Running head: EFFECTIVE COMMUNICATION AND COLLABORATION 1

Effective Communication and Collaboration

Micayla Chapman

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2019

EFFECTIVE COMMUNICATION AND COLLABORATION 2

Effective Communication and Collaboration

Introduction

The competency for student teaching that focuses on effective communication and

collaboration is vital for every teacher. Teaching in a public or private school setting is never a

solo career and teamwork is valued within this profession. Teachers work together to teach each

child according to their specific needs and accommodations, so having clear and effective

communication helps to make sure that teachers are not confused about a child’s needs and

expectations according to administration or parents. Communicating with the intention of

collaborating helps to enforce a greater morale and sense of work ethic. Through collaboration

there is also greater efficiency because teachers have access to each other’s resources. This

makes it easier for long-term planning and helps teachers learn from each other about different

approaches or strategies for a topic. Communication and collaboration are the foundation in

which all other work must commence.

Rationale for Selection of Artifacts

When selecting my artifacts for this competency, I wanted to make sure I depicted

realistic, day-to-day interactions. This is because communication and collaboration are daily

practices and should be utilized consistently. I chose the notes taken during an IEP meeting

because it is important for me to reflect on the relationships between teachers, parents, students,

and special ed coordinators (i.e. case managers). Having the annual IEP draft meeting is helpful

for all parties to check-in on a student’s current experience at school and assess their educational

approach. The meeting itself was detailed and the case manager went through each page of the

draft very clearly and carefully so that each person was completely aware of every note. It was

also good for me to see that even though I will not be a special education teacher, I still have a
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role in these meetings because many students with IEPs are in inclusion classrooms. My

cooperating teacher’s input was just as valuable because she was able to share the perspective of

working directly with a student. I was also able to share my outsider perspective without bias

that the student is respectful and hardworking in the classroom at this current stage in his life. I

also included this because I know that practically I will need to take note of a student’s strengths

and weaknesses for this kind of meeting in the future.

The second artifact I chose was notes from a PLC meeting. This meeting was important

because my cooperating teacher and I discussed future planning for an upcoming novel the class

will read. She shared her resources with everyone and then from there we came up with ideas

about how to approach the novel and if we want to change anything about the current resources.

This meeting was important for me to practically take note of because preparation is the key to

success in teaching. PLC meetings allow for all the 7th grade English teachers to prepare

collaboratively and it is a designated time for discussion. This time spent once a week is time

well spent because it helps to keep the 7th graders consistent. Consistency and organization are

especially important for middle school, so to keep the students on track there must be plenty of

planning beforehand as a team. I enjoyed this time together because it made me feel less alone in

my planning. I did not feel as if I was just blindly making plans without a clear end goal, but

rather there was clear requirements given by my cooperating teacher that gave us structure in our

planning. This meeting was also a great time to ask questions for clarification and it was relaxed

enough that everyone felt like they could ask questions or contribute to the discussion. Both

meetings were important for me to participate in because they are common for teachers.
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Reflection on Theory and Practice

The IEP meeting exemplified putting emphasis on student involvement in the educational

process. The student was present, and the case manager consistently asked him questions and if

he had any response to the comments on his IEP draft. The teachers and case manager also said

that they like how he is more confident and advocates for himself which is a vital part of self-

determination in the special education program. I consistently heard the adults present use the

phrase self-advocacy in the sense that it is vital for his career as a student and potentially beyond

that. According to Test, Mason, Hughes, Konrad, Neale, and Wood (2004):

One strategy that has potential for significantly impacting student self-determination and

self-advocacy skills is to prepare students to be significantly involved in the development

and implementation of their IEPs, including meaningful involvement at their IEP

meetings and involvement in monitoring their own goal achievement. (p. 392-393)

The case manager introduced at the meeting the idea of the student being his own advocate when

he turns of legal age. She told him that speaking up for himself and ensuring that he is the one

that takes responsibility for his accommodations proves to the teachers that he will be capable in

taking care of himself one day and making decisions. Like the quote mentioned above, student

involvement in the IEP process is important for that self-determination to develop and it was

evident in the interactions that occurred that he is involved. This involvement shows him that the

adults present respect him and care for his needs.

The PLC meeting was different in comparison to the IEP meeting because there were no

students involved in the process, however student learning was at the center of discussion. This

school does not have a schoolwide requirement for lesson plans, and this was evident in the

meeting. Most of these teachers have taught for many years so they do not feel like they even
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need lesson plans because they have so much experience teaching these classes. As a student

teacher, lesson plans are required so planning them has been difficult at times because lesson

plans are not the norm. Also, I have come to learn the fluidity that lesson plans can become

because I work with inclusion classes. Those classes may end up needing different approaches

and this can become evident while I am teaching. Learning to adapt and quickly overcome has

become common for me as I am learning and figuring out what my students need. It is important

to mention that collaboration is not always the norm for schools and there are many schools that

have teachers independently making their lesson plans. However, this is not the most productive

course of action. Based on research conducted by Dooner, Mandzuk, and Clifton (2008)

“…teachers need to appreciate the demands inherent in the collaborative process. Although

individuals come with their own expectations of group work, they need to define each other’s

actions so that they ‘‘fit together’’ to create a shared practice” (p. 565). I wholeheartedly agree

with this because consistency is important for gauging where students should be at and it is not

helpful in the long run for teachers to be so independent in their day-to-day lessons.

Collaboration may seem difficult at first especially if there are tensions between certain

individuals, however the students and their productivity should push against any differences in

opinions. Productivity is at its best in collaboration and that means with students, teachers,

parents, administration, and the community.

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References

Dooner, A., Mandzuk, D., & Clifton, R. A. (2008). Stages of collaboration and the realities of

professional learning communities. Teaching and Teacher Education, 24(3), 564-574.

doi:10.1016/j.tate.2007.09.009

Test, D. W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W. M. (2004). Student

involvement in individualized education program meetings. Exceptional Children, 70(4),

391-412. Retrieved from http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/201199686?accountid=13479