1 TEAMING Begin The Teacher Paraprofessional Working Together

1 TEAMING Begin The Teacher & Paraprofessional Working Together for Student Success

2 This online experience will discuss the need for the teacher team and the teacher and paraprofessional team to identify, develop, incorporate, and implement successful collaborative strategies needed to create positive professional relationships within the classroom. Gaining an insight into key job duties, differing personality types, and the diverse communication and learning styles two educators bring to the classroom, are key components that must be united into one focus to achieve maximum academic growth. Previou s Next

Structure 3 This professional development online course: Will last approximately 8 hours; Will consist of 4 sections (Job Responsibilities; Personal Style; Collaboration; and Unifying Philosophies) Includes interactive readings with scenarios of classroom situations; Will have Q & A sections to see how you are grasping the ideas presented; Will survey your ideas & thoughts on the subject. Previou s Next

Learning Objectives 4 Job Responsibilities: Identify key job duties of the teacher and the paraprofessional. Personal Style: Examine and identify personality traits and effective communication methods. Collaboration: Recognize how teams with diverse personality strengths can effectively work together to facilitate a positive student learning environment. Unifying Philosophies: Identify strategies that mesh two or more educational Previou Next sphilosophies into one effective instructional focus.

Rationale 5 Collaboration is the critical component for successful teaming in today’s society. In all aspects of the professional world, we see the importance of team work. In the academic world, two or more differing ideas, meshed into one focus, provides a powerful tool in the development, implementation, and assessment of positive student achievement. Working teams combine different points of view to expand a vision of what may or may not be effective. It stimulates elaboration, sparks discussions, focuses ideas, and socializes our academic and social environment. Previou s Next

WHY IS TEAMING SO IMPORTANT? 6 IT ULTIMATELY AFFECTS A CHILD’S ACADEMIC AND SOCIAL GROWTH Developing a positive and beneficial relationship between the professional educator and the paraprofessionals that work alongside them is critical for positive student achievement. Gaining an insight into key job duties, differing personality types, and the diverse communication and learning styles two educators bring to the classroom are key to the development of effective academic and social experiences. Building an atmosphere of motivational learning in a risk-free academic environment frees children to learn and perform at their ability. Developing a positive academic, professional, and personal relationship facilitates a productive work place. Next

7 Requirements for a Successful Instructional Team Identifies key job duties and related responsibilities; Recognizing and accepting differing personality types and communication approaches; Incorporating differing educational philosophies into one effective academic and management focus; Collaboratively developing, implementing, and assessing learner objectives and experiences; Identifying and combining individual strengths to optimize student planning and growth. Next

Relating Key Job Duties 8 Before a teacher and a paraprofessional can become an effective teaching team in the classroom, they must first recognize the differences in key job duties. State education agencies clearly define job expectations for the classroom teacher. While many of the paraprofessional’s job expectations are also clearly identified, options have been given to the local districts and individual campuses as to how they may best be utilized in order to support student achievement. Relating these job responsibilities build the foundation of an effective team with a common objective. It is clear that the paraprofessional plays a valued and varying role in the academic and social successes of individual/s within the general classroom setting and under the direction of the classroom teacher. Next

The Instructional Environment Dependent on the IEP Mandates 9 The Teacher Develops and Implements Effective Academic and Social Rigor Directs and supports a risk- free environment; Develops curriculum that reflects emotional, cultural, developmental, and academic needs; Develops, implements, and enforces academic and behavioral objectives; Continually monitors, evaluates, and modifies as needed academic and social progress; Communicates and collaborates positively within the learning community. Previou s The Paraprofessional Modifies and Adapts Instruction within the Academic Environment (Dependent on IEP) Modifies and/or adapts individualized instruction according to student’s cultural, developmental, and academic needs; Directs and supports students in a riskfree environment; Facilitates student instruction and enforces behavioral objectives based on teacher design; Monitors, evaluates, and modifies the student’s academic and social progress in accordance with teacher directives; Communicates and collaborates positively within the learning community. Next

The Physical and Emotional Environments 10 Dependent on IEP Mandates The Teacher The Paraprofessional Creates a Positive Physical and Emotional Classroom Environment Within the Classroom Community Supports a Positive Physical and Emotional Classroom Environment Fosters engagement and interaction; Develops and manages procedures; Develops expectations and manages behaviors; Develops, implements, and maintains a safe and productive learning environment; Maintains environment in accordance with district policies and procedures; Effectively communicates and/or collaborates with paraprofessionals and the community. Previou s Facilitates student engagement; Monitors and enforces classroom procedures; Monitors and enforces student behaviors; Supports a safe and productive environment; Abides by teacher and district policies and procedures; Effectively communicates and collaborates with classroom teacher. Next

Effective Communication, Collaboration, & Feedback Dependent on IEP Mandates 11 The Teacher The Paraprofessional Effectively Utilizes Communication That Actively Engages the Learning Community Effectively Utilizes Communication that Actively Engages the Learning Community Uses appropriate spoken and written language skills; Uses communication skills which promote interaction and feedback; Constructs feedback and responses that guides academic and social growth; Creates, organizes, and delivers instruction around clearly-defined objectives; Promotes success through flexibility; Continually assesses the effectiveness of communication within the community and adjust as needed; Previou s Uses appropriate spoken and written language skills; Uses communication skills which promote interaction and feedback; Constructs feedback and responses that guides academic and social growth; Creates, organizes, and delivers instruction around clearly-defined and understood objectives; Promotes success through flexibility under the guidance of the teacher; Conference and collaborate with the classroom teacher to determine communication effectiveness and adjust as needed; Next

Professional Responsibilities 12 The Teacher The Paraprofessional Legal and Ethical Requirements Conferences and interacts with families and members of the learning community; Interacts with diverse cultures; Communicates and collaborates effectively with other members of the school community; Continues professional development; Knows and understands the legal requirements for special education, student and family rights, student discipline, and child abuse; Effectively uses ethical guidelines; Maintains accurate records; Follow mandates for state and district assessments. Previou s Uses ethical guidelines in the teacher, student, and paraprofessional relationship; Uses guidelines in relation to student confidentiality; Interacts (within campus directives) with the identified legal guardian of the special needs student; Effectively communicates with other members of the school community; Continues professional development; Knows and understands the legal requirements for special education students. Next

Job Duties & Responsibilities 13 On the next few screens, who is responsible: The teacher? or The paraprofessional? . . . Previou s Next

Classroom Management (Click on each to see) 14 q The Teacher The teacher develops, implements, and maintains a classroom/student behavioral, monitoring, and management plan. This plan is communicated clearly for support staff which may be working alongside the classroom teacher. This plan may be developed through collaboration with the paraprofessional if the teacher so chooses. The management plan does apply to special needs students unless modifications are stated in the student’s IEP (Individual Education Plan) and/or Previou the BIP (Behavioral Intervention s Plan). q The Paraprofessional The paraprofessional must comply with the classroom and student behavioral and monitoring plan. If the paraprofessional is working with one student identified as needing special services, the student’s IEP (Individual Education Plan) along with the BIP (Behavioral Intervention Plan) will identify modifications (if any) to the general classroom management plan. The student IEP takes precedence over the classroom plan, however. The teacher and the paraprofessional must share a clear and focused understanding of the plan for effective classroom management to occur. Classroom management for the paraprofessional also includes assisting with instructional and other classroom materials. Next

Development of Curriculum and Instructional Plans (Click on each to see) 15 q The Teacher The teacher is responsible for the development of instructional objectives, curriculum planning, implementation, and maintenance/ assessment within the classroom. Special needs students may be included in this setting with or without a paraprofessional as determined by the student’s IEP. The teacher is responsible for making modifications within the curriculum and daily lesson planning for any special needs student (determined by the student’s IEP). Paraprofessionals authorized to work with a special needs student within the classroom must follow the teacher’s lesson plans unless prior agreement is made with the teacher for an alternative method. The teacher/paraprofessional team is committed to finding the most effective methods to reach academic goals and objectives. Previou s q The Paraprofessional assists in the facilitation of the classroom curriculum, achieving stated objective given by the teacher. The paraprofessional may work with special needs students within the general classroom setting or may assist student learning in a modified setting as determined by the student’s IEP. The paraprofessional may also monitor student achievement and develop additional instructional strategies and materials as needed to meet lesson objectives (or as determined by the IEP and/or if approved by the classroom teacher). The teacher & paraprofessional team is committed to finding the most effective methods to reach academic goals and objectives. An effective team appreciates and uses each unique personality type and strength when developing and Next facilitating instruction.

Perform Duties Unrelated to Student Achievement (Click on each to see) 16 q The Teacher obligations encompass all areas of student achievement. Limited activities outside of this focus are occasionally needed and will be at the discretion of the campus administration. Teacher obligations focus on student achievement with few duty requirements outside of that focus. Previou s q The Paraprofessional The law allows the paraprofessionals working in programs funded by Title I to be assigned limited duties that do not specifically support participating children. The amount of time spent on these duties must be the same as similar personnel within the same school. School principals must comply with the regulations controlling assignment of paraprofessionals through documentation to school districts. Next

Translator (Click on each to see) 17 q The Teacher Unless certified in bilingual education, teachers are not required to teach, communicate, and/or translate a first-to-second language to students or members of the school community unless they choose to do so. Bilingual teachers may be asked to translate a first-tosecond language in meetings or other settings when asked by campus administrators. Previou s q The Paraprofessional The paraprofessional may be used as a translator. This may include bilingual and ESL (English as a Second Language) classroom instruction, parent / student conferences, ARD (Admission, Review, and Dismissal) meetings, and other uses as determined by campus administration. Paraprofessionals must be used for special needs students needing second language support as determined by the student’s IEP. Paraprofessionals who are working with an identified special needs student in an English-only classroom may be asked to support duel language learners as requested by the teacher and/or the campus administrator. The paraprofessional’s objective, however, is to serve the identified special needs student. Next

Provide Instruction (Click on each to see) 18 q The Teacher The teacher prepares focused lessons, plans instruction, modifies instructional applications, and develops assessments needed to evaluate academic and social growth for all students (including special needs students) within the classroom. Development and modification of instruction to special needs students may be a collaborative effort between the teacher and the paraprofessional as determined by the teacher. Collected data and frequent conferences and collaboration between the paraprofessional and the teacher will evaluate and validate academic and social growth as determined by the student’s IEP and the BIP. Previou s q The Paraprofessional The law mandates that paraprofessionals cannot provide instructional services unless they are working under the direct supervision of a teacher. The paraprofessional communicates and collaborates frequently and works in close proximity to the classroom teacher. Paraprofessionals will not be assigned to provide primary or exclusive instruction and/or care to students with disabilities unless otherwise directed by the ARD (Annual Review and Dismissal) committee. This information will be conveyed within the ARD paperwork. Next

Provide Personal Assistance Care (Click on each to see) 19 q The Teacher Personal assistance care and mobility care is not the teacher’s primary role. This role is placed in the special education services and may require paraprofessional skills. The teacher will provide routine personal assistance care and/or emergency mobility care as needed. Previou s q The Paraprofessional Nationally, paraprofessionals will spend 10% of their time providing personal and mobility care assistance. The IEP team will determine the paraprofessional’s roles and responsibilities when dealing with special needs students. Paraprofessionals working with a disabled student will be trained with sufficient knowledge and skills needed to meet the need of that student. Next

Coach (Click on each to see) 20 q The Teacher q The Paraprofessional As students are encouraged to construct their own knowledge through engagement in and reflect on personal, school-related, and work experiences, coaching has become a significant teaching strategy for encouraging such knowledge development. To help students learn in the way they learn best -through hands-on, experience-based learning - educators must be able to facilitate rather than dictate learning. They must know how to formulate guiding questions that will direct students to new discoveries about themselves, their learning processes, and the application of skills and knowledge. Teachers and Paraprofessionals both coach! Previou s End Job Duties and Responsibilities Begin Personal Styles Next

Crew Member Style: Inventory 21 Understanding individual styles is one component needed for two people to effectively work together as a team. Before you can understand why other people do what they do or think what they think, it is important to recognize your own defining characteristics. Complete the attached questionnaire - What type of Crew Member Are You? - and identify your own personality style. Determine if the listed strengths and weaknesses apply to you. Previou s Click here to download and print a copy of the questionnaire for yourself. Next

CREW MEMBER Assessment: Inventory 22 1) Stop and Think 2) Using what you know about your personality type and learning/teaching style, what are your perceived weaknesses in becoming an effective aide or teacher? What skills do you already have that you can further develop in order to be seen as an effective aide or teacher? Would attending these professional development in-services together as a team enhance instructional effectiveness? Your district offers a classroom management in-service. Participate in an on-line professional development in-service. Invite the district’s special education coordinator to your campus for a Question & Answer session regarding special education law and public education practices. Stephanie Blanck, Georgetown Independent School District, used with permission Previou s Next

Personality Style: A scenario 23 Ms. Field is a third grade teacher at Clement Elementary School. John, a special needs student in Ms. Field’s classroom, has been identified as having an auditory disability. Ms. Lin, the paraprofessional selected to work with John, whose disability requires Ms. Lin to translate all verbal communication into American Sign Language during the academic day. Unfortunately, Ms Field and Ms. Lin have difficulties working effectively as a team. Ms Field is confident and has a powerful presence in the classroom. She meticulously develops lesson plans for all areas of the academic day. She is constantly assessing her student’s growth, collecting data, and modifying instruction accordingly. Inherently an outstanding teacher, she uses mistakes to grow professionally and personally. Her students’ academic and social accomplishments are “number one” priority in the classroom. Recently she was voted as campus teacher of the year. She is task oriented, focused, and structured and feels compelled to demonstrate her incisive abilities as a classroom teacher. Previou s Next

Personality Style: A scenario 24 Ms. Lin is also confident in her capabilities to facilitate instruction. Unlike Ms. Field, Ms. Lin is much more relaxed in the classroom setting, easily relating to John’s individual, social, and academic needs. Other students within John’s cooperative group feel the casual ease of asking Ms. Lin for help. Like Ms. Field, Ms. Lin is dedicated to the academic and social successes of her charge. She is quick to voice her ideas on how instructional development and its delivery should be made for John and for other students in the classroom. Ms. Lin has ideas that could potentially affect positive academic and social change but inadequately collects the evidence and data needed to defend her premise. Conferences between the two educators are brief and ineffective. She feels invalidated and devalued as a team member. Can you guess which personality style do these people have? Go to the next slide to confirm your choices… Previou s Next

Personality Style (Click to see) 25 Ms. Lin Orange personality types are more unstructured and relaxed. Quick to voice their views of situations, they often lack the data needed to defend their premises. This necessitates the need documentation, analysis, and modification of all social and academic aspects of student growth. Gold personality types focus exclusively on professional duties and responsibilities. These personality types often get mired down in the mundane aspects of professional trivia which causes them to lose focus of their objective. Blue personality types engage many professional skills needed to produce a quality product. Managers, coaches, and mentors, these personality types create an environment of collaboration and productivity among all members involved. Peace and harmony are essential to reach the professional objective. Contention is toxic to this personality type. Ms. Field Previou s Green personality types display strength and confidence. They have a clear vision of a desired outcome and the path that is needed to achieve it. These paths may be unclear to others, however. There is little patience by the green personality type to collaborate with others when dealing with a situation. Other points of view are oftentimes disregarded and devalued. End Personality Styles Begin Communication Next

Communication 26 Identifying methods of information delivery and reception is a key component in the transfer of information. Being able to distinguish your own delivery system and determine how it is perceived by others is important. Spending a little research time on these communication components can alleviate wasted time and frustration in the pursuit of understanding. Previou s Next

Effective Communication… 27 …the “art” of speaking and listening. Read what the experts have to say. Effective Communication - University of Maryland Used with Permission Right click to open link Previou s Next Study this information; the assessment includes effective

28 What is your communication style? The communication inventory is divided into 4 groups. Select one statement from each group that describes a characteristic most like yourself. Total the number of A, B, C, and D’s. The letter with the highest tally generally defines your communication style. ____Achiever ____Persuader ____Supporter ____Analyst Previou s Click here to download and print a copy of the questionnaire for yourself. Next

Communicating with others 29 Understanding communication styles will help us effectively deliver information to another person. It will facilitate a clearer and ultimately more productive interaction. Each of us has a preferred communication style that we prefer to use when we speak, and we understand most clearly when others communicate using that style. It is possible for the speaker to modify his own preference in order to improve communication. The way we deliver information can differ depending on the characteristics and needs of listeners. Previou s Next

Communicating with others 30 Suppose you are a teacher and paraprofessional team working to facilitate positive student achievement. Read the characteristics listed on the next screen. If you are a teacher, speaking to a paraprofessional using the characteristics listed, what communicative style would the paraprofessional fall under? Previou s Next

Communicating with others 31 1 Information is delivered in a calm, casual, friendly, and informal manner. The CLICK to see style of Communicator this is. Supporter You actively listen and reflect their feelings and concerns. You show appreciation for their efforts. You present ideas that are consistent with their values and high standards. You acknowledge and value their ideas. Previou s The Achiever The Supporter The Persuader The Analyst Next

Communicating with others 32 2 You present ideas that are business-like and direct. You tell it like it is. CLICK to see style of The Achiever Communicator this is. You use factual here-and-now questions that imply clear goals and specific objectives. You propose logical and efficient action plans, but let this person have (or at least share) control over the final solution. You anticipate possible objections that they may have and be prepared to address them. The Achiever The Supporter The Persuader Previou s The Analyst Next

Communicating with others 33 3 You present information in a logical, step-by-step manner. The Analyst CLICK to see style of Communicator this is. You must pay close attention to details; if you don’t, they will. You appeal to their logic, reason, order, and a systematic approach to solving problems. Expect to be challenged on your assumptions, intuitions, ideas, and procedures. The Achiever The Supporter The Persuader Previou s The Analyst Next

Communicating with others 34 4 You acknowledge their strengths, importance, competence, humor, and friendliness. The CLICK to see style of Persuader Communicator this is. You present ideas in an enthusiastic, optimistic, and persuasive manner. You encourage and present ideas that are innovative and adaptable. Validate their love of change. Always document plans in writing. It helps them stay focused. The Achiever The Supporter The Persuader Previou s The Analyst Next

35 Communicating Style: A scenario Think back to the relationship between Ms. Field and Ms. Lin. Each educator had a different personality type and differing communication styles. If these team members could gain a more thorough knowledge of these key components, how might they be more efficient in the delivery and the focused understanding of information? What communicative approach should Ms. Field take when speaking to Ms. Lin? Use the Achiever approach of information delivery. Use the Persuader approach of information delivery. Use the Supporter approach of information delivery. Use the Analyst approach of information delivery. Previou s Next

36 Communicating Style: A scenario Answer Ms. Field should communicate as a supporter because a supporter: q Delivers information in a calm, casual, friendly, and informal manner. q Actively listens and reflects Ms. Lin’s feelings and concerns back to her. q Shows appreciation for Ms. Lin’s efforts. q Presents ideas that are consistent with Ms. Lin’s values and high standards. q Acknowledges and values Ms. Lin’s ideas. Previou s Next

37 Communicating Style: A scenario What communicative approach should Ms. Lin take when speaking to Ms. Field? Use the Achiever approach of information delivery. Use the Persuader approach of information delivery. Use the Supporter approach of information delivery Use the Analyst approach of information delivery Previou s Next

38 Communicating Style: A scenario Answer Ms. Lin should communicate as an analyst because an analyst: q q Presents information in a logical, step-by-step manner. Pays close attention to detail (documentation), because if she doesn’t, Ms. Field will. Appeals to Ms. Field’s logic, reason, order, and systematic approach to solving problems. Expects to be challenged on assumptions, intuitions, ideas, and procedures and offer viable ways they could be implemented. Previou s End Communication and Begin Collaboration Next

Collaboration 39 Developing and implementing meaningful student learning experiences. Teamwork, Partnership, Group effort, Association, Alliance, Relationship, Cooperation These words define collaboration. A key component of any team effort, collaboration exemplifies success. Think about the world we live in today. “Think Tanks” are used everywhere developing the technological tools we take for granted. From the shape of our phones and computers to the names and colors that symbolize them, collaboration is essential. Within many classrooms, however, the ability to share innovative ideas and successes and to provide and receive suggestions for improvement is a fleeting thought. Many new and innovative processes in the academic world are developed singularly and protected with the thought that sharing would negate due credit. Educators who take a different view know that in order to positively effect change in the classroom, working together, sharing, developing, analyzing, realizing failure, modifying, and starting the cycle over again are the keys to success. Previou s Next

Collaboration Positives 40 q q q making every effort to resolve difficulties within the classroom; bringing in a 3 rd party to moderate conflict and bring resolution; identifying differences in personality and communication style; failure, modifying, and starting the cycle over again are the keys to success. identifying key job duties; working together to identify weaknesses and needed steps for improvement; focusing on agreeing on what is best for the students; engaging in conversation that is candid, honest, and straightforward; developing and practicing flexibility; learning from and building on experiences; defining any problem as a learning experience. Take a look at the following classroom scenario. Decide how you would solve the problems faced within Mr. Dan’s classroom. Previou s Next

Collaboration scenario 41 Mr. Dan is a fifth grade teacher at Alamo Elementary School. After retiring from the Navy three years prior, Mr. Dan decided to enter the exciting field of education, hoping to make a difference in the lives of his students. Mr. Dan is a robust teacher who incorporates military experience into his academic delivery. Respected by the campus and community alike, Mr. Dan motivates and inspires learning. He is an active learner himself, gaining knowledge in effective teaching practices. An astute data collector, Mr. Dan quickly accesses up-to-date student information as needed for parent and administration. His ability to be a team player often lands him in district and campus duties outside of the classroom. Twenty-seven ethnically and academically diverse students fill Mr. Dan’s small portable classroom. Of the 27 students, seven are identified to receive services that fall within the special education setting. An ARD (Annual Review and Dismissal) committee has placed these special needs students in the LRE (Least Restrictive Environment) of Ms. Dan’s classroom. Mr. Dan has each of these special needs student’s IEPs (Individual Education Plan) and puts a high emphasis on following the modifications and accommodations listed. Five students receive minimal special education services and support. The other two students have physical disabilities, requiring one-on-one services. Previou s Next

Collaboration scenario 42 Ms. Lad and Ms. Mid provide services for the two students, attending to their academic, social, and physical needs. The classroom’s small size limits the paraprofessional’s abilities to effectively work one-on-one with their student. Hearing three adult voices within the classroom is a distraction for many general education students, and parents have voiced their concerns to campus administration. Ms. Lad and Ms. Mid have worked as paraprofessionals on campus for many years and feel qualified to advocate all academic and social decisions for their students. Differing in services performed, they unite in the view that their own students’ academic and social needs supersede those of the entire class. Previou s Next

Two Philosophies: A scenario 43 Communication between the educators is usually cordial and upbeat, but lately there has been a more negative feeling. The stressors associated with teaching added to the difficult working environment have made the once average relationship falter. Although negative feelings color the classroom atmosphere, Mr. Dan continues to present his positive demeanor while in the classroom. Both paraprofessionals, however, are quick to display their aggressive nature by teaching their students at louder levels. They begin to discuss the problem with other paraprofessionals within the campus. Mr. Dan’s calm nature infuriates the paraprofessionals and see him as openly dismissing their needs as educators and as members of the classroom community. Ms. Lad asks administration to place her and her student in another classroom. The student’s parents are opposed to the move. Previou s Next

Collaboration scenario 44 How could this situation be salvaged? Administrative transfer of one paraprofessional and her student into another classroom. No: This may help short term, but would not facilitate professional growth among all parties involved. When transfers become practice, students with or without paraprofessional assistance can be moved at teacher or parent whims. A third or fourth party can be brought in to moderate conflict resolutions. Every effort should be made to solve difficulties within the classroom. Administration requires all three educators to attend Teaming, a professional development in-service, while providing substitutes and making any necessary student arrangements. Yes: By identifying personality styles, communication approaches, and the basics of effective teaming, these educators could begin to recognize and appreciate the actions and intentions (how and why) of each team member. Having a clearer understanding as to why others in the team say and do what they do leads to a more positive and productive environment. In addition, key job duties for the school year would be clearly identified allowing members of the team to focus on individual tasks and the successes of students in their care. Previou s Next

Collaboration scenario 45 Principal requires all three educators to research and construct an action plan with the help of the assistant principal. The three will collaboratively identify the problems, the expected and measurable outcomes or results, and the viable steps necessary to achieve the goal. Yes: By working together to identify areas of weakness and the steps needed for improvement, these educators become empowered to put aside personal differences and focus on what is best for the classroom as a whole. Ms. Lad takes the initiative to invite Mr. Dan and Ms. Mid to her home for a working potluck supper. Her intention is to present her colleagues with current action research on the collaborative process in the hopes of producing productive, positive dialogue. Yes: Ms. Lad has taken a first step in validating the team’s personal and professional problems and in providing a path to positive change. Through candid, straightforward, and honest conversation, this group will be able to identify each other’s strengths and weaknesses. Only then, can they begin to develop the structural foundation, which is vital to the team’s effectiveness. Previou s Next

Collaboration scenario 46 No intervention with the hope that the problems will dissipate on their own. No: Education is an evolving, social profession. As society changes and our culture evolves, so too must the classroom teacher. Allowing ourselves an “unbending” and unaccommodating attitude will cause us to break when we are tested. Being able to flex and bend to the situations around us, using experiences to grow personally and professionally, allows educators the ability to try and fail, refocus, and try again. Educators are natural problem solvers. Our brains are in our heads for a specific purpose- to learn. Any problem that arises should be viewed as a learning experience. Remember Thomas Edison’s invention of the light bulb? Hundreds of ideas, hundreds of attempts, hundreds of problems, hundreds of failures, one success. Previou s End Collaboration and start Uniting Philosophies Next

One Focus, Two Philosophies 47 Many individuals have never spent time reflecting on what makes a strong team. However, most people know the consequences of an individual football player’s decision to run a play that hasn’t been planned by the team. As governing dynamics dictate, decisions must be made on the basis of what is good for the individual and what is good for the team. Sometimes it is difficult to balance the needs of both the individual and the group. The following section helps one to learn how to achieve the balance and develop a successful team. Previou s Next

Uniting Philosophies 48 Often, team members have differing educational philosophies that interfere with effective team building. In order to unite two independent educational philosophies, an effective team must have: 1. a purpose to be together. The team needs a focused plan that requires results. The team’s successes need to be valued and supported. 2. independent thinkers To work as a team member, you must first be independent. Independent people know what makes them tick and what’s important in their lives - values and ethics. Independent values contribute to the team process. If you can’t manage or trust others, you will have a hard time being effective on any team. Previou s Next

Uniting Philosophies 49 3. a commitment All parties must be committed to the team. All parties must be responsible for a specific result. All parties must take the time to get the job done correctly. Each party must evolve their own ideals for something greater than themselves. 4. equal contribution Contributions make the team exciting. Have a clear focus. Build on each other’s strengths. There is strength in diversity. Develop a community. Every community member contributes to the objective. Trust and be accountable to each other. 5. a leader The leader has the insight to allow the other members to grow and develop socially and professionally. The leader validates and encourages differing ideas into the collaborative/evaluative process. The leader communicates effectively with other members of the team. The leader allows the flow of creativity when needed. The leader demonstrates the ability to make mistakes a learning and growth Previou opportunity. Next s

Uniting Philosophies 50 6. communication Everyone should have a time to be heard without interruption. Allows team members to connect with team leaders. Emotional events usually make team members closer. Allow time for informal conversations. Time to be formal and time to be casual, but always professional. Laughter- humor is often missing in the classroom. Never use another person as a foundation for humor. Teams can be fun. 7. cooperation Make the objective and goals clear to all team members. Pool ideas of members of the team. Work together in an atmosphere of patience. All members have valued contributions. No complaining without viable solutions. Previou s Next

Varying Teaching Philosophies 51 Educators have come from many teacher training programs and have entered the teaching field over a vast range of years. Often teachers have a specific teaching philosophy and because it is so much a part of who they are as teachers, they are not overtly aware of their teaching style. We all know that the teaching field is dynamic. The more we teach students, the more we understand what improves learning. However, we do not always agree on the different approaches. Here a few of the teaching philosophies that have been current over the last few decades in Texas: Teacher-centered approaches Student-centered approaches Previou s Next

Developing and Implementing Meaningful Student Learning Experiences 52 Teamwork, partnership, group effort, association, alliance, relationship, cooperation. These words define collaboration. A key component of any team effort, collaboration creates a dynamic learning environment in which teachers and paraprofessionals work together to improve student learning. In their own education, teachers were taught to work independently and to protect their new and innovative processes as individual intellectual property. However, educators who work in cooperative teams have learned that collaboration can improve their students’ learning. This occurs because the teachers and paraprofessionals are sharing developing, analyzing, modifying, and sharing their results.

Collaboration as a teaching strategy 53 In order to collaborate on a teaching team, teachers need to practice the ideas that we have already covered. They need to understand each other’s personality preferences and each other’s communication styles. Once the similarities and differences have been analyzed and are understood, each team member can better understand how he can fit into the group and make the most valuable contribution.

Assessment 54 This concludes the lessons on TEAMING: The Teacher and the Paraprofessional Click on the button below to begin your assessment of the lessons. Once you achieve an 80 or higher, your results will be sent to the instructor. Begin Assessment

55 Resources and Acknowledgements Alley, Ben, Specialist, Center for Teacher Certification at ACC Blanck, Stephanie, Director of Special Education Services, Georgetown ISD Chipley, Mary, Ph. D. Specialist, Center for Teacher Certification at ACC De. Haven, Jan and Sherry Marsh. Collaborative Teaching: Working Together to Promote Learning! Region 20 ESC. Used with permission. (Para. Educator Institute) Educator Standards and Test Frameworks adaptation @ http: //www. sbec. state. tx. us Effective Communication: http: //www. health. umd. edu/fsap/communication. html Engels, D. W. , and Harris, H. L. "Career Development: A Vital Part of Contemporary Education" NASSP BULLETIN 83, no. 603 (January 1999): 70 -76. Railsback, J. Project-Based Instruction: Creating Excitement for Learning. Portland, OR: Northwest Regional Educational Laboratory, 2002. http: //www. nwrel. org/request/2002 aug/profdevel. html U. S. Office of Special Education Programs. SPen. SE Fact Sheet. Study of Personnel Needs in Special Education (2001 -2002). http: //ferdig. coe. ufl. edu/spense/instruments. html

Acknowledgements 56 Thank you for committing to being a better team member. Two Drivers One Road