Synopses & Reviews
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
Review
“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
Review
“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, Ph.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., has worked with children and adults with disabilities in a number of capacities, including special education teacher, camp counselor, educational consultant, and researcher. She received her master's degree from Syracuse University and her doctorate from the University of Nebraska - Lincoln. Dr. Janney now teaches courses in special education, supervises student teachers, and coordinates the undergraduate program in special education at Radford University. She also serves as Co-director of the Training and Technical Assistance Center (T/TAC) for Professionals Serving Individuals with Disabilities at Radford University. The T/TAC, part of a statewide technical assistance network that is funded by the Virginia Department of Education, provides a variety of services and resources to special education teams in school divisions throughout southwest Virginia. Dr. Snell and coauthor Dr. Janney have conducted several research projects in inclusive schools and classrooms. The focus of these projects has been on the ways that special and general education teachers work together to design and implement adaptations and accommodations for students with disabilities placed in inclusive settings. Both authors are frequent presenters of workshops on topics related to successful inclusive education.
Martha E. Snell, Ph.D., is a professor in the Curry School of Education at the University of Virginia where she has taught since 1973. Her focus is special education and, specifically, the preparation of teachers of students with mental retardation and severe disabilities and young children with disabilities. Prior to completing her doctoral degree in special education at Michigan State University, she worked with children and adults with disabilities as a residential child care worker, a teacher, and a provider of technical assistance to school and residential programs. In addition to teaching coursework at the undergraduate and graduate levels, she currently coordinates the special education program, supervises teachers in training, provides in-service training to teachers and parents in schools and agencies, conducts research, serves on the boards of several community agencies serving people with disabilities, and is an active member of the American Association on Mental Retardation and TASH (formerly The Association for Persons with Severe Handicaps).
Table of Contents
About the Authors
Acknowledgments
- 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
- 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
- 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 Staffâ€"Family Interactions
Building Team Cohesion
Resolving Conflict Constructively
Adjusting Interpersonal Skills When Video Conferencing
Teaming Effectively On-The-Fly
- Problem Solving and Action Planning
Common Problem-Solving Issues
Problem-Solving and Action Planning Methods
Challenges to Team Problem Solving and Action Planning
- 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
- 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