Collaborative Teaming / Edition 3

by Margaret E. King-Sears

Overview

Collaborative teaming is the glue that holds an inclusive school together. But most educators don't get explicit training on teamwork skills—and that's why you need the new third edition of this popular how-to book. Packed with practical tips, tools, and vignettes, Collaborative Teaming shows your staff how to work together effectively to support students with disabilities in inclusive classrooms. Perfect for independent study, inservice training, or preservice study, this reader-friendly guide will get teachers on board with collaborative teaming and give them fresh ways to improve the academic progress and behavior of all students.

LEARN HOW TO:

• Master multiple types of teaming, from co-teaching to collaborative consultation
• Clearly define a team's purpose and focus
• Establish trust and consistent communication among team members
• Schedule and facilitate productive team meetings
• Make sound decisions by consensus
• Solve problems and create action plans as a team
• Use teamwork to increase the participation and learning of all students
• Ensure positive interactions with families

PRACTICAL MATERIALS: Activities that help teachers reflect on and apply the strategies; vignettes that show strategies in action; reproducible forms and checklists for conducting meetings, co-teaching effectively, and more. (For easy printing, full-size forms will now be available for download when you purchase the book.)

WHAT'S NEW:

• How teaming relates to schoolwide initiatives like PBIS and RTI
• Expanded chapter on co-teaching
• New chapter on collaborative consultation
• More strategies for effective communication and conflict resolution
• Insights on using today's technology to collaborate
• New vignettes featuring diverse students with a wide range of disabilities
• Helpful "focusing questions" in each chapter—perfect for use in courses and book clubs

Product Details

ISBN-13:	9781598576566
Publisher:	Brookes Publishing
Publication date:	04/01/2015
Edition description:	New Edition
Pages:	192
Product dimensions:	6.90(w) x 9.90(h) x 0.40(d)

About the Author

Margaret E. King-Sears, Ph.D., is Professor in the Division of Special Education and disAbility Research at George Mason University, where she has taught since 2005. Prior to that, she developed and coordinated the inclusive education program at The Johns Hopkins University, where she taught from 1989 to 2005. Her research interests are in co-teaching, self-management, and universal design for learning. She is active in several national organizations, including the Council for Learning Disabilities and the Teacher Education Division of Council for Exceptional Children. She earned her doctorate from the University of Florida..

Rachel Janney, Ph.D., is an independent scholar and consultant who has worked with and on behalf of children and adults with disabilities in a number of capacities, including special education teacher, educational and behavioral consultant, technical assistance provider, teacher educator, researcher, and author. For a number of years, she was a professor in the School of Teacher Education and Leadership at Radford University in Virginia, where she taught courses and supervised student teachers in the special education program, specializing in the inclusion of students with extensive learning and behavior support needs. Dr. Janney received her master's degree from Syracuse University and her doctorate from the University of Nebraska—Lincoln.

Martha E. Snell, Ph.D., Professor Emeritus, Special Education, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville Virginia 22904

Dr. Martha Snell is a Professor Emeritus of Special Education at the Curry School of Education, University of Virginia where she directed the teacher preparation program in severe disabilities for 30 years. With others, she has authored a number of books on teaching methods and the definition of intellectual disability and has been an active member of TASH and the American Association for Individuals with Intellectual and Developmental Disabilities. She directed both federal and state grants directed toward the preparation of teachers and research with individuals having intellectual disability and autism and their teachers; more recently her research has concerned Head Start classrooms and young children at risk. Her research topics have encompassed the inclusion of students with disabilities in general education classrooms, effective teaching strategies, communication intervention, and positive behavior support for problem behavior.

Table of Contents

About the Authors
Acknowledgments

1. Overview of Collaborative Teaming
   Collaborative Teams
   Why Is Collaboration So Important in Schools Today?
   Collaboration and Collaborative Teaming
   Service Delivery Models and Methods
   Components of Collaborative Teaming
   Benefits and Challenges of Collaborative Teaming
2. Building Team Structure
   Leadership and Support from Administrators
   Purpose of Teams
   Establishing Team Membership for Individual Student Teams
   Establishing Team Trust
   Defining Team Members' Roles and Responsibilities
   Time to Meet, Plan, and Implement
   Establishing a Team Meeting Process and Schedule
3. Learning Teamwork Skills
   Setting Ground Rules for Team Meetings
   Establishing Team Trust
   Listening and Interacting Effectively
   Promoting Accurate and Unambiguous Communication
   Making Decisions by Consensus
   Being Sensitive to Diversity and Avoiding Stereotyping
   Fostering Positive Staff"“Family Interactions
   Building Team Cohesion
   Resolving Conflict Constructively
   Adjusting Interpersonal Skills When Video Conferencing
   Teaming Effectively On-The-Fly
4. Problem Solving and Action Planning
   Common Problem-Solving Issues
   Problem-Solving and Action Planning Methods
   Challenges to Team Problem Solving and Action Planning
5. Collaborative Consultation
   What Is Collaborative Consultation?
   Rationale for Collaborative Consultation
   Expert-Driven and Collaborative Consultation
   Who Uses Collaborative Consultation, and for What Purposes?
   Related Services Delivered through Collaborative Consultation
   Challenges of Role Definition and Logistics
   Recognizing Each Other's Expertise
   The Process of Collaborative Consultation
6. Collaborative Teaching
   Rationale for Co-Teaching
   What Are the Characteristics of Effective Co-Teaching?
   Research on Co-Teaching
   Co-Teaching Models
   Preparing for Collaborative Teaching
   Evaluating Outcomes

References
Appendix A. Blank Forms
Appendix B. Resources
Index

Editorial Reviews

“It's a professional and personal privilege to endorse Collaborative Teaming, Third Edition by Rachel Janney, Ph.D., Margaret E. King-Sears, Ph.D., and Martha E. Snell, Ph.D. These outstanding researcher-teachers have added many features that readers will appreciate: focus questions to guide reading, student snapshots to emphasize the child-centered nature of the reason educators collaborate, checklists and other devices to monitor our progress, diagrams to help remember key elements, and voices from the classroom to signal the viability of teachers' use of the strategies. The authors have been careful to document their knowledge claims with up-to-date research, a valuable asset in this era of evidence based accountability.

Dr. Ann Nevin

“A wealth of practical information for twenty-first century educators … offers strategies and tools for teachers to gain the skills needed to effectively collaborate in today’s schools.

Diana D. Abbott