tempo, as well as the
use and timing of silence.
Spatial Relations
Spatial relations refers to the physical distance you
keep between yourself and another in an
interaction.
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
19
Listening involves the process of selecting, attending
to, understanding, recalling, and responding to verbal
and nonverbal messages.
Listening is the foundation for all interactions, and
helps establish rapport and build relationships.
Listening helps obtain sufficient and accurate
information necessary for participating in a
collaborative activity.
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
20
 Faulty
Assumptions
 Insufficient Time for Communication
 Daydreaming
 Rehearsing a Response
 Filtering Messages
 Being Distracted by “Noise”
 Lack of Training
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
21
 Establish
Listening Goals
 Eliminate Distractions
 Talk Less
 Avoid Prejudgments
 Avoid Interruptions
 Focus on the Content of the Spoken
Message
 Focus on the Context of the Message
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
22
Prompting
A category of responding that involves nonverbal
and very limited verbal communication is
prompting.
Paraphrasing
In paraphrasing, you restate in your own words what
you think another person has said.
Reflecting
Reflection is similar to paraphrasing but more
complex and involves inference.
Questioning
Questions can be useful in gathering information
that will sharpen your understanding of a situation
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
23
 Descriptive
Rather Than Evaluative or
Advisory Feedback
 Specific Rather Than General Feedback
 Feedback Directed Toward Changeable
Behaviors and Situations
 Concise Feedback
 Feedback Checked to Ensure Clear
Communication
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
24
 Solicited
 Direct
Rather Than Imposed Feedback
Rather Than Indirect Feedback
 Culturally
Sensitive Feedback
 Well-Timed
Feedback
Interaction: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 9780132787383, © 2013, 2010, 2007
Pearson Education, Inc. All rights
reserved.
25
Ask a question without directing it to a particular
person.
Pause and wait for one of the participants to develop
and offer an answer.
If no one responds after the pause, look for cues that
someone may want to be involved and direct the
question to him or her.
Construct questions that incorporate the characteristics
most likely to elicit the desired response while being
Interactions: Collaboration Skills
viewed as inviting participation.
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 97801327873783 © 2013, 2010,
2007 Pearson Education, Inc. All
rights reserved.
26
A brief description of the behavior that is
unacceptable
The concrete effects or outcomes of that
behavior on you personally
Your true feelings about the behavior
A description of the behavior that is
preferred
Example:
◦ I am disappointed that I was not notified that the
program is not working because I feel jointly
responsible for its success. In the future I need to
be included in decisions that effect both of us.
◦ (Instead of saying…You should have told me you
didn’t like the program. You make me upset. )
Use the following format:
I feel ________when (describe behavior)
..because (how it affects you). What I need
is _____________
Try this:
Ms. Brown gave one of your resource
students (Tom)a reading homework
assignment after you had both agreed that
you would be responsible for all reading
assignments for Tom.
Completely ineffective
May alienate the other person
May be judgmental condescending
Examples:
◦ You do not understand….
◦ Surely you do not expect your students to…
◦ You need to design a new program if you expect
me to help you
Reflection and introspection helps understand
how personal frame of reference may
influence interaction with others.
Elements to self-examine include
oMotivation
oOpinion
oPersonal perspective
oFrame of Reference
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 97801327873783 © 2013, 2010,
2007 Pearson Education, Inc. All
rights reserved.
31
Statements are the most commonly used
verbal means for providing information to
others.
Descriptive Statements
oDescribing Overt Information
oDescribing Covert Information
Guiding Statements
oExplanations
oAdvice
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 97801327873783 © 2013, 2010,
2007 Pearson Education, Inc. All
rights reserved.
32






Passive
Overly Expressive
Overly Talkative
Pseudo
Preoccupied
Distracted
Interactions: Collaboration Skills
for School Professionals, 7th
edition, Friend & Cook, ISBN
0132787385; ISBN 97801327873783 © 2013, 2010,
2007 Pearson Education, Inc. All
rights reserved.
33
Service Delivery Option
 Two highly qualified educators presiding over a
classroom – a teacher and related educational
professional
 Shared purpose for instruction
 Both teachers are engaged in teaching
 Share a group of students
 Single classroom – no pull out services
 Joint accountability
 Participation may vary, but related educational
professional must be responsible for some large group
instruction or credibility is lost.

Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.






Not synonymous
Co-teaching requires some level of
collaboration
Co-teaching can exist with limited
collaboration
“Co-teaching is like a professional marriage”
May not be for everyone
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 ©
2013, 2010, 2007 Pearson Education, Inc. All rights reserved.
• Listed as the single most
important element in
successful co-teaching
•
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.
Shared goal
◦
Both teachers should have similar education philosophies
◦
Both must learn what to embrace in each other and what to let go
Knowledge and Skills
◦
Personal needs must be discussed
◦
Both teachers must have similar knowledge and skills in relating
to students
◦
Both teachers must have professional knowledge and skills
Collaboration
◦
Parity, clear communication, respect, trust, and commitment to
building and maintaining the professional relationship
◦
Shared roles and responsibilities
Classroom Dynamics
◦
Clear roles and responsibilities
◦
Specific approaches
◦
Instructional flow while meeting individual needs
◦
Efforts are monitored





Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.
1.
2.
One Teaching, One Observing
◦ Both teachers are present in the classroom
◦ General education teacher is responsible for instruction
◦ Other educator circulates and provides assistance and
support to individual students or small groups
Station Teaching
◦ Active involvement from both educators
◦ Instruction content is divided and each professional is
responsible for planning and teaching
◦ Students will move from one station to another
◦ Active learning and exposure to more information and
teaching styles
◦
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.
3.
4.
Parallel Teaching
◦
◦
◦
◦
Lower the teacher-student ratio
Teachers jointly plan the instruction
Class is divided into two heterogeneous halves
Teacher delivers essentially the same instruction to one
half of the class
Alternative Teaching
◦
◦
◦
◦
Highly intensive instruction within the general education
classroom
Pre-teaching, re-teaching, supplementary, and enriching
can occur
Beneficial for students with learning needs and attention
problems, as well as those who need repetition and
reassurance about their skills and knowledge
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 97801327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.
Teaming
o Both teachers are responsible for planning and sharing
instruction for all students
o Structure can occur in large group, monitoring independent
work, or in facilitating groups of students working on a shared
project
o Instruction is interchangeable
6. One Teaching, One Assisting
o One teacher is teaching while the other supports
o One teacher has the primary responsibility of managing the
classroom and leading instruction
o Other teacher walks around the room to assist students who
have questions or need redirection
5.
o
•
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 © 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.

Topics to discuss before school starts:
◦ Personal philosophies, beliefs
◦ Student behavior (how this will be
handled/rewarded)
◦ Environment (how to set up the classroom, rules,
etc.)
◦ Assessment (formal and informal)
◦ Homework policies (late work, how often, etc.)
◦ Teacher responsibilities (grading, teaching,
attendance, etc.)

Beginning Stage



Compromising Stage



Guarded, careful communication
Uncomfortable, possible exclusion
Increased communication
Give and take
Collaborative Stage




High comfort level
Mutual admiration
Various timetables
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783
© 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.


Can lead to stress for some
Characteristics of the co-teacher



Flexible
Committed
Good interpersonal communication skills




Problem-solving
Decision-making
Be familiar with the curriculum
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783
© 2013, 2010, 2007 Pearson Education, Inc. All rights reserved.






Co-teachers must be flexible
Commitment to co-teaching is essential
Co-teachers must be able to discuss with the
other person their concerns
Co-teachers must be willing to share
materials, methods, and all responsibilities
Co-teachers must plan together
Interactions: Collaboration Skills for School Professionals, 7th edition, Friend & Cook, ISBN 0132787385; ISBN 978-01327873783 ©
2013, 2010, 2007 Pearson Education, Inc. All rights reserved.




Make the special ed
teacher feel welcome
Avoid the
paraprofessional
trap
When disagreements
occur, talk them out
Go slowly



Friend, M.& Cook, L. (2013). Interactions:
Collaboration Skills for School Professionals
(7th ed.) Boston: Pearson.
Knackendoffel, E. (2005). Collaborative
Teaming in the Secondary School. Focus on
Exceptional Children, 37(5), 1-16.
Murawski, W.W. & Hughes, C.E. (2009).
Response to Intervention, Collaboration, and
Co-Teaching: A Logical Combination for
Successful Systemic Change. Preventing
School Failure, 53(4), 266-277.