ESE 634 Interview Reflection Week 5
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School
Ashford University *
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Course
ESE 634
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
5
Uploaded by JuJu1205
1
Interview Reflection
Julissa Davis
John Mendes
Week 5 Journal January 25, 2024
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The name of the interviewee Mia Ogburn (Counselor) Marcus Alderson (Special Educator)
The type of professional role the interviewee holds. Ms. Mia Ogburn professional role is counselor. Mr. Marcus Alderson professional role is special Educator.
The date, time, and medium of communication (e.g., phone, video conference, email, face-to-face, etc.) for the scheduled interview
My interview took place on January 18,2024 from11:00am to 1:00pm it was a face-to-face interview.
1.
What type of family-professional teams are you a part of? What is your role on the team? The specific nature of a counselor's involvement in these teams can vary based on the school's structure, policies, and the counselor's expertise. They may provide insights on students' social-emotional needs, collaborate on interventions, and support the overall well-being of students within the school setting
. My role on the team is being a great counselor for the students and families.
(
Mia Ogburn response). Meeting once a week, twice a month, or once a month can help with collaborative planning by allowing time to evaluate student needs, set goals, and assign assignments for the week. School counseling
services should be well-planned to complement the school's overall goals and objectives.
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2.
How long have you been engaging in education-based collaborative teams? Engaging Students. Collaborative learning can occur peer-to-peer or in larger groups. Peer learning,
or peer instruction, is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts or find solutions to problems. (Mia Ogburn response). Teachers should reach out to others who support students who have social, physical, and mental disabilities; seeking out ways they can partner to effectively aid. Special education and general education teachers, for example, can
plan and present lessons together
.
3.
How do you build trusting family-professional relationships? Open and respectful communication, collaboration decision making, feedback and reflection, accessibility, and conflict resolution skills (Mia Ogburn response) Provide regular, transparent, and frequent communication with the family. Provide multiple communication channels through which families can contact you in your professional capacity.
4.
How do you build positive and reciprocal family-professional relationships with your team? Regular team meetings, encourage open communication, clearly define roles and expectations. (Marus Alderson response) In authentic collaborations, families and educators appreciate each other's expertise on each individual kid, acknowledge each other's significance in the child's life, place trust in one another, engage in open and courteous communication, exchange valuable ideas and viewpoints about the child, and participate in joint decision-making processes.
5.
What qualifications were required to serve in this role in the team? A bachelor's degree in
special education or a related field. State certification or licensure in special education. Knowledge of special education laws and regulations Knowledge of special education
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laws and regulations. (Marus Alderson response) A degree in education or a similar career field and then a specialization in special education
. It is common for teachers to obtain a bachelor's degree in education and then a master's degree in special education.
6.
How to you model effective communication strategies in your team experiences? Professional development opportunities, technology integration, constructive conflict resolution and encourage questions and feedback (Marcus Alderson)
You contribute to a team culture that values effective communication, collaboration, and understanding in the
context of special education. Modeling these behaviors sets a positive example for the team and promotes a supportive and inclusive working environment.
In the field of special education, the information that was gathered sheds light on fundamental ideas and techniques that need to be implemented to establish trustworthy partnerships between professionals and families. Through the implementation of these tactics, an atmosphere of respect, collaboration, and comprehension is established, creating the framework for relationships that are robust, positive, and mutually beneficial between professionals and families. The obstacles I successfully tackled throughout the interview taught me the importance of teamwork, regardless of one's function or position in the educational sector. It is advisable to employ distinct tactics from those used by others in a separate department. It has been brought to my attention through this interview that you possess a variety of approaches to assist both the pupils and the parents. With these tactics, parents will be able to have a better grasp of the work that their children are receiving at school and make better use of the tools that are being provided to them at home.
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References Phelps, P. H. (2008).
Helping teachers become leaders
Links to an external site.
.
The Clearing House, 81
(3), 119-122. https://doi.org/10.3200/TCHS.81.3.119-122
Webster, L. C., & Muro, J. H. (2022).
Professional counselors’ roles and opportunities in special education advocacy
Links to an external site.
.
Journal of Counselor Practice, 13
(1), 60–78. https://doi.org/10.22229/pro1312022