Donna McNear

1
Welcome to

• Collaborating with Reading Teachers to Increase
  Student Results
• Presented at
• Texas Focus
• Austin, Texas
• June 18, 2008
• By
• Donna McNear
• Teacher for Students Blind Low Vision
• Certified Orientation Mobility Specialist
• Cambridge, Minnesota
• USA

2
About this Workshop

• This session will focus on the work we do
  together with reading teachers and other
  instructors of reading enabling students who are
  blind/low vision to improve outcomes in literacy
  skills. We will explore frameworks for effective
  collaboration strategies in planning, managing,
  delivering, and evaluating instruction.
• Objectives
• Participants will identify effective strategies
  to collaborate with colleagues to provide
  effective reading instruction.
• Participants will become familiar with frameworks
  for effective collaboration strategies in
  planning, managing, delivering, and evaluating
  instruction.

3
Setting the Stage

• What are your top three challenges in
  collaborating with reading teachers to increase
  student results?
• _______________________________________
• _______________________________________
• _______________________________________
• Todays Agenda
• Four Themes
• Contexts
• Knowledge, skills, and dispositions
• Frameworks for effective collaboration
• Savvy strategies

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Why do you collaborate?

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5
Why Collaborate?

• Todays Contexts
• SPeNSE Study
• http//ferdig.coe.ufl.edu/spense/
• The Partnership for 21st Century Skills
• http//www.21stcenturyskills.org/
• IDEA 2004
• http//idea.ed.gov/
• No Child Left Behind highly qualified teachers
• http//www.ed.gov/nclb/methods/teachers/hqtflexib
  ility.html
• Linda Darling-Hammond
• http//news-service.stanford.edu/news/2005/april2
  0/teacham-042005.html

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IDEA 2004

• Collaboration is mentioned 12 times
• Sample
• Promoting collaboration between IEP Team members
• Promoting improved collaboration between special
  education and general education teachers
• In the case of principals and superintendents,
  providing activities to promote instructional
  leadership and improved collaboration between
  general educators, special education teachers,
  and related services personnel
• Educating special education personnel to work in
  collaboration with regular educators in
  integrated settings promoting effective case
  management and collaboration among parents,
  teachers, physicians, related services personnel,
  behavioral specialists, principals,
  administrators, and other school staff

7
Knowledge, Skills, Dispositions

• What essential knowledge should we have to
  collaborate with reading teachers?
• What essential skills should we have to
  collaborate with reading teachers?
• What essential dispositions should we have to
  collaborate with reading teachers?

8
Frameworks for Collaboration

• Standards
• INTASC for beginning teachers
• Model Standards for Licensing General and
  special Education Teachers of Students with
  Disabilities A Resource for State Dialogue
• http//www.ccsso.org/content/pdfs/SpedStds.pdf
• NBPTS for accomplished teachers
• Exceptional Needs Specialist/Early Childhood
  through Young Adulthood
• http//www.nbpts.org/
• Instructional model
• Algozzine, Ysseldyke, Elliott Ysseldyke

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Framework for Instruction
A Conceptual Framework for Effective Instruction
Source Algozzine, Ysseldyke, Elliott.
Strategies And Tactics For Effective
Instruction. Sopris West, 1997
11
Savvy Collaboration

• How can you create positive gossip?
• How can you manage time with busy teachers?
• How can you balance time between direct and
  indirect services?

12
Whats Next?

• Name three actions to increase collaboration with
  reading teachers to improve student results.
• Where can you increase your own depth of
  knowledge?
• What do you need to learn about in the area of
  reading?
• What is an important disposition to develop to
  improve collaboration?