Five Ways to Ensure a Positive Co-Teaching Experience for Co-Teachers and Students

Read “Five Ways to Ensure a Positive Co-Teaching Experience for Co-Teachers and Students,” by Meier and Fisk, from Simon Fraser University (2016).

Conflict is inevitable in any workplace setting. In schools, the effectiveness of the educational team is important to the well-being of every student. Therefore, it is important for educators to resolve conflict in a professional manner that promotes collaboration.

The following scenario informs the assignment:

Mr. Carson, a special education teacher, has called a problem-solving meeting with a team of professionals who work with his seventh grade student, Melissa. Mr. Jones, Melissa’s science teacher, has expressed concerns about Melissa’s ability to engage in class on a day-to-day basis, both academically and behaviorally. Mr. Carson decided to invite a team to help problem solve as he has been successful working with special education students in a general education classroom setting.

The team includes: Mr. Carson, the special education teacher and case manager; Mr. Kiernan, a math teacher; Mr. Barnaby, an English teacher; Ms. Chamley, a counselor; Ms. Amity, a social studies teacher; Ms. Claire, the assistant principal, and Mr. Jones, the new science teacher. 

During the meeting, Mr. Kiernan expressed his gratitude toward Mr. Carson and his ability to guide the team through comprehensive problem solving steps to help Mr. Jones. Everyone participated in the discussion and brainstormed ideas except for Ms. Claire.

When it came time to evaluate the suggestions, Ms. Claire found numerous reasons why each would not work. She specifically cited legal implications and time constraints. Mr. Kiernan offered ways to mitigate these concerns, but Ms. Claire simply said, “No.” Mr. Kiernan was somewhat surprised to hear the others then agree with Ms. Claire, except for Mr. Jones who said nothing. Ms. Claire then referred to one of her original ideas and the others enthusiastically agreed that it would be a good starting point. Mr. Kiernan tried once again suggesting another option, finding a way to incorporate both suggestions, but Ms. Claire vetoed the idea. Mr. Jones seemed to tacitly accept the idea but left without much enthusiasm.

In a 500-750-word evaluation:

  • Describe the interpersonal conflicts and conflict management style presented in the scenario by the key characters and how they could potentially affect the learning environment and well-being of students with disabilities.
  • If you were Mr. Carson, explain how you would promote better collaboration in this situation to meet the needs of the student.
  • Provide potential solutions for meeting the needs of the student.
  • Develop a plan including two research-based collaboration and communication strategies to address the conflict and promote healthy peer-to-peer relationships.  

Support your response with the topic materials as well as a minimum of three additional scholarly resources. 

 
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Five Ways to Ensure a Positive Co-Teaching Experience for Co-Teachers and Students

Read “Five Ways to Ensure a Positive Co-Teaching Experience for Co-Teachers and Students,” by Meier and Fisk, from Simon Fraser University (2016).

Conflict is inevitable in any workplace setting. In schools, the effectiveness of the educational team is important to the well-being of every student. Therefore, it is important for educators to resolve conflict in a professional manner that promotes collaboration.

The following scenario informs the assignment:

Mr. Carson, a special education teacher, has called a problem-solving meeting with a team of professionals who work with his seventh grade student, Melissa. Mr. Jones, Melissa’s science teacher, has expressed concerns about Melissa’s ability to engage in class on a day-to-day basis, both academically and behaviorally. Mr. Carson decided to invite a team to help problem solve as he has been successful working with special education students in a general education classroom setting.

The team includes: Mr. Carson, the special education teacher and case manager; Mr. Kiernan, a math teacher; Mr. Barnaby, an English teacher; Ms. Chamley, a counselor; Ms. Amity, a social studies teacher; Ms. Claire, the assistant principal, and Mr. Jones, the new science teacher. 

During the meeting, Mr. Kiernan expressed his gratitude toward Mr. Carson and his ability to guide the team through comprehensive problem solving steps to help Mr. Jones. Everyone participated in the discussion and brainstormed ideas except for Ms. Claire.

When it came time to evaluate the suggestions, Ms. Claire found numerous reasons why each would not work. She specifically cited legal implications and time constraints. Mr. Kiernan offered ways to mitigate these concerns, but Ms. Claire simply said, “No.” Mr. Kiernan was somewhat surprised to hear the others then agree with Ms. Claire, except for Mr. Jones who said nothing. Ms. Claire then referred to one of her original ideas and the others enthusiastically agreed that it would be a good starting point. Mr. Kiernan tried once again suggesting another option, finding a way to incorporate both suggestions, but Ms. Claire vetoed the idea. Mr. Jones seemed to tacitly accept the idea but left without much enthusiasm.

In a 500-750-word evaluation:

  • Describe the interpersonal conflicts and conflict management style presented in the scenario by the key characters and how they could potentially affect the learning environment and well-being of students with disabilities.
  • If you were Mr. Carson, explain how you would promote better collaboration in this situation to meet the needs of the student.
  • Provide potential solutions for meeting the needs of the student.
  • Develop a plan including two research-based collaboration and communication strategies to address the conflict and promote healthy peer-to-peer relationships.  

Support your response with the topic materials as well as a minimum of three additional scholarly resources. 

 
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Helping Families Understand Standardized Testing

Week 2 – Assignment

Helping Families Understand Standardized Testing

One of the most important responsibilities you have as a leader in early childhood education is making sure that families understand their child’s growth and development. Sharing assessment information with families about the standardized tests that are being used with their child is an important part of this process. “Not all standardized tests measure the same knowledge and skills. Some are designed to predict student performance, while others are designed to measure a student’s knowledge as compared to peers across the country” (Beaupré, 2002). Therefore, it is important to be proactive in explaining to parents which assessments you use and why.

For your assignment, you will create a brochure for families about the standardized assessments that you use to ensure their child is growing and developing at the appropriate rate. You may use Microsoft Word to create your brochure. Your brochure should be based on the standardized tests that are used with the age (infants/toddlers, preschoolers, school-aged) of children you plan to work with. 

Your brochure must contain sections with the following guidelines:

  • Choose two of the standardized assessments that are shared in Chapter 3 of your course text, Assessment in Early Childhood Education, which are used with your chosen age group. For these two standardized tests, compare and contrast the following:
    • Explain how the assessment is scored. This includes clearly defining whether each assessment is norm referenced or criterion referenced.
    • Describe what each test measures. Make sure to connect this back to developmental domains.
    • Explain the role that reliability and validity play in each of these assessments.
  • Explain what the two standardized tests do not measure and how you will measure these skills
  • Discuss how you will report the results to families
  • Provide at least three tips for families about how they can communicate with you about concerns/questions about standardized testing.
  • Include at least three standardized testing resources families can use if they want to learn more about standardized testing. Include a one- to two-sentence description of each resource.
  • Utilize at least three images that are related to standardized testing throughout your brochure to enhance the visual appeal.

Research and Resource Expectations:

  • Source Requirement: 
    • At least two scholarly peer-reviewed or credible sources

Writing and Formatting Expectations:

  • Title Page: Must include the following:
    • Title
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization: Demonstrates logical progression of ideas.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Suggested Assignment Length: Your brochure should be three to four pages in length (not including title and reference pages).

Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion.  Next, submit the assignment for evaluation no later than Day 7.

 
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Helping Families Understand Standardized Testing

Week 2 – Assignment

Helping Families Understand Standardized Testing

One of the most important responsibilities you have as a leader in early childhood education is making sure that families understand their child’s growth and development. Sharing assessment information with families about the standardized tests that are being used with their child is an important part of this process. “Not all standardized tests measure the same knowledge and skills. Some are designed to predict student performance, while others are designed to measure a student’s knowledge as compared to peers across the country” (Beaupré, 2002). Therefore, it is important to be proactive in explaining to parents which assessments you use and why.

For your assignment, you will create a brochure for families about the standardized assessments that you use to ensure their child is growing and developing at the appropriate rate. You may use Microsoft Word to create your brochure. Your brochure should be based on the standardized tests that are used with the age (infants/toddlers, preschoolers, school-aged) of children you plan to work with. 

Your brochure must contain sections with the following guidelines:

  • Choose two of the standardized assessments that are shared in Chapter 3 of your course text, Assessment in Early Childhood Education, which are used with your chosen age group. For these two standardized tests, compare and contrast the following:
    • Explain how the assessment is scored. This includes clearly defining whether each assessment is norm referenced or criterion referenced.
    • Describe what each test measures. Make sure to connect this back to developmental domains.
    • Explain the role that reliability and validity play in each of these assessments.
  • Explain what the two standardized tests do not measure and how you will measure these skills
  • Discuss how you will report the results to families
  • Provide at least three tips for families about how they can communicate with you about concerns/questions about standardized testing.
  • Include at least three standardized testing resources families can use if they want to learn more about standardized testing. Include a one- to two-sentence description of each resource.
  • Utilize at least three images that are related to standardized testing throughout your brochure to enhance the visual appeal.

Research and Resource Expectations:

  • Source Requirement: 
    • At least two scholarly peer-reviewed or credible sources

Writing and Formatting Expectations:

  • Title Page: Must include the following:
    • Title
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Academic Voice: Academic voice is used (avoids casual language, limited use of “I”, it is declarative).
  • Purpose and Organization: Demonstrates logical progression of ideas.
  • Syntax and Mechanics: Writing displays meticulous comprehension and organization of syntax and mechanics, such as spelling, grammar, and punctuation.
  • APA Formatting: Papers are formatted properly and all sources are cited and referenced in APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
  • Suggested Assignment Length: Your brochure should be three to four pages in length (not including title and reference pages).

Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion.  Next, submit the assignment for evaluation no later than Day 7.

 
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