Clinical Field Experience A_ Collaborating with Support Staff and Service Providers
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Grand Canyon University *
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Communications
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Jan 9, 2024
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Clinical Field Experience A: Collaborating with Support Staff and Service Providers
Ebony Raglin
SPD-558-O500 Moderate to Severe: Care, Collaboration, and Communication
Professor Temple Crutchfield
October 3, 2023
Brandie Keeton's interview and classroom observation both emphasized various facets of
teamwork and developing a classroom culture. Keeton stressed the need of setting standards,
providing schedules, and discussing each child's needs to have an impact on their duties, despite
the fact that specific information regarding training and feedback for paraprofessionals was
omitted. Therefore, communication was the first rule in this area.
Brandie Keeton promoted participative leadership that recognizes the contributions of
each team member for a fruitful academic year. Every kid received praise, and the classroom's
ethos and standards were based on a sense of routine and community. Mrs. Keeton was
instructing first and second graders in the classroom. She had been a teacher for 12 years,
including 8 in her current capacity. Paraprofessionals helped with reteaching while the teacher
used a station teaching method to deliver the initial instruction in the classroom. Setting
expectations, providing schedules, and discussing the needs of each kid with paraprofessionals
were all priorities for Keeton. Collaborative planning and action plans were prioritized for
children who required further behavioral help. The paraprofessionals are assigned to particular
students. Depending on the needs and abilities of the specific children they were assigned to,
they provided unique educational plans and approaches. Keeton organized and tracked student
progress while involving paraprofessionals in the grading procedure. Each paraprofessional ran a
station, customizing activities and instruction to match the various needs of the pupils. This was
done using the station teaching technique. By giving children with moderate to severe disabilities
the necessary help and resources, this strategy maximize their learning chances. To increase
consistency between what was said and what was seen, Keeeton could consider providing
paraprofessionals with more structured and formalized training that explains tasks,
responsibilities, and expectations. Furthermore, regular feedback sessions and ongoing
communication can enhance teamwork and ensure adherence to the desired structure and goals in
the classroom. Keeton should also involve paraprofessionals in case management discussions to
strengthen their involvement and understanding of the needs of specific kids.
Keeton never indicated how comfortable she was instructing students in this grade who
have moderate to severe disabilities and supervising paraprofessionals. However, taking into
account Keeton’s approach and the observed classroom dynamics she
fosters a strong
collaborative relationship with paraprofessionals by communicating openly about roles,
responsibilities, and expectations. She encourages mutual understanding and cooperation as a
key to a successful classroom dynamic.
The necessity for collaborative planning, transparent
communication, and matched expectations in order to create an ideal learning environment was
emphasized. Mrs. Brown, a speech pathologist, and Ms. Hays, an occupational therapist, who
work with Keeton every day, are integrated into the classroom in order to offer the students with
the proper therapies.
Overall, as you are ready to teach students with moderate to severe disabilities, the
experience of your mentor teacher and the dynamics of the observed classroom can be a great
help. The key to successfully managing the educational environment and maximizing learning
possibilities for these children will be to adopt effective communication tactics, capitalize on
teamwork, and hone your talents.
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Interview Notes
Interviewer
: The classroom setting includes the grade range of students, the number of
paraprofessionals, other support staff, and service providers who typically work with the students
throughout the day.
Brandie Keeton
: First and Second grade. One teacher, 2 paraprofessionals, a speech pathologist
and an occupational therapist.
Interviewer
: The mentor teacher’s background including years of teaching experience, how long
they have been in the current role, and the number of paraprofessionals they directly supervise in
the position.
Brandie Keeton
: 12 years of teaching, CARE SS teacher for 8 years and I directly supervise 2
paras.
Interviewer
: What is your teaching philosophy of leadership or what leadership style do you use
in the classroom, and the classroom culture and norms the teacher cultivates.
Brandie Keeton
:Everyone should participate in the process in order to have a successful school
year. I have everyone participate and we are all a team. My students have a sense of belonging
and I praise all students. I also have routines set up in my classroom.
Interviewer
: How services are scheduled to meet the needs of the students, including specific
discussion about tasks completed by paraprofessionals and other support staff and how and when
other service providers such as therapists, etc. are integrated into the classroom.
Brandie Keeton
: To create an inclusive classroom environment, create a comprehensive
schedule that includes therapists, paraprofessionals, and support staff. Understand each student's
needs and abilities through assessments and Individualized Education Plans (IEPs). Develop a
master schedule, allocate time blocks for various subjects, and consider specialized services.
Assign tasks to paraprofessionals and support staff, aligning with IEP goals. Establish a system
for consistent communication and regular reviews to evaluate scheduling strategies and identify
areas for improvement.
Interviewer
: I observed station rotations in the classroom. Could you tell me more about your
teaching style? (The co-teaching models used in the classroom, including who is involved in the
co-teaching and when such models are useful).
Brandie Keeton
: We do station teaching because I have 2 paras. I do the initial teaching while
they do the reteaching.
Interviewer
: What training, feedback, and supervision do you provide to the paraprofessionals?
Include discussion about how the special education teacher delineates roles and responsibilities
within the classroom.
Brandie Keeton
:Paraprofessionals play a crucial role in supporting students with diverse needs
in the classroom. To ensure effective support, it is essential to conduct thorough training, provide
detailed expectations, review individual student profiles, schedule regular check-ins and
feedback sessions, offer professional development opportunities, incorporate modeling and
demonstrations, participate in collaborative planning meetings, conduct regular classroom
observations, encourage professional growth, and document their roles and responsibilities. This
will help paraprofessionals understand their roles, tailor their support, and ensure a positive
classroom environment. Regular supervision and observation can also help assess the
effectiveness of strategies and provide constructive feedback. Encouraging professional growth
and documentation of roles and responsibilities can also contribute to a positive learning
environment.
Interviewer
: Strategies for creating a collaborative relationship with paraprofessionals while
also being the class leader and supervisor of the paraprofessionals. Include discussion about how
collaborative planning can create an educational environment designed to optimize learning
opportunities for students with moderate to severe disabilities.
Brandie Keeton
: I start with accessing resources that are needed for students and what the paras
can help with. I also agree on and develop an action plan with my paras for certain students that
need extra assistance with behaviors. When we work together and are on the same page then the
students know what is expected at all times even if the teacher is not there.
Interviewer
: How and to what extent paraprofessionals are involved in case management.
Brandie Keeton
: They are not involved in case management, however, I do have the paras take
certain grades to gen ed classes as well as specials
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