Colleague Discussion:
The interview was performed to Ms. Melia Morris, a dedicated educator specializing in 5th-grade special education and team leader for the special education department at our school. Working alongside Ms. Morris in the 5th-grade setting, I have observed the strong partnership we share. Much like me, Ms. Morris collaborates closely with fellow special educators, paraeducators, IEP teachers, education specialists, related service providers, social workers, and school administrators. Drawing from her wealth of knowledge and experience in special education, I aim to enhance my teaching practices and strengthen our teamwork as co-educators. The interview I conducted was face to face with Ms. Morris in her office. I applied RWRCOEL Professional Dispositions in my interview. I was sure to let Ms. Morris know what the interview was intended for and how it would be used in my discussion. I engaged in active listening by responding thoughtfully, showing agreement through nodding, paraphrasing her points to ensure understanding, encouraging input and thoughts, and expressing gratitude for her contributions (Walden University, 2016).
What skills are required of an individual to be a collaborative leader, communicator, and consultant with families of students with exceptionalities?
Mrs. Morris’s response: To be an effective collaborative leader, communicator, and consultant with families of students with exceptionalities, individuals need a combination of skills and qualities. Here are some essential ones: empathy and understanding, effective communication skills, collaboration and teamwork, problem-solving skills, knowledge of special education (laws and policies), advocacy skills, flexibility and adaptability, and commitment to continuous learning.
One insight that I gained from Ms. Morris’s response is she engages in proactive issue resolution by foreseeing potential problems and addressing underlying causes before a crisis emerges (Friend, M., 2020). Ms. Morris uses empathy and understanding as an effective collaborative leader. I have also viewed Ms. Morris using effective communication skills as a leader but also as an educator. The additional knowledge I acquired from Ms. Morris involves offering families techniques for effective communication, including active listening, and responding without making premature judgments, with a focus on the message being conveyed (Friend, M., 2020). Enhancing relationships with families through empathy enables me to uncover valuable insights into their worries and requirements. Gaining deeper background knowledge equips me to efficiently engage, guide, and support the families of my students.
What are some positive experiences you have had with collaborative leadership and consultation in working with students with exceptionalities and their families?
Ms. Morris’s response: This being my second year in a leadership role, I have learned to lean heavily on others within my building and at the district office. I have a close relationship with my school’s administration team and my district SPED coordinator. My principal, assistant principal, and district coordinator are valued team members for our students identified with an IEP. Once a month, I meet with our school’s psychologist, MTSS leads, school administration, and SLPs to discuss student needs. This collaboration and meeting of minds is very helpful as we work to support our students. When all team members are on board, having conversations with students’ families is much easier.
One insight I took from Ms. Morris’s response is that it is ok to ask for help at times. Teaching and especially leadership roles can be tough. Having a close relationship with other teachers and administrators in the building is of value to everyone (Ripley, S., 1997). I also took from Ms. Morris’s response how staying in contact and communicating with all supports of the student is important. Enhancing efforts in consistent communication with guardians to work together helps avoid misunderstandings and potential challenges. By engaging in sincere conversations with parents, support staff, and administration through daily communication, all involved can actively engage in critical discussions to enhance the learning experience for students.
What are some less-than-positive experiences you have had with collaborative leadership and consultation in working with students with exceptionalities and their families?
Ms. Morris’s response: A less-than-positive experience I have had with collaborative leadership and consultation in working with students with exceptionalities and their families is when the most well-intentioned communication is misunderstood. A lack of communication between team members can be detrimental to the student’s success.
One insight I took from Ms. Morris’s response is how important communication is between families and educators. Communication needs to be direct and well-intentioned. Lack of communication can result in the families not understanding the same way as the educator. Lack of communication can hurt a students success and cause the student to lack in learning.
Can you discuss an instance when you faced a disagreement with a team member and share whether you managed to resolve it?
Ms. Morris’s response: As helpful as district leaders are, it can be frustrating when they make decisions on a student’s placement when they aren’t with them on a day-to-day basis. For example, there was a student who displayed aggressive behaviors within the classroom. The IEP team felt the student was not in the appropriate environment, but our district Sped leaders needed more information before they would proceed with a placement change. A valid reason for sure, but frustrating to the school team and the teachers that work with the students every day. In addition to needing more information, they wanted the students’ teachers to implement strategies that had already been done. In the end, it was eventually determined that the student was not in the appropriate placement, and a placement change took place. What helped to resolve this matter was building a better line of communication between all involved and holding a meeting with the students’ school team and district leaders. In that meeting, data, notes, a list of interventions and outcomes, and possible next steps were shared. Once the whole team was able to be on the same page, a decision was made that everyone agreed upon.
One insight I took away from Ms. Morris’s response is that sometimes teachers know what is best for their students but procedures and protocol’s have to be checked before the final decision can be made. I also took away how important it is to involve as many people who work alongside the student as you can to help make the best decisions for the student. Teaching the student and making decisions for the student should involve collaborative learning, Collaborative learning refers to a setting where multiple individuals work together to engage in a shared learning encounter with the goal of enhancing each participant’s comprehension of a subject and accomplishing a specific objective. Collaborative learning refers to a setting where multiple individuals work together to engage in a shared learning encounter with the goal of enhancing each participant’s comprehension of a subject and accomplishing a specific objective (Technology, 2015).
What types of support have you provided for students and families up to this point?
Ms. Morris’s response: I have and will continue to offer numerous ways to support my students and their families. My students know I’m their biggest cheerleader, and their families know that as well. I encourage communication. My district uses Remind as its main way to communicate with families. They know they can send me a message there, email me, or call the school to ask me questions or share concerns. In addition to being the lead teacher for SPED at my school, I’m also a 5th grade co-teacher with several students on my caseload. In the past, I have told parents that even when they move to middle school, they’re still my kids. I have had past parents reach out. A big goal of mine is to hold parent meetings where I and others can help educate parents on what it means to be the parent or guardian of a student with an IEP. I do my best at meetings to go over parent rights and explain each part of the IEP, but sometimes those meetings can be overwhelming to parents. At a separate time, I’d like to help parents see the breakdown of their students’ IEPs or explain in more detail what their student’s eligibility means and how they can help them in the home setting. With more time in my day, I could get this done.
One insight I took away from Ms. Morris’s response was how important it is to be your students cheerleaders. Many of our students do not have a support system at home so being able to support the students at school is a big part of their success. I agree with Ms. Morris that once my student ALWAYS my student. Another insight I took away from Ms. Morris’s response is how important it is to allow parents to advocate for their child and make parents aware of their rights when it comes to their child’s education. I can see how parents get overwhelmed in IEP meetings. I make it a point to give parents information in a language they understand. I also encourage parents to ask questions about their child’s education.
How have you applied successful communication strategies to work together with families?
Ms. Morris’s response: I think maintaining consistent communication between families is key. Families should be informed of their glows as much as their growth moments. Doing this helps to strengthen the relationship between families and teachers. It helps the families trust us more. I have nine students on my caseload. I keep in contact with their families. I try to keep up with when I last contacted them and for what matter. My goal is that the positives should outweigh the negatives or mundane comments. I can honestly say I have a strong relationship with all the parents on my caseload because I do this.
One major insight I took away from this response is how important communication is to families. I agree that families need to know about the student’s glow as much as how they are lacking in their education The relationship between families and teachers is important for the students success. As I progress in my years of special education, I also hope to continue to build on my relationships with parents on my caseloads.
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