Professional Collaboration

Working with other professionals in the development of curriculum materials, support aids for exceptional learners, and classroom management tools has been invaluable to me as both a teacher and a learner.

Collaborating with other teachers

Working with a Critical Friends Groups (CFG) in establishing a routine of using a Quality Feedback Protocol to facilitate the delivery of high-quality feedback from peers in a timely fashion. I found that having a protocol, facilitator, and a focusing question helped me get the feedback I needed on specific components of lessons and unit materials.

One of the things that I ended up liking about teaching in a larger high school like South Portland High School was the presence of additional staff and teachers instructing students in the same content. Having a cohort composed entirely of tenured and experienced Science teachers proved invaluable.

Collaborating with Special Educators

Collaboration between general and special educators is a key element in providing and maintaining an inclusive learning environment. During my first year of teaching, I worked almost exclusively with Special Education teachers in providing specialized instruction and classroom supports for exceptional learners. By keeping lines of communication open, I was able to anticipate observations and make sure that these were also opportunities for data collection and feedback.

In my 'homeroom' class we took a proactive approach to practicing social skills. I collaborated with Special Educators in finding an inclusive and meaningful way to build social skills for students using peer interaction. Skillstreaming included; modeling, role-playing, performance feedback, and generalization. The materials used were specifically tailored to the needs of learners with high-functioning autism and related disorders, but all students participated.

Skillstreaming Children and Youth With High-Functioning Autism, A Guide for Teaching Prosocial Skills

by Ellen McGinnis and Richard L. Simpson (October 3, 2016)

Collaborating with Occupational Therapists

By working with Occupational Therapists in evaluating the needs of students and the classroom environment, I have been able to meet the needs of students in a manner that is not only noninvasive but also facilitates student involvement in classroom activities, reducing and in some cases eliminating, time spent outside of the classroom.

To the right is a Sensory Diet schedule that an Occupational Therapist helped me devise for a student with difficulty staying in class for the full period. The diet takes advantage of the break and transition times, so that class time could be used for learning.

Collaborating with Speech-Language Pathologists

Speech Pathologists have been instrumental in helping increase the participation of students in the classroom. As part of a plan to increase the performance and confidence of a student with a speech disorder, I would give the Speech-Language Pathologist at Aucocisco the unit vocabulary a week in advance of introduction as part of a Quizelet set with accompanying imaged and diagrams that I planned on using in the class.

She would incorporate the vocabulary, imagery, and context in her sessions with these students. For one student, class participation increased immediately; she was able to contribute to class discussions using vocabulary and concepts in a manner that impressed her peers and built her confidence as a student.

Collaborating with Behavioral Health Professionals

Part of teaching is identifying and addressing problems before they occur. I have worked with a Behavioral Health Professional (BHP) in implementing Tier I and Tier II Positive Behavioral Interventions and Supports. Part of Tier II supports could include customized menus like the one to the left.

This was created for a student who worked almost exclusively with one teacher or an Ed Tech one on one but was assigned to a small classroom where I was teaching an elective.

When I spoke to him about attending class, this student indicated that he was extremely anxious about standing out in class. With the help of the on-site BHP, and the student himself, I came up with this visual menu or 'To Do' list for the student to use in the classroom. It was tucked in his notebook with his other reference materials, and I gave it to the Ed Tech early so they could go over the menu and practice the behaviors ahead of time.

This student was able to join the class, and remain in the class for the duration of the period independently within a couple of weeks.

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