Philosophy of Collaboration and Communication in Special Education Education is e series of properly timed opportunities that allow a person to move toward his or her unique potential, We teach because we enjoy the dance itself, and we teach because we enjoy the results of our hard work: student suecess. Each day we push our students to be their best, end each day we must do the same for ourselves. In comes collaboration, Collaboration is a syle of interaction, used to enhance instruction and student achievement. If that is not important, Ido not know what is. Suiking to me is the fact that we push for more inclusive conditions for our students, but sete for an isolation medel for ourselves. Collaboration trades that ‘model for an inclusive one. Many of us inherently understand that although collaboration takes time and effort, itis as important and beneficial for educators as it is for our students. “It takes a lage to raise a child.” Educationors docan't have time for the lew-man-on-he-oten-pole strategy. Collaboration creates ian opportuiticsy for new teachers to hit the ground running through sicaningful intecactions with experienced colleagues, nd opportunities for school persennel to bettsr understand the fanilies they serve. Because collaboration is used as a means of increasing student success, we must include the student. A thorough understanding of identity traits (and the interplay between them) pertaining to our students and their families, as well as our own identity, is ertisal. Some key players in collaboration include general education teachers, special education teachers, service providers, experts such as reading/math coaches, and school administrators. It may even be necessary to collaborate (or at least consult) with cafeteria staff in order to offer appropriate skill instruction and to provide accommodations and opportunities for student success. In special education, collaboration has maay facets. School personnel Feaehers must understand the differences between their own identity and thotoe oftheir colleagues, administrators, ‘community members, and parents, as well as the developing identities of students in their care. which‘This requires building cultural competence and examining the many aspects identyities such as culture, time orientation, locust of control, and stylistic preferences pertaining to communication. We must do this on an individual basis, careful to avoid stereotypically labeling all people within a given culture as having static, similar preferences. Whether we're collaborating with colleagues, students, or families, ‘great communication skills are necessary, and “Another-facet-is-teacher-family-coliaboretionsawhich- may take place formally in meetings, as well as informaily at school events or when we see then in- publio—Beach instance is a chance to better appreciate their values, beliefs, personality traits, family style, and way of Life. A third facet of collaboration is professional coilaboration— when professionals: Though humans are social creatures, meaningful collaboration does not happen accidentally. In fact, it needs to be set up well. Administrators play a role in creating a culture of collegiality st their site. This means “selling” the benefits to teachers, providing the necessary resources (time, place, and training), and setting meaning, realistic expectations for interactions. Phenomenal administrators may ‘even praise the great results and the small steps that get teachers (and students, families, etc.) there. Without proper time allotments and realistic goals for collaboration, itis easy for professionals to become disheartened by the extra work and the low pay-off. Great collaboration, though, is a research-based strategy to increase student (and school) performance. At times, it may be our professional duty to enable and encourage administrators to foster collegiality and collaboration.Personally: in order for collaboration to be successful, Iwill need to come to the table with an understanding of myself, a willingness to learn about the people with whom I will c: aborate, effective communication skills, an understanding of the goals and objective of our collaboration sessions, and an ability to put t into “context” This could-loole lice an JEP planning-session-at which-welze- brainstorming long-term goele-and-ereating-« vision forthe students life inadulthood; oriteould-be-the- first-time Lmeet someone; seeking to-understand them; their needs, beliefs; valuesysteme;aind-so-forth: Regarding The idea of “setting us up for success” brings us to parity. We know that power, and even. perceived power, can diminish the outcomes of success in collaboration. Parity isa level playing field, s0 to speak, forged from srust, upon which collaborators feel comfortable speaking, listening, giving and receiving ideas and feedback, and upon which all parmers are viewed as meaningful contributors in the process. Inthe process of learning about someone (and ultimately to trust them), we must be willing to leam about and understand the differences in identities so lines of communications remain ‘open, and all parties correctly interpret the others. For instance, if don't know that a Hispanic male sometimes values “machismo,” it might e easy to be offended. On the flip side, if Tknow that and T realize « coworker doesn't understand that, itis my responsibility to share that information in an appropriate manner ‘Additionally, I shall utilize specific strategies when communicating with family members (and students) when their first language is not English. Specific to formal meetings, I pledge foster a sense of collaboration from the moment they walk in the door (by greeting them and walking into the meeting together as a team) to the moment they have actually left the building (by walking out with them so that they know that team members are not still making educational decisions in their absence), and at every moment in between. [ wi isten actively and authentically to what people say verbally and nonverbally, and will elicit additional information, check my understanding, and foster closerelationships in my professional and personal life. Furthermore, I pledge to continue to learn about ‘communication and collaboration, both out of curiosity and in order to best serve my profession. Finally, regarding special education, there are some critical times for collaboration to take place. Beginning when students enter a classroom, itis important to begin to build a rapport with families and to ensure cultural understanding, which is one of the greatest tools we have in order to ‘ensure minimal misrepresentation in Special Education. If a student is screened and determined to be “at risk,” professional may collaborate in order to provide the most meaningful supports available. Particularly if student warrants Special Education, professionals, administrators, service providers, the student, and families ought to meet to identify strengths and areas of concern, develop goals, and implement the plan whether it be an IEP, Positive Behavior Strategies, and so forth. From+his-point-on Prior to this taking place, it is essential to comtinue-to-first understand, and then collaborate with other professionals {end-thefamily}-the education team to gain a deep understanding of the student and the ‘family. Then, as we track progress, refine supports, andwe must continue to learn about the student's strengths and challenges, as well as those of the family. The initial idea of “it tokes a village to raise a child,” and the idea of collaboration being as beneficial for teachers as it is for students, deserves a second mention here. Though we are experts in our field, we are not alone in this, nor ought we strive to isolate ourselves, nor ought we settle for being isolated from others. In fact, the professional vocabulary and jergon we utilize to communicate with families cen paradoxically alienate them in the process, and requires educators to maintain sensitivity to the human element of our profession while communicating with families. That is the key: our students, NEED 1s to collaborate effectively with school personnel, families, and with students themselves, in order to offer optimal educational opportunities for them. Though it may seem silly, collaboration is one of the most powerful tools we have in the pursuit of a long, happy, and successful teaching career.