1. Problem-Solving Strategies for Collaborative Consultation and Teamwork
Chapter 5
Problem-Solving Strategies for Collaborative Consultation and Teamwork
Becky Rozhon and Brittany Holloway

2. Human Knot Activity
What processes did we use to un-knot ourselves?

3. The Problem Solving Process
Data gathering
The identification (and definition) of the problem
The generating of possible actions toward solution
Decision making to select best options
Implementing the elements of a decision
Following up to evaluate the outcome

4. 1. Data Gathering
Data- gathering as guided by the “mess” for which a solution is being sought (pg. 144)

5. 2. Identification and Definition of the Problem
Communication is key here. Conflicts usually caused by:
Lack of understanding
Lack of skills
Lack of self confidence
Lack of professional objectivity
Multi-sourced information is good here because kids are different, and it is a more accurate perspective.

6. 3. Generating Possible Actions Toward Solution
Want to encourage the person who “owns the problem” to step up so they can feel more ownership of the results instead of feeling like result was forced on them.
Good collaborative consultants don’t solve the conflicts for people, they make sure they are solved by facilitating the owners thoughts.
“I don’t know all the answers, because I have not seen all the kids.”
Every learning situation is unique because of students, teachers, parents, schools, and home life.
Have a record sheet for notes on ideas generated, this will serve as a guide for the next step. (pg. 148)
However, problems arise during this time because of the following:
Pressure on consultant because they are the “expert”
The consultant does not encourage consultee to generate own ideas
Tips for this step:
Work with others to promote joint problem and identification  Preserves professional relationships
Communication is done properly  Professionals maintain a feeling of control and self-esteem

7. 4. Decision Making to Select Best Option
Ask these questions:
Did we have enough information to create the best options?
What are the possible consequences of the decision?
Have all possible options been reviewed?
Does the decision meet the real need?

8. 5. Implementing the Elements of a Decision
The group selects a solution that ALL are willing to adopt or at least take on a trial run. As a group we learn more about the people we collaborate with and find out what they want and what they dread.
Have we really thought through all the options? Taking time and asking questions is key in this part of the process!
Agreement is not necessary at this point but you need to use good listening skills, be honest, and be assertive, but at an appropriate level.
Go forth into the classroom with these ideas.

9. 6. Following up to Evaluate the Outcome
Educator as a reflective learner
Everyone involved must follow up on the plan to make sure that progress has been made.
If there is no progress or there is an unexpected problem, the committee must come together again to repeat the process.

10. Problem-Solving through Collaboration Example
The Kindergarten teacher and the music teacher are both concerned about a child’s tendency to masturbate during group time while sitting on the rug (1). The two teachers meet to discuss their mutual concern (2). Both parties discuss their observations and engage in problem-solving activities to identify the problem clearly and select possible actions (3). Both parties agree to make some changes in their respective settings to address the problem (4). If the solutions do not work, they are committed to try other possibilities, including consultation with the child’s parents, the school psychologist, and the health nurse (6).
Pg. 150

11. Chimpanzee Problem-Solving through Cooperation
Do they use the problem-solving process?

12. Problem-Solving Roles
Through consultation:
Ask an expert in a particular area for help
The expert then collects information from multiple sources and puts it together then reports the information back to whoever asked the question
Through collaboration:
Multiple teachers bring forth concerns based on observations
Both teachers agree to make changes in both settings
If it does not work, they are committed to working together until it does.
Through teamwork:
Co-teaching and co-planning
It becomes no longer “mine” or “yours” it becomes “ours”

13. Ten Step Process for Collaborative Problem-Solving
Preparing for collaborative consultation
Initiating collaborative interaction
Collecting and organizing information
Isolating the problem
Identifying the concerns and stating realities relevant to the problem
Generating options
Formulating the plan
Evaluating the progress and process
Following through and following up
Repeating collaborative consultation if needed.

14. 1. Prepare for consultation
Focus on major topic
Prepare/organize materials
Prepare possible actions/strategies
Meet in a comfortable spot (halls and in between meetings are okay, but make sure most the work being done in a specified time/place)
Daily planning time
Weekly PLC

15. 2. Initiate the consultation
Establish rapport (everyone in group is special and important)
Participate in teamwork building activities
Focus on defined concern at that time (every one should have brought concerns or ideas with them)
Express interest in the needs of everyone

16. 3. Collecting and Organizing Information
Make notes of relevant data collected from all
Combine/summarize data
Assess data, focus on areas needing growth
Summarize information

17. 4. Isolating the Problem State what the problem is
State what the problem is not
Propose desirable circumstances (This is important because then everyone knows exactly what is being aimed for.)

18. 5. Identifying the concerns and stating realities relevant to the problem
Listen to all
Avoid jargon  Professional communication
Encourage venting and concerns (but only if appropriate)
Focus on related needs and issues
Check for agreement (someone should have been taking notes to keep on track)

19. 6. Generating Options Suggest appropriate classroom modifications
Discuss consequences of each option
Select most reasonable alternatives
Use sentence starts like “I like…” “I wish…” or “how to…”
Ways to generate ideas:
Brainstorming
Concept mapping
Idea checklist

20. 7. Formulating the Plan Set goals Establish roles
Generate evaluation methods
Set date for review
These will all help participants stay on task
FOLLOW THROUGH WITH COMMITMENTS

21. 8. Evaluating the progress and process
Review and assess
Make positive comments  This will help maintain professional relationships
Begin to close out process
Plan for future collaboration

22. 9. Following Through and Following Up
Re-assess periodically
Adjust plan if problems come up
If goals met, bring closure  Transition may be needed
This is most neglected step

23. 10. Repeating Collaborative Consultation If Needed
More consultation may be needed if the plan is not working.
If there is success, continue to collaborative as it will encourage others to participate in the process.

24. Role Play
Dive into groups of 3 or 4. You will be assigned one of the problem-solving process. Develop and plan and role play how you would solve the problem collaboratively.
As they were talking one day about their concern with students' low test scores on the reading comprehension section of the state-mandated English Language Arts test. Only 40% of students are passing with a score above apprentice. Debbie, Colleen, and Mary- three fifth-grade teachers from Hilltop Elementary School-decide to take a close look at students' reading comprehension across content areas. Reggie is the ECE resource teacher for the 4th and 5th grade. In their school, content is departmentalized. Mary teaches science; Colleen teaches social studies; Debbie teaches reading.

25. Techniques for Collaborative Problem-Solving
Brainstorm
What are 5 things we do not want to happen when consulting teachers, parents, and/ or administrators?
Jigsaw
Role Play
Talk Walk
Six Hats

26. Six Hats White hats: Gather information
Yellow hats: Look at positives, values, and beliefs.
Red hats: Share emotions and feelings about issue
Green hats: Think outside of the box with new possibilities.
Blue hat: Procedures and management reminder
Black hat: Devil’s advocate

27. Barriers to Problem-Solving Collaboratively
We must understand own perspectives by having the following qualities:
Knowledge and understanding
Barriers: I’m shy; Controlling administration; Afraid of “stepping on toes”
Right Skills
Barriers: Lack of information on students;
Our own classroom this barrier may arise if a student had a need that we do not have the skill(s)/ resources for
Self-confidence
Barriers: Low self-confidence; Principal shot down ideas;
Objectivity
Barriers: Lack of support; lack of communication

28. Perspectives Activity: Everyone will receive piece of plain paper
With your eyes closed you will fold paper in half and in half again. Then form a triangle.
Rip off the lower right corner.

29. Collaboration Toolbox
Have materials and thoughts organized
Make a checklist
Use professional language
Don’t try to “fix” if it is not “broken”
Don’t wait to make the first move
When collaborating with parents always have student work samples available
Have an open mind

30. Exit Slip
Using the hashtag #todayIlearned, tweet something you learned about collaborative problem-solving and how will apply it in the future when working with others.