Collaborative Perspectives

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American College of Education *

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3300

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Computer Science

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Dec 6, 2023

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Jessyca Kohan Dr. Sharon Romaglia SPC 3300-60 February 27 th , 2020 Collaborative Perspectives Background Mrs. Kathy Pardo was interviewed for the assignment of collaborative perspectives. Kathy Pardo is the lead special education teacher for grades two and three. She is a graduate of Dominican College with a dual degree in special education and elementary education. Pardo has a certification is Orton-Gillingham and is currently completing her certification for the Wilson Reading Program. Kathy Pardo has been a special education teacher for seven years and has been a part of the New Milford Public School District for six years. Her specialty preference is in reading and phonics. Kathy Pardo’s day consists of push-in resource help in second grade classrooms and pull-out resource help for third grade for both language arts and mathematics. Kathy Pardo is a teacher in New Milford Public School District. New Milford Public Schools has a high rate in students in special education. As of 2018, the rate of special education students was 21.1%; this is only including students that are in-district. New Milford has students coming from many different districts to take part of their special education program. The special education department offers multiple programs or tiers for special education students. The programs include inclusive classrooms, pull-out resource rooms, self-contained, limited language disability, and inter-bridge crossing classrooms. Overall, New Milford has good results when it comes to their students in special education. Many are able to meet or come very close

to meeting target goals when it comes to state testing as well as making special education students mainstream and less segregated at all times. Collaboration Summation Kathy Pardo discussed the multiple types of collaboration that she sees and participates in throughout the school. Pardo discussed that the most common collaboration methods seen throughout B.F. Gibbs Elementary School are co-teaching and small group work. For classrooms that are inclusive, Pardo has been in and has seen these two methods the most. Pardo expressed that these methods aren’t always working methods depending on the two teachers in the room. She personally has been in classrooms at Gibbs where the general education teacher completely takes over and she is allowed to just roam around and only assist the students with IEPs. She would not join in into any of the lessons or be able to give any input, especially for the general education students. Some general education teachers seem to push the special education teacher to the side and seem them as irrelevant in the school. Pardo feels due to this type of situation that general education teachers should be asked if they want a special education teacher in the room with them beforehand. Pardo has been in classrooms where co-teaching and small group work happen consistently. Inclusive classrooms are more enjoyable when the general education teacher is open to collaboration. Aspects of collaboration that are important to Pardo while collaborating are teamwork and personality of both teachers. A lot of co-teaching happens within the walls of Gibbs. These teachers typically meet at the beginning of the year together to discuss every student in the class. The discussions go over the previous year grasp of material, final production of writing assignments, and the overlook of each students’ portfolio. The co-

teaching strategies that happen are the general education teacher teaches the main lesson and the special education teacher interjects in the parts where most misconceptions lie. The lesson is done through whole class instruction so both the general education students and special education students are learning the material the same way. The lesson then typically shifts into small group work. The general education students are paired with each other with one high students and one low student and practice the targeted skill of the day. The special education teacher then takes the students with IEPs to a back table to do more guided practice on the targeted skill. These two types of collaboration produce the best results for students, therefore the district and administration highly suggest this type of collaboration between teachers. In addition to just general education teacher and special education teacher collaboration, there is collaboration within each grade level. The general education teachers have grade level meetings to discuss their findings when teaching, especially for readers and writers workshop. These teachers collaborate by sharing worksheets, teaching methods, activities, etc. to help their students grasp the targeted skill. Reflection When having any extra teacher in ones’ room, collaboration is key to success. I have learned that having another teacher in a classroom should be seen as a positive rather than a negative. Having a general education teacher and a special education teacher in one room is not to pin two teachers against each other to show who is boss or who teaches better, it’s to ensure better success for the students. I know every teacher, no matter what, has their own teaching style, has preferences, and may want to handle a class a certain way, however, those components need to be put to the side.

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I have learned that not every general education teacher will be as welcoming as others, yet that doesn’t mean you cannot do your job. In the future if this is a scenario I come across I will have a conversation with the general education teacher to assure that my job is not to take the job away from them, but to help the students. Hopefully this will lead to more of a conversation on how to better collaborate. As per Pardo, this is something that does happen frequently, especially with teachers who have been teaching a long time. Collaboration does not stop with just two teachers. Collaboration can be school wide and even district wide. Getting insights from others teachers I have learned to be a great asset to teaching. There may be a topic that you’re having trouble with teaching and getting through to the students, therefore discussing with other teachers and getting another point of view can be helpful. I know for future reference, especially being a newer teacher, other teachers have gathered good materials and strategies over the years. Asking for help is never something to be disappointed about, teachers are still students no matter how many years they have been teaching. Our teachers just happen to be other teachers in your district or in others.

Interview Questions Name: Kathy Pardo What is teacher’s background in special education (certifications, years in career, current position)? -Lead special education teacher for second and third grade -7 years -Dominican College -Orton-Gillingham cert. -Completing Wilson Reading Program cert. What aspects of collaboration are important to you? -Knows good collaboration will happen when general education teacher has a good personality and is open to collaborating (good teamwork) -Preferred collaboration styles are co-teaching and small group work for guided practice Do you see these aspects of collaboration among the faculty and staff? -Yes, majority of inclusive classrooms are run in this style and have good results -Teachers who work well together have the better end results with their students and overall higher test scores for the testing grades -New Milford recognizes these methods to be most effective therefore the administration emphasizes this way of teaching If not, what types of collaboration do you see? -Yes, I have seen these types of collaboration not work which effects the entire class -Has been a part of non-working collaboration classrooms and was deemed unimportant, makes it very hard to do the job your needed to do How is collaboration used to help educators best meet the needs of student with disabilities? -When working together with general education teacher, the special education teacher is able to modify the curriculum for students with IEPs -Having the support of the general education teacher on how to modify certain texts is always welcome because it overall will help the special education teacher get students ready to eventually transition into the general education classroom How does collaboration help educators effect successful transitions of students with disabilities across grades and/or settings? -They know they have the support and are not limited to being just the special education teacher -They have a familiar experience of what the general education teacher expects and the general education expectations overall (helps the special education teacher guide their students to eventually transition to the general education room)

What is your preferred collaboration? -I prefer to modify tests and work -I like small group work to help guide my students but also mix with general education students so they are not stigmatized How do you collaborate? -I like to meet with the general education teacher first and talk about the students and where they are at -Before jumping in I like to observe teaching style of the general education teachers because every collab. teacher is different -I like to ask what I can do to get more involved overall Are general education teachers always welcoming? -Not all general education teachers are very welcoming to special education teachers -Many of the general education teachers find special education teachers as a threat or try to come in and change everything -I feel general education teachers should be asked if they want the special education teacher in the room or if they would be able to collaborate with, otherwise it makes the experience awkward Do you collaborate differently with different teachers? -The personality of the general education teacher makes a huge impact for me -I prefer to be able to jump in whenever rather than being pushed to the side -Some general education teachers take lead and only allow special education teacher assist -Some general education teachers have the special education teacher do everything What grades are easier to collaborate in for both teachers and students? -It is easier to collaborate in the lower grades for students due to easier content -I have found collaborating with teachers in the lower grades is easier because the upper grades are busier teaching to the test and because the curriculum is easier to understand for both teacher and student How are the students in the resource room compared to push in? -Students in the resource room have lower academic needs, typically are at least a grade level behind, nothing is modified and its more based on the student levels, and there are more students with IEPs in resource room instead of inclusive classrooms -Example, for inclusive I have 4 students max and in resource I have 11 students -Inclusive classroom students are more independent and have the ability to do the grade level skill and mainly need help talking through how to get the answers Would you rather only work in inclusive classrooms or have you own resource classroom? Why? -I prefer having own resource classroom because it’s easier to really assess students’ needs

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