Collaboration Matrix PDF

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Matrix for classroom instruction...

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Collaboration Matrix Research and describe benefits and challenges of the collaboration characteristics below. Describe one concrete collaborative experience involving the collaborative characteristic that could take place between the general education teacher and special education teacher to benefit students who have disabilities.

Collaboration Characteristics

Collaborative Experience Benefits

Challenges

Example Provide resource if applicable

Voluntary Nature

Parity Among Participants

Voluntary Nature builds positive relationships and increased flexibility with more participation of the meeting participants in the collaboration environment. This in return benefits students by applying collaborations that are entered freely into the meeting with all participants contributing equally. Educators that collaborate freely trust that two heads are better than one (Friend & Cook, 2013 p.6). Parity Among Participants is when all participants have the same decision-making power (Friend & Cook, 2013 p.7).

Some challenges are that not all participants contribute equally or that some educators have preconceived judgements and do not have a growth mindset. In these instances, they are unwilling to compromise or have negative intentions which in return makes collaboration unsuccessful and challenging (Friend & Cook, 2013).

A resource teacher and general education third grade teacher have a PLC (professional learning community) meeting on how to introduce the daily learning objectives in English Language Arts and Math. Both teachers have the all-students best interests and discuss how to effectively differentiate for all students needs. The y both work together to voluntarily work toward the end goal of successful teaching with the majority of students proficient.

When some participants think they have more authority to make influential decisions than other participants then parity cannot

A weekly ELA grade level meeting that includes an administrator, grade level general education teachers and resource special education teachers in which all have brought

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Each participant collaborates occur. and is valued as a professional.

Mutual Goals

Shared Responsibility for Participation

Shared Responsibility for Decision Making

Having mutual goals for all students when collaborating with professional educators of all areas of learning ( Friend & Cook, 2013 p.8).

Some of the challenges that may present in PLC’s is difference of opinions without a growth mindset on goals for students (Marzano, 2012).

Equal division of responsibility where all professional educators, administration, and parents take equal part in participation of collaboration for a student.

Some challenges for shared responsibility are when some do not participate then others have to try to pick up slack. Another challenge might occur when an educator think they have more authority than others (Friend & Cook, 2013). When one professional educator has more interactions or unequal representation decision making is imbalanced which may lack in some areas of substance (Powell, n.d.). Some of the challenges may be that unequal decision making or imbalanced interactions which in return lack in areas of substance and goal making for students.

Equal division of decision making where all professional educators, administration and parents take equal part in decision making of collaboration for a student (Powell, n.d.).

their fresh ideas and express them equally and collectively to make lesson plans for English Language Arts for the next weeks lessons. This creates parity for the correspondence emphasizing on the success of all students. Professional educators collaborate on a specific goal and engage to contribute to the Math goal lesson plan reaching a shared goal that was contributed and agreed upon by each team member. One goal may be differentiated testing in the quiet resource classroom to void distraction for students with IEPS and accommodations of text to speech for mathematics for those who need it. During an IEP administration, special education, related services (speech, occupational therapy, physical therapy, emotional therapist) general education teacher, and parents meet each assigned a task and have equal input. to come up with present levels of performance, academic goals, functional goals, accommodations, modifications, service hours and long-term goals. Each giving their input to the area of their expertise and actively listening to establish goals for student success.

During an IEP administration, special education, related services (speech, occupational therapy, physical therapy, emotional therapist) general education teacher, and parents meet each assigned a task and have equal input. to come up with present levels of performance, academic goals, functional goals, accommodations, modifications, service hours

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Shared Resources

Shared Accountability for Outcomes

Shared resources are a systematic basis of actively taking responsibility for professional development where the collaboration team members share sources, technology resources, perspectives, feedback, and reflections with other professional educators and parents (Friend & Cook, 2017 p. 8). Shared accountability for outcomes makes all professional learning community members including parents equivalently responsible for student outcomes whether they are positive or negative (Friend & Cook, 2017 p. 9).

Some challenges may occur when some colleagues do not participate actively or do not actively listen to resources. When equal participation is not achieved there is difficulty to establish parity and effective planning. “We must, indeed, all hang together, or assuredly we shall all hang separately (Friend and Cook, 2017 p.9)” Benjamin Franklin. Some challenges for shared accountability may be when participants do not actively participate or do not provide their efforts resulting in unsatisfactory accountability and ineffective or unproductive outcomes.

and long-term goals. Each giving their input to the area of their expertise and actively listening to establish goals for student success. During an IEP administration, special education, related services (speech, occupational therapy, physical therapy, emotional therapist) general education teacher, and parents meet each giving share sources, technology resources, perspectives, feedback, and reflections with other professional educators. Each team member giving their discussion equally to their area of their expertise and actively listening to maximize not only student outcomes but also maximizes teaching development and strategies. Grade level planning which includes administration, councilors, all grade level teachers, special education teachers, and parents to collaborate on behavior intervention plan of a student that is having outbreaks during large group instruction. Everyone collaborates and shares their professional opinions, data, and ABC chart to access a solution equally through accommodations and modifications to help the student succeed in large group instruction.

References: © 2019. Grand Canyon University. All Rights Reserved.

Friend M. & Cook L., 2017. Interactions: collaboration skills for school professionals, eighth edition, published by Pearson education Inc. Marzano, R. 2012. Becoming a reflective teacher, the classroom strategies series. Marzano research laboratory. Powell, W. (n.d.), Collaboration. Retrieved April 25, 2021 from https://www.state.gov/m/a/os/43980.

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