Journey Towards Creating Effective Schools for All Learners
Provide Support and Collaborate
organized by the different sections of the chapter.
Learning tools. Tools
for analysis, discussion, and planning you may use in class, professional
development, and in your own practice as a teacher.
vs. team exercise. Use Activity
Tool 5-2 to help individuals think
about how well they function as a member of a team.
system: Assessment and goal setting. Activity
Tool 5-3 allows respondents to assess the effectiveness
of the support system in their own school based on exemplary principles
and practices discussed in chapter 5. The tool can also be used to help
school staff set goals for improvement.
of support for inclusive teaching. Using
categories of support discussed in chapter 5, use Activity
Tool 5-4 to ask respondents to assess the types of supports being provided
in a school
This tool can also be used to discuss goals for improvement.
for heterogeneous student distribution. Activity
Tool 5-5 provides
a blank form which groups can use to plan for heterogeneous classes
in a school.
inclusive continuum of services. Activity
Tool 5-6 allows respondents to summarize support services needed by three
students with very different disabilities and discuss the overall
emerges from the needs of these individual students.
support personnel for teachers and students. Activity
Tool 5-7 asks respondents to assess the present support available in a school,
list support staff, #'s, describe their role, and consider ways that
roles could be shifted to improve outcomes.
Of Support Teachers. Respondents use Activity
Tool 5-8 to review
and revise a role description for a support staff person special
education, Title I, or other support teacher and discuss the rationale
for the role
Models Of Related Services. Respondents
use Activity Tool 5-9 to describe the role of related services professionals
including personnel such as speech therapists, occupational therapists,
physical therapists, and others and discuss the implications of their
Of Teaching Together. Respondents
review approaches to co-teaching and discuss preferred methods for
instructional teaming using Activity
for collaborative teaching. Respondents
review issues in collaboration between teachers and articulate how
they might prefer to handle these issues in their own practice using
Activity Tool 5-11 a and
and practices for inclusive co-teaching: Some
dos and don'ts. Using
Activity Tool 4-12, respondents review this chart of dos and don'ts,
items they have observed in a school, and discuss issues.
for planning time. Respondents
review list of strategies for developing planning time for collaboration,
list positive and negative aspects of each strategy, for a school
they know, develop a recommended approach, and provide a short rationale
using Activity Tool 5-13.
support teacher schedule. Respondents
use Activity Tool 5-14a and 5-14b to develop a schedule for a support
teacher who works with 3-5 classroom teachers listing key considerations
support in a general education class. Activity
Tool 5-15 allows respondents to develop a schedule for collaboration and support,
identifying the . types of support personnel, sketching a teaching schedule,
and developing an optimum schedule for support staff.
Artwork reprinted by permission of
Martha Perske from PERSKE:
PENCIL PORTRAITS 1971-1990
Nashville: Abingdon Press, 1998.