Collaboration in the Classroom

Group Work Those with previous experience as Paraprofessional What do you want lead teachers to know? What questions do you have? ECE/SPEC Teachers What do you want Gen Ed teachers to know? What questions do you have? ECE Teachers What do you want SPEC teachers to know? What questions do you have?

Communication Schedule regular meeting times Share information about instructional planning Ask for what you want done – don’t assume Informal communication – shared journal Listen!

Conflict Resolve issues quickly Address issues directly to the person; don’t go to someone else Think of “repairing” the relationship rather than being right Listen!

Planning for Instruction Clearly identify responsibilities and roles Instructional vs. non-instructional tasks Create written plan

Activity Block/ Classroom Area TeacherAssistant TeacherOne-on-One Aide Arrival/GreetingAt door to greet parentsHelping children get breakfast items BreakfastSits with children – Zone ASits with children- Zone B Table Toys/GamesHelps children who are done early to choose materials Help children at tables finish up eating and cleaning hands Aide arrives Whole Group Morning Message/Movement Prepares for and leads groupAssists children in getting to circle area, sits in back of children to support behavior Sits next to Sammy during circle time; helps with other children as needed Choice TimeAssists children in making choices & supports learning – Zone A Assists children in making choices & supports learning – Zone B Provides support to Sammy as needed; encourages peer interactions

Monitoring/On the Job Training Acknowledge Paraprofessional’s experience and knowledge Identify all adults’ skill sets and plan accordingly Use Observational Modeling Share professional resources and advocate for professional development

Collaborative Teaching in Inclusion Settings Tolerance, reflection, and flexibility Assume responsibility for all children Work as a team Adjust expectations for children Show positive attitudes, acceptance and warmth

One teaching, one drifting Students in one large group SPEC teacher rotates around classroom Minimal planning needed SPEC teacher may lose credibility SPEC teacher may be distraction or create too much dependence

Station Teaching Students are placed in groups Students rotate to workstations: teacher-led or independent work Requires extensive planning and classroom materials

Parallel Teaching Students divided into two mixed-ability groups Both teachers coordinate to present same material More student participation and more noise Good for review Extensive planning needed

Alternate Teaching GenEd teacher works with large group SPEC teacher works with small group Good for children who need more attention/review Teachers should plan together Vary groups so there is not a stigma to children in small group

Team Teaching Both teachers alternate leading instruction Requires extensive planning Supporting teacher moves around the room when not leading

Working with Other Special Ed Professionals Intervention Team Child Study Team Social Worker (Case Manager); Psychologist (Assessment), LDTC (Instructional Planning), Speech Language Specialist, Teacher, Parents IEP Meetings Therapists – OT/ PT/ Speech