Working Together Supporting and Enhancing Collaboration between Teachers and Educational Assistants Shelley Moore EA/Teacher Partnership Committee Working Together Shelley Working together. Shelley Moore, 2012

Who we are and Why we’re here Who we are and Why we’re here? Our Goals: - To examine and make explicit the structures, beliefs and practices that support Teacher and Educational Assistant collaboration - To strategically support inclusive classrooms of varying content and varying abilities - To consider how to build the collaborative relationship between teachers and EA’s by reflecting on: - what works and what doesn’t in terms of working relationships - how we use our working relationship to advocate and meet the needs of all students a classroom - In consideration of recent cut backs, how can we streamline the process of communication and collaboration into a systematic, effective and efficient process for everyone Shelley Working together. Shelley Moore, 2012

How Can We build… - communication, to support and advocate for the success for students with diverse needs? - relationships, by developing and maintaining positive, respectful, and supportive working relationships? - shared expectations, so we can maintain standards of professional and ethical conduct? Shelley Working together. Shelley Moore, 2012

RELATIONSHIPS (building and sustaining) Working together. Shelley Moore, 2012

Questions ????? How can initial and ongoing conversations with colleagues affect and improve our experience in classrooms? What questions could we ask to encourage and facilitate this process? How does our demeanor and language affect these transactions? How can we address the roles and responsibilities of the Teacher - EA relationship while maintaining and honoring this process? Shelley Working together. Shelley Moore, 2012

(Occupational) Speed Dating 1’s make a circle in the middle 2’s make a circle around the 1’s 2 2 1 Sharon 1 Working together. Shelley Moore, 2012

Round 1: Get to know as much about this person as humanly possible YOU have 1 minute to… Round 1: Get to know as much about this person as humanly possible Sharon Working together. Shelley Moore, 2012

Questions we asked to get to know you. - Best part of being married Questions we asked to get to know you? - Best part of being married? - Where were you born? - What do you do in your spare time? - Do you speak any languages? - Do you have children? -Where did you graduate? - How old are you? - Where do you work? - How long have you been doing this for? Shelley Working together. Shelley Moore, 2012

What questions did you ask? Why is it important to ask these questions? Sharon How asking these questions help us in a classroom? Working together. Shelley Moore, 2012

SWITCH 1’s go right 2’s go left 2 2 1 1 Bryce Working together. Shelley Moore, 2012

YOU have 30 seconds to… Round 2: What are the top 3 things you need in order to do your BEST work? Bryce Working together. Shelley Moore, 2012

Why is it important to ask this question? How asking this question help us in a classroom? Bryce- Shelley record Working together. Shelley Moore, 2012

What things came up? - respect (equal partner), humour, positive working relationship in the classroom (kids, EA, teacher), time to connect with the student/ teacher, feedback, reflection (what is working, what isn’t), what are the goals (IEP), How to relate/ connect to students, what motivates them, what makes this relevant, appreciation, a plan, expectations, likes/ dislikes, understand the how and why behind what is happening, inclusion philosophy, trust, initiative, perspective, the big picture, learning outcomes fitting into big outcomes, academic profiles, resources available, what kind of learners are they, student profiles, Bryce- Shelley record Working together. Shelley Moore, 2012

SWITCH 1’s go right 2’s go left 2 2 1 1 Sharon Working together. Shelley Moore, 2012

YOU have 30 seconds to… Round 3: What are your top 3 triggers or things that push your buttons at work? Sharon Working together. Shelley Moore, 2012

What things came up? - lack of respect, AGISM, not being utilized to my potential, put downs, belittle, violence, working in this system of education, politics, not working cooperatively, working on the fly, not having a plan, not enough time to do my best, Sharon- Shelley record Working together. Shelley Moore, 2012

Why is it important to ask this question? How asking this question help us in a classroom? Sharon- Shelley record Working together. Shelley Moore, 2012

WHAT ELSE???? Shellley Working together. Shelley Moore, 2012

(classroom, office, etc.) In your table groups brain storm some questions you could ask someone whom you are… getting to know working with Keep track of new questions that come up through the day, and we will add them later. sharing space (classroom, office, etc.) sharing students Sharon/ Bryce Working together. Shelley Moore, 2012

break Working together. Shelley Moore, 2012

SHARED EXPECTATIONS Working together. Shelley Moore, 2012

Roles & Responsibilities http://www. cupe. bc Working together. Shelley Moore, 2012

Bryce Working together. Shelley Moore, 2012

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In groups Working together. Shelley Moore, 2012

Share/ discuss/ questions/ concerns Shelley Working together. Shelley Moore, 2012

sharing space… (classroom, office, etc.) ANY MORE QUESTIONS?????? getting to know… working with… Keep track of new questions that come up through the day, and we will add them later. sharing space… (classroom, office, etc.) sharing students... Sharon Working together. Shelley Moore, 2012

Break Working together. Shelley Moore, 2012

Putting It All Together Working together. Shelley Moore, 2012

Groups- dissecting scenarios Working together. Shelley Moore, 2012

Using the Roles & Responsibilities (Scenarios) Shelley Working together. Shelley Moore, 2012

Working together. Shelley Moore, 2012

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Working together. Shelley Moore, 2012

Groups- dissecting scenarios Working together. Shelley Moore, 2012

Sharing Scenarios Working together. Shelley Moore, 2012

break Working together. Shelley Moore, 2012

In school teams- Using the questions we have developed, build your questionnaire and make a communication plan. - what will you ask your colleagues in the first week of school? Working together. Shelley Moore, 2012

Some questionnaire examples Sample discussion points and questionnaire for initial collaborative meeting with colleagues Getting to know: Tell me about yourself. How long have you been teaching/being an EA, what schools have you taught at? What is your best / worst experience with inclusion? What are your strengths? What do you struggle with? Working together. Shelley Moore, 2012

What does supporting the classroom and individual learners look like? Sharing students: What is the profile of class? Who are the students and what are their needs? What does supporting the classroom and individual learners look like? What information do we have about the students with specific special needs? (IEP’s / student profiles) How can examples of student work (modified or adapted) help us plan for this group? What is your philosophy on seating arrangements? Is there a seating plan?  Are students grouped by ability? Are students with special needs separated from the group? How does support look different for adapted and modified students? What is your philosophy on behaviour management? What role do each of you take in behaviour control and management? What is your philosophy on student lateness?  Can we develop a back up plan or some strategies to consider situations that are unavoidable for some students? (e.g. school bus is late, toileting or feeding schedules, student appointments etc.) How can we discuss collaborating for assessment, evaluation and communication for report cards? What other supports and services do the students have throughout the school? (other teachers and blocks / Resource or Learning strategies support/  assignment completion) How will we communicate information to parents?  (Use of agenda, communication book, telephone, email etc.) Working together. Shelley Moore, 2012

What types of activities push your buttons when you are teaching? Working with: What types of activities are the most motivating for you when you are teaching? What types of activities push your buttons when you are teaching? What time is best to talk to you about future assignments and learning sequences as well as their next steps. How can we collaborate in planning and producing materials for students who are modified?  When can we plan a time for us to work together, so we can maintain the planning and implementing throughout  the course? What does confidential mean to you and what types of things do we keep confidential in this classroom? What are your policies around on class or school based “rules” ( i.e. cell phones / iPod use, Internet etc.) What are you expectations around communication if there is EA reassignment or absenteeism? What is your philosophy around EA / teacher lateness? What are some strategies or a back up plan that we could implement if it is unavoidable? Working together. Shelley Moore, 2012

Where do each of you prefer to work within the classroom? Why? Sharing space: Where do each of you prefer to work within the classroom?  Why?   Where can be a common and safe area to leave supplies? How will pullout (if any) and small groupings be arranged within the time frame of the class period? With whom will the pullout occur? Where will they take place within the room? Is there and/or how can we access technology/ computers? What does EA support look like during lecture / work time / pull out time? How do each of you feel about accessing personal materials? (tests, lesson plans, notes, assignment criteria etc.) Working together. Shelley Moore, 2012

The How. Why is it important to consider HOW we talk to people The How???? Why is it important to consider HOW we talk to people? - time - questions - quiet spot - changing our language Sharon Working together. Shelley Moore, 2012

Appreciation Bryce Working together. Shelley Moore, 2012

Next Steps -What is one thing you see yourself implementing into your practice: - tomorrow? - in September? - throughout next year? Working together. Shelley Moore, 2012

Questions ????? How can initial and ongoing conversations with colleagues affect and improve our experience in classrooms? What questions could we ask to encourage and facilitate this process? How does our demeanor and language affect these transactions? How can we address the roles and responsibilities of the Teacher - EA relationship while maintaining and honoring this process? Working together. Shelley Moore, 2012

smoore@sd38. bc. ca shelley moore shovbrender@sd38. bc smoore@sd38.bc.ca shelley moore shovbrender@sd38.bc.ca sharon hovbrender bmiller@sd38.bc.ca bryce miller Working together. Shelley Moore, 2012