Collaboration

Component 7 of the Competencies Collaboration

SEVA Council of Gifted Administrators

Collaboration

Working together to improve the education of our students

Mathews County Public Schools 2013

Pre-Assessment

Collaboration: Classroom Teachers and Gifted Resource Teachers or Gifted Specialists

Collaboration: Families, Communities, and the Schools

Collaboration through Conferences

Post-Assessment

Resources

Table of Contents

Who should teachers collaborate with to meet the needs of identified gifted students?

What are the main components of collaborative environments?

What are some possible co-teaching models that a general education teacher and gifted resource teacher could use?

Pre-Assessment Discussion

Collaboration: Classroom Teachers and Gifted Resource Teachers

or Specialists

NAGC Programming Standard 5.2 – Coordinated Services

Students with gifts and talents demonstrate progress as a result of the shared commitment and coordinated services of gifted education, general education, special education,

and relations professional services, such as school counselors, school psychologists, and social workers.

Evidence-Based Practices 5.2.1

Educators in gifted, general, and special education programs, as well as those is specialized areas,

collaboratively plan, develop, and implement services for learners with gifts and talents.

What are the expectations of NAGC?

2011 Virginia Standards for the Professional Practice of Teachers

Standard Two: Instructional Planning - Key Element 2

Teachers use the input and contributions of families, colleagues, and other professionals in designing instruction that promotes student growth.

Standard Two: Instructional Planning - Key Element 6

Teachers collaborate with colleagues within and across content areas and grade levels to select and create learning experiences that are appropriate for

curriculum goals, based on school improvement plans, relevant to learners, and based on principles of effective instruction.

Standard Three: Instructional Delivery – Key Element 4

Teachers know when and how to access and integrate resources to support student learning (e.g., field and educational experts, exceptional education

specialists, language learner specialists, community organizations).

What are the expectations of the VDOE?

Collaboration involves the classroom teacher and gifted resource teacher or gifted specialist working together to

design and implement appropriately differentiated instruction for identified gifted students.

What does collaboration in gifted education look like?

Student

Classroom

Teacher

Gifted Resource Teacher

Collaborative efforts promote the strengths of all school programs.

Collaboration provides opportunities for gifted education to make positive contributions toward embracing and celebrating the diversity among the student populations of general education classrooms.

Collaboration is essential in order to meet the special needs of all students.

Collaboration allows teachers to share their expertise and insights as they plan for their students.

Collaboration increases opportunities for students. Collaboration helps promote connections between

services in all educational fields.(NAGC, 1998)

Why do we need collaboration in gifted education?

COMMUNICATION

COOPERATION

SHARED RESPONSIBILITY

(NAGC, 1998)

What are the main components of collaborative environments?

Planning & Preparation

Classroom Environme

nt

Instruction

Professional

Responsibilities

What does collaboration look like in practice?

Planning & Preparation

Planning & Preparation

Gifted teachers and specialists can consult with the classroom teacher to:

Delineate understandings, skills, and knowledge for the unit

Discuss specific needs of identified gifted students

Modify content, process, and/or products to promote appropriate

learning for gifted students

Identify appropriate differentiation strategies (e.g. tiering,

compacting, flexible grouping, adjusting questioning, etc.)

Create assessments (e.g. pre-assessments, formative

assessments, post-assessments)

Develop alternative extension lessons

Establish unit timeline

Investigate and gather supplemental resources

Classroom Environment

Gifted teachers and specialists can consult with the classroom teacher to:

Create an environment where students expect and appreciate

learning challenges

Establish clear procedures and routines for differentiated student

learning

Develop student understanding and acceptance of varying

learning needs

Encourage self-directed student learning

Organize the physical space to accommodate

differentiated teaching strategiesClassroom

Environment

Professional Responsibilities

Gifted teachers and specialists can consult with the classroom teacher to:

Reflect on unit effectiveness, note needed improvements, and

plan follow-up

Include differentiated practice in professional development

plan/log

Communicate with parents about the learning needs of students

and the strategies planned to meet those needs

Share professional opportunities, such as gifted workshops,

courses, and conferences with colleagues

Share information about opportunities available for

students within the community

Professional

Responsibilities

Instruction

Some possible collaborative teaching models include:

Lead Instructor/Support Instructor

Classroom teacher or gifted resource teacher takes the lead

role and provides all the direct instruction, while the other

teacher provides assistance as needed.

Observation/Teacher Modeling

One teacher provides instruction while the second teacher

learns a new strategy, diagnoses student needs,

and/or provides feedback on the lesson.

Task Specific

Each teacher has an instructional task within a lesson or

unit. Teachers share the instruction by taking turns teaching.

Instruction

Instruction

Some possible collaborative teaching models include:

Stations

Each teacher takes responsibility for providing appropriately

differentiated lessons at stations within the classroom.

Students are grouped on the basis of pre-assessment and

rotate through the stations to work with both teachers.

Parallel

Each teacher takes responsibility for providing

appropriately differentiated lessons in separate

places within the classroom. Students are grouped

on the basis of pre-assessment and remain with one

teacher throughout the lesson.

Instruction

Instruction

Some possible collaborative teaching models include:

Pull-out

One teacher works with an individual or group of students

needing more challenge, while the other teacher instructs

the rest of the class. The advanced student(s) work at a

different location from the rest of the class.

Instruction

Collaboration: Families, Communities, and

the School

NAGC Programming Standard 5.3 – Collaboration

Students with gifts and talents’ learning is enhanced by regular collaboration among families, community, and the

school.

Evidence-Based Practices 5.3.1

Educators regularly engage families and community members for planning, programming, evaluating, and

advocating.

What are the expectations of NAGC?

2011 Virginia Standards for the Professional Practice of Teachers

Standard Two: Instructional Planning - Key Element 2

Teachers use the input and contributions of families, colleagues, and other professionals in designing instruction that promotes student

growth.

Standard Six: Professionalism - Key Element 1

Teachers work in partnership with families to promote student learning at home and in the school.

Standard Six: Professionalism - Key Element 2

Teachers collaborate with administrators, colleagues, families, and community members to promote and support student success.

What are the expectations of the VDOE?

How can school personnel collaborate with families?

Work together to develop differentiated education plans and goals for student learning

Communicate regularly to inform families of student

progress

Encourage families to participate in the gifted Local Advisory Committee

Inform families of enrichment opportunities that would benefit their children

…and many more. What are your ideas?

How can school personnel collaborate with the community?

Work with community organizations to secure funding for special programs

Invite community members to volunteer to share their knowledge and talents with your students

Encourage community members to participate in the gifted Local Advisory Committee

Solicit enrichment opportunities that would

benefit students

…and many more. What are your ideas?

How can parents become more involved in gifted education?

Join the Virginia Association for the Gifted

Volunteer as a coach or sponsor for an enrichment activity

Donate materials for special projects

Attend gifted Local Advisory Committee meetings

Serve as a mentor for a student interested in their

field

Speak at school board meetings to support funding for gifted education

…and many more. What are your ideas?

Collaboration: Conferences

Parents can be advocates for their students through effective parent-teacher conferences: Ask your child if there is anything that he or she would like you

to discuss with the teacher Work as a team to establish goals and expectations Instead of “My child is bored” try “Let’s figure this out together” Be specific about “My child is not being challenged” – what

suggestions do you have? Take notes about what has been discussed Follow up with a note or email expressing appreciation, and

summarizing details

Effective Parent/Teacher Collaboration

Questions for the parent to ask the teacher: What are some of your academic goals for this child this year? How are gifted students grouped in your classroom? How do you accommodate differences in learning? (In what

ways are you differentiating instruction to meet each child’s specific needs and learning pace?

How does this child respond to critical and creative thinking or problem solving opportunities?

What kinds of information do you use to evaluate each child’s academic progress?

What is an appropriate level of parent involvement and support for homework?

How can I help?

Effective Parent/Teacher Collaboration, cont.

Questions for the teacher to ask the parent: What are some of your academic goals for your child this year? What are your child’s favorite interests or activities? What kinds

of books does he/she like to read? What life-long goals or career possibilities has your child

discussed with you? What do you see as your child’s greatest strengths? Greatest

challenges? How can I help?

Effective Parent/Teacher Collaboration, cont.

Hints for successful conferences with parents of gifted students: Be calm, tactful, diplomatic, and positive. Work as a team to establish goals and expectations. Prepare samples of student work to share with parents,

especially work that shows creativity or advanced levels of thinking and reasoning.

Be prepared to explain how you have differentiated or modified assignments to meet the needs of the student.

Take notes about what has been discussed. Follow up with a note or email summarizing or confirming details

of your discussion and plan.

Effective Parent/Teacher Collaboration, cont.

Traps to avoid in conferences with parents of gifted students: Avoid comparing one student with another student. Avoid comparing gifted siblings. Avoid unrealistic expectations. Not all gifted students get

straight As, behave perfectly, or are gifted in everything. Avoid generalizations. (Gifted students should be able to…) Avoid making judgments. (Your child is too far ahead; your child

should be in this program…) It is each teacher’s responsibility to meet the academic needs of his or her students.

Effective Parent/Teacher Collaboration, cont.

Teachers also need to be as informed and involved as possible:

Read teacher handbooks, guidebooks, or other documents available from your division’s office of gifted education

Consider taking an introductory course in gifted education (you will get ideas that will help all of your students)

Complete this series of gifted education competency modules!

Ask your division’s gifted education leaders for ideas and suggestions

How Can Teachers Help?

What are the main components of collaborative environments?

What does the “parallel” model of co-teaching look like in a classroom with a gifted resource teacher and a general education teacher?

How can teachers collaborate with families to help meet the needs of identified gifted students?

Reflection Questions

What are three things you learned about collaboration?

What are two ways you can connect these ideas and strategies to your existing instructional ideas and strategies?

What is one burning question or need that you have?

Post-Assessment

Arlington County Public Schools Gifted Services

APS Collaborative Instructional Model and Resource Teacher for the Gifted (RTG) Model

http://www.apsva.us/Page/1860

National Association for Gifted Children

Position Statement: Collaboration Between Gifted and General Education

http://www.nagc.org/index.aspx?id=462

National Association for Gifted Children

PreK–Grade 12 Gifted Education Programming Standards (Standard 5: Programming)

http://www.nagc.org/index.aspx?id=6508

Virginia Department of Education

2011 Virginia Standards for the Professional Practice of Teachers

http://www.doe.virginia.gov/teaching/regulations/uniform_performance_stds_2011.pdf

Resources