Collaboration Project #3By: Brennan Hoffer

The Conflict My principal has recently observed

me and does not feel that I am “providing students with the correct accommodations and modifications” that their IEPs demand.

This is important because it is the schools responsibility to provide an IEP for each student who requires special education and related services. If I am not doing my job correctly it could cause problems for the school district and the students.

Solving the Conflict/Problem

Collaboration among teachers and other school specialists during informal meetings, co-teachings, and formal meetings is crucial, especially when the principal does not think you are doing your job correctly.

If this scenario was real (with this conflict), I would first meet with the principal and the special education teacher in order to figure out what it is that I was missing in the class. He states that I am not accommodating and modifying my class to meet the student’s IEPs in the email.

By sitting down and collaborating with the principal and the special education teacher about this IEP, I would be more aware of what I was doing in the class and what I needed to change for the demands of the students.

My Uses of the Effective Communication

Strategies I will actively listen to what the principal and

special education teacher have to say in the meeting to figure out the adjustments to make in the classroom.

I will depersonalize the situation so that there will not be any negative comments made about any of the students, rather just focusing on their disabilities.

The common goals for each student will be discussed and will be done so in a positive fashion so that it is easier to turn the entire conversation into one of productive problem solving.

My Uses of the Effective Communication

Strategies The principal, special education teacher, and I will

brainstorm goals and solutions to the problems that are taking place in my classroom. These brainstormed ideas will be ways to achieve the common goals.

In addition to brainstorming ways to achieve common goals, we will summarize the goals and solutions at the end of the meeting to reiterate and make sure we are both on the same page.

Then we will follow up and monitor the student’s progress in the classroom. In this case, the follow up could also literally be a follow up observation by the principal to ensure what we discussed is taking place.

3 Challenges1. Meeting time?2. Parents/student meeting

attendance?3. Making changes in the

classroom that accommodate all IEPs

Solving the Conflict/Problem

Solving the conflicts/problems that go along with this scenario would be finding a time to meet with the principal. In order to do so we would meet face to face (rather than email) so together we can pick a time that works for both of us without wasting any time emailing back and forth.

Once we meet, I will use the effective communication strategies to work through the meeting by collaborating with the principal and special education teacher.

After meeting with the principal and special education teacher, I would then start to develop lesson plans that fit the student’s IEPs. (These lessons would be tiered for students with and without special needs.) I would consult with the Special Education teacher in order to make sure these lessons benefit the individual students.

The principal will then follow up and observe me again to make sure that the IEPs are being followed.

References Mastropieri, Margo A, and Thomas E. Scruggs. The

Inclusive Classroom: Strategies for Effective Instruction. Upper Saddle River, N.J: Merrill, 2000. Print.