Presentation on theme: "Teaching Effective Collaboration Skills"— Presentation transcript:
1 Teaching Effective Collaboration Skills Success Beyond the SandboxLaurie DinnebeilA presentation at the 2005 Inclusion Institute, Chapel Hill, NC
2 The Purpose of this Session is to: Describe major types of collaborative relationships:CoachingConsultationSupervision/MentorshipTeamingDiscuss ways to prepare individuals to be effective partners
3 Teaching Skills for Effective Collaboration Dinnebeil, L.A., Buysse, V., Rush, D., & Eggbeer, L. (in press). Teaching Skills for Effective Collaboration. In P. Winton, J. McCollum, and C. Catlett (Eds.) Preparing effective professionals: Evidence and applications in early childhood and early intervention. Washington, DC: ZERO TO THREE Publishers.
4 What’s So Important About Collaboration? The success of early education and intervention is dependent on the quality of relationships that adults have with children and each otherGiven that services to young children involve more than just one adult, the quality of the interactions between and among adults will have a direct impact on the quality of services.
5 Collaboration Defined Each person both teaches and learns.Mutual respect for the role of each individual is implied and demonstrated.A strong degree of reciprocity underlies each of these relationships.A joint goal helps to serve as a roadmap to collaborative work.
6 Major Types of Collaborative Relationships CoachingConsultationSupervision/MentorshipTeaming
7 A Variety of People Can Serve in a Variety of Roles EI/ECSE ProfessionalECE ProfessionalParentSupervisorCoachConsultantTeam MemberOrange handout—examples of roles. Ask audience to talk with each other for 2-3 minutes to discuss real-life examples. Discuss
8 Coaching Key Components of a Coaching Model Iterative and Interactive Reflection and FeedbackRefine existing practicesDevelop new skillsPromote continuous self-assessment and learningNote importance of feedback—identify characteristics of effective feedback.
9 Process of Coaching Agree to participate in coaching relationship Identify goals, expected outcomes and criteria for measuring learner’s masteryObserve one another, reflect on current and/or new skills,Learn and practice new skills, provide feedbackEvaluate success of coaching plan
10 ConsultationAn indirect, triadic service delivery model in which a consultant and a consultee work together to address an area of concern or common goal for change.
11 Process of Consultation Gaining entry—clarify need for consultation and process, identify expected outcomes, delineate rolesGather additional informationUse results of assessment to formulate observable and measurable outcomesIdentify possible strategies; select one or moreConsultee implements selected strategiesEvaluate success of plan
12 Supervision/Mentorship Professional relationships designed to support knowledge and skill development, often in younger or less seasoned practitioner.Effective supervision or mentoring relationships are characterized by reflection, collaboration, and regularity.Ask audience to recall characteristics of memorable supervisors or mentors…
13 Process of Supervision/Mentorship Preparing for discussionGreeting and reconnectingOpening the dialogue and finding the agendaInformation gathering and focusing on detailsFormulating hypotheses about the meaning of the issue being discussedConsidering next steps—discuss options and make decision about issue.Closing— acknowledge end of session, briefly recap, consider what lies ahead
14 Descriptors of an Effective Team (Friend & Cook, 2000) articulated goal understood by all team members,a climate in which all team members feel respected and valued,recognition that individual team members are accountable to the group,effective group process and “ground rules” that lay the foundation for the team’s work,appropriate leadership skills of all team members.
15 Process of TeamingComing together—acknowledge role of team, clarify goals and objectivesIdentify problem and gather information about itGenerate possible solutions; plan for solutionPlan for and implement solutionEvaluate success of solution
16 Common Features of All Models Stages reflect a problem-solving approach to triadic interventionStages are fluid, rather than fixed.Ask audience to name major stages of collaborative relationships. Blue handout
17 Outcomes of Collaborative Models CoachingSkill-basedFocus on acquisition, fluency, maintenance generalizationConsultationSupporting changes in learning environmentsSupporting systems level changeSupervision/MentorshipSupport a practitioner’s ability to self-reflect on the work and her reaction to it.TeamingCan focus on all of the above—teaming is a broader constructPink handout.Pink handout…prepare for next slide—what kinds of knowledge do those in a leadership role in a collaborative relationship need?
18 Requisite Knowledge, Skills and Dispositions Knowledge ofOne’s disciplineTypical/atypical child developmentSetting and child’s environmentThe collaborative processWhat are the interpersonal skills and style that’s most conducive to collaboration?
19 Interpersonal Style Successful collaborators are… Flexible, adaptable approach to interactionAble to consider others’ perspectives and are able to set aside their own beliefs or expectations if they interfere with a productive working relationshipAre objective and make sound decisions based on the reality of a situation.
20 Interpersonal Skills Successful collaborators… put others at ease and are viewed as genuine and respectfulare reflective and can engage in active listeningask good questions and provide/accept appropriate feedback from others.are aware of the nonverbal behaviors that support or undermine interpersonal relationships.understand and can apply principles of group processing and problem-solving to their work with others.Successful collaborators know how to “win friends and influence others.”What are key attitudes, values, or dispositions needed?
21 Attitudes, Values, and Dispositions Successful collaborators…Are ethical practitionersAre highly cognizant of their own values and biasesPossess equal amounts of self-confidence and humilityAppreciate that both partners possess unique knowledge and skillsAre curious and eager learnersAppreciate that they are guiding another person; they are not in controlUnderstand that being a knowledgeable resource is not the same as being a “know it all”.Activity—how does the need for knowledge, skills, or attitudes change during the course of a relationship?Yellow handout
22 Preparing Individuals for Collaborative Work Preparing individuals for work with other adults is complex and requires experiences along many different levelsThe kinds of learning experiences needed to support knowledge, skill, or attitude/value acquisition differs in complexity.
23 (Learning outcomes from low to high) Examples of Training Approaches and Learning Activities for Building Knowledge and Skill Related to the Collaborative Process (Adapted from Harris, 1980 and McCollum & Catlett, 1997)Engaging in a collaborative relationship under the supervision of a professional; reflecting on the experienceAttitudes, ValuesObserving other professionals engaged in collaborative relationships and analyzing their behaviorSkill(Learning outcomes from low to high)Desired ImpactCompleting case studiesIn-class/In-session simulationsKnowledgeReadingLecturesGuided notesAwarenessLowHighComplexity of synthesis and application required
24 Instructional Strategies to Promote Skill Building and Collaborative Dispositions Learners need genuine experiences to learn and apply critical skills. They should participate in group projects that require them to learn skills related to teamwork and collaboration.
25 For example…Students in a ECSE Methods Class are required to work together to develop an IEP for a fictitious child with a disability.Students are made aware that the goals of the project include enhancing their ability to work effectively with each other.Students set ground rules for group work and provide written (anonymous) feedback to each other at the conclusion of the project.
26 Another ExampleStudents work in teams to design and implement parent-child playgroups under the supervision of qualified personnel.In addition to gaining experience in conducting playgroups, students are aware that an explicit goal of the assignment is to learn to work together as a team.
27 Another ExampleAs part of a general “methods” course, preservice ECE teachers are required to videotape themselves teaching.Students partner with each other, viewing each other’s videotapes, provide written and verbal feedbackStudents are also required to provide a written reflection of the feedback process as well as a critique of their partner’s ability to provide feedback.The ability to provide and receive appropriate feedback is evaluated as part of the student’s course grade.
28 Another ExampleAs part of a mini-practicum, practicing ECSE professionals were required to design, implement, and evaluate a coaching or consultation plan. As part of this assignment, they identified an ECE professional who worked with a child with special needs.See Dinnebeil & McInerney, 2001
29 Components of the PlanPracticum Requirements were based on work by Wesley (1994) and were undertaken jointly between the student and her learning partner:Identified child-focused goals and objectives,Evaluated the child’s learning environment with the ECERS or ITERSIdentified components of the environment that could be enhanced to support the child’s learning,Developed a plan to modify or enhance the environment,Outlined child-focused intervention strategies to achieve the child’s learning goals,Engaged in coaching or consultation strategies that helped their partner learn how to use the strategy,Gave feedback to the learning partner, andMonitored the child’s progress through easily implemented data collection strategies.
30 Another Example from Dr. McWilliam… Students are required to develop an intervention checklist designed to help a learning partner use a specific strategyThe checklist must outline operational steps to follow to correctly implement an intervention strategy.Students use the checklist to teach a learning partner to implement the strategyBoth students and learning partners use the checklist to guide observations of each other and provide feedback about implementationFor what types of interventions could checklists be developed?
31 A Final ExampleIn order to give students authentic opportunities for giving and receiving specific and appropriate feedback, an instructor holds a knitting session in class.Those who know how to knit are required to teach a classmate, in class how to knit.After the activity, discussion focuses on giving appropriate feedback and instruction to an adult learner.
33 Challenges to Effective Preparation Lack of exemplary practice settingsLack of practiced professionalsAttitudes and values of the learners themselves (e.g., apprehension about being an “expert”, resistance to the model)Difficulty in supervising learners engaged in collaborative relationshipsOther challenges?