Fundamentals of Collaboration, Consultation, and Teaming

“Mt. Everest is so huge it takes a whole group to climb it.”

Consultation Collaboration Teamwork

Why has this come about? Change in students served in general education classrooms. Legal basis for change in service delivery Limitations of traditional approaches Marginal professional and parent interactions Limited understanding of the change process P.L. 94-142 Free and Appropriate Public Education (FAPE) continuum of service delivery options; IEP must be developed by a multidisciplinary team including parents, therapists, gen ed teachers (when applicable), SETs, and a public service agency; Least restrictive environment Due Process procedures assure parents’ rights IDEA 1997 and 2004 Collaboration remains at the Core of IDEA 2004. The ability of adults to work together effectively may become the determining factor in what constitutes an effective school (Cramer, 2006). Related Services mandate

What is Collaboration? Collaboration occurs when all members of a schools’ staff are working together and supporting each other to provide the highest quality of curriculum and instruction for the diverse students they serve. Interpersonal collaboration is a style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal. Friend & Cook, 2007

Shared Responsibility Shared Resources and Accountability Mutual Goals Parity Voluntary Shared Responsibility Shared Resources and Accountability Mutual Goals Collaboration STUDENTS ARE NOT ‘NOT MINE’ and STUDENTS ARE NOT ‘MINE’ Defining Characteristics for Collaboration Collaboration is voluntary Collaboration requires parity among participants- equality Collaboration is based on mutual goals Collaboration depends on shared responsibility for participation and decision-making Individuals who collaborate share resources Individuals who collaborate share accountability for outcomes Individuals who collaborate value this interpersonal style Professionals who collaborate trust one another A sense of community evolves from collaboration

More than Cooperation Cooperation Coordination Collaboration Loose connections, low trust Medium connections, work-based trust Dense interdependent connections, high trust Tacit information sharing Structured communication flows Frequent communication Independent goals Joint policies, programs and aligned resources Semi-independent goals Pooled, collective resources Shared goals Power remains with organizations Power remains with parent organizations Power is shared between organizations Commitment and accountability to own organization Commitment and accountability to parent organization and project Commitment and accountability to network first and community and parent organization Relational timeframe short Relational timeframe, medium Relational timeframe-long term Low risk/low reward High risk/high reward

What is Consultation? Individuals with specific expertise provide their input and recommendations to those who are implementing services. A expert in a particular area who listens and learns provides information to those who need “specialty” information in order to provide better services. specific “content” information

Teaming in Special Education Multidisciplinary Interdisciplinary Transdisciplinary Multidisciplinary- All required team members are working for the student, but separately. Interdisciplinary- All team members make decisions together (shared decision making), but services are still carried out individually. Transdisciplinary- Shared decision making and shared responsibility. Decisions are made together and everyone takes responsibility for helping each other carry out goals and objectives of the highest priority across disciplines.

Problems that can interfere with the collaborative process School structure Lack of knowledge about students’ needs and other related factors Lack of skills or resources in dealing with the needs and problems Lack of confidence and self-esteem due to fatigue, illness, inexperience Lack of objectivity in assessing and handling the situation Structure: “the special ed wing”- In many older buildings, special education was an after-thought. Often in a separate wing or area of the school. Secondary settings (serving grades 7-12)- Special educators have difficulty attending meetings with other middle school or hs teams because many SETs teach all grade levels.

Additional problem areas for Special Educators Being regarded as an aide Territoriality of school personnel Unrealistic expectations Not enough information or appropriate materials to share Being perceived as a “show-off” Running into “veils of professional politeness” Difficulty managing time and resources Lack of training Excessive caseload Too many hats to wear Reluctance of colleagues toward change of any kind.

Principles of Collaboration Create a climate of heightened professionalism between colleagues and team members with an “indirect impact on student outcomes” (Idol & West, 1991) Provide a vehicle to facilitate independent problem solving among participants. To produce solutions that are different from those that individual team members would not prduce individually (Idol, West, & Lloys, 1988) “Vested interests are sublimated to the broader purposes of the …strategic agenda” (Lasley, Matczynski, & Williams, 1992, p. 257) Indirect Result- improve student outcomes Goal of collaboration is not to create a team that works on joint projects indefinitely. Collaboration should however promote efficient and effective resolution of problems (Cramer, 2006). Our class, our students!

Framework for Learning about Collaboration Personal commitment to collaboration as a tool for carrying out job responsibilities Communication skills: the basic building blocks of collaborative interactions Interaction process: understanding the steps that take an interaction from beginning to end Programs or services that require these interactions to occur in order to deliver student services Context: the overall environment in which collaboration occurs

Systemic change process for a collaborative community Crisis awareness Rethinking assumptions Reexamine roles Collaboration and unification Problem-solving Formalizing relationship Assessing results institutionalization Systemic change process for a collaborative community

Never underestimate that a small group of thoughtful, committed people can change the world, indeed it’s the only thing that ever has. --Margaret Mead What does this mean to you?