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Working as teams

"Where there is supportive school collaboration, teachers improve their skills with visible effects on student learning." (Karagiannis et al. 1996)

Literature about successful teaching for students with disabilities recognises that collaboration and teamwork are essential for ensuring success (Friend and Cook, 2010). Soto, Muller, Hunt and Goetz (2001) identify the following conditions for effective teamwork:

regular team meetings
all members contribute to development of strategies and ideas for achieving mutually defined goals
shared understanding of roles
willingness to be flexible
mutual respect
effective communication
use an action-oriented approaches.

Regular team meetings

Formalising a regular meeting time helps the team stay in touch with any changes and problem-solve any concerns that have arisen. The frequency of meetings will depend on the needs of the students and teachers. Maintaining regular meetings ensures continued communication and helps team members feel that they are valuable contributors to the student's program. Meetings do not need to occur for all stakeholders all of the time. For example, it may be appropriate for the class teacher to meet with all stakeholders before term planning, but when the teacher is planning individual units, it may be better to consult one or two people as the need arises. Some teams exist across vast geographic areas and involve diverse team members.

Team contribution

All members need to contribute to the development of ideas and strategies for achieving mutually defined goals for the benefit of the student. All team members need to committed and working towards the same goals.

Understanding of roles

Successful teams take time to develop an understanding of the professional roles, perspectives and expertise of team members. It is important to remain focused on the team's shared goals.

Willingness to be flexible

All team members need to understand their priorities in the wider context of the student's education and post-school aspirations.

Mutual respect

Through an understanding of roles and responsibilities, team members build mutual respect. Mutual respect is vital for the healthy functioning of a team.

Effective communication

It is important for teams to establish effective strategies for communicating. Make use of a range of communication tools such as email, web conferencing, phone and discussion lists. It may be important to establish a case manager within the team who is the designated communicator with stakeholders outside of the team such as administrators or regional staff, carers and outside agencies. The team may also wish to consider communicating with other stakeholders such as teacher aides, who may not attend meetings but have an interest in decisions made.

Action-oriented approach

The documentation of meeting agendas and minutes outlining issues, discussions, actions and timelines can support team members to stay informed and complete agreed responsibilities and tasks.

References

Friend, M., & Cook, L. 2010, Interactions: Collaboration skills for school professionals. (6th Ed.). Boston, MA: Pearson Education.

Karagiannis, A., Stainback, W. & Stainback, S. 1996, Rationale for inclusive schooling, in Stainback, S. & Stainback, W. (eds) Inclusion a guide for educators, Paul H. Brookes, Maryland, 3-17.

Soto, G., et al, 2001, Critical issues in the inclusion of students who use AAC: An educational team perspective, AAC Augmentative and Alternative Communication, 17, 62-72.

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This page was last reviewed on 08 Dec 2011