The Early Childhood Personnel Center

The projects or assignments require learners to apply the practices/skills related to Standard 3: Collaboration and Teaming.   Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities.  The sample learning activities are organized by the three Components for Standard 3.

Observation of and Reflection on Teaming Models:  For your field placement, observe and reflect on the teaming model employed in this setting for assessment, individualized planning, and intervention/instruction.  For each of these program activities (i.e., assessment, individualized planning, intervention/instruction), respond to the following questions:

What program activity(ies) is/are included in this section of your reflection?
What teaming model is used? (Keep in mind that a different teaming model may be used for different program activities.)
Who are the team members and what is each of their primary roles on the team?
What is your rationale for identifying the team model that you chose for this program activity(ies)?
If in the future, you are an early intervention or teacher in this program, what would you want to maintain as part of this team and what would you want to see changed? Support your response with information from course discussions, readings, and DEC Recommended Practices.

Leading Class Discussion: Each cross-disciplinary team of students (4 students per team) will select a topic related to collaboration for their discussion/dialogue.  The purpose of the discussions will be to provide information about best practices for effective collaboration and teaming.  Topics may include building relationships, professional development, coaching adult learners, working with families, or other areas of interest related to collaboration and teaming.

Students should be prepared to summarize important aspects of the topic and to discuss implications to the field.  Students should submit two articles for peers to read one week prior to the class time assigned for the dialogue.  Students will be expected to prepare an electronic presentation.  This presentation is not limited to PowerPoint and students are encouraged to use their creativity (e.g., video segments, experiences, activities).  Students are expected to engage their peers in thoughtful dialogue and active learning opportunities.  Students are expected to post a resource list used to research the topic.

TO BE TURNED IN:  Electronic presentation, two articles submitted one week in advance for peers, resource list.

Develop a Consultation Technical Assistance Plan and Reflection (practicum assignment): The TEAM will develop a plan for technical assistance (TA) that addresses the following: the strengths and needs of the program, goals for consultation, strategies to address the goals, persons responsible for the implementation of various aspects of the plan, and timelines (e.g., start date, the target date of completion) and any other required information. The TEAM will be responsible for participating in the planning process to the extent of their partner agency requests and then helping to develop the TA plan from that information. The TEAM will write a 2-page reflection on the process of developing the plan.

TO BE TURNED IN: (A) a technical assistance plan that includes: the strengths and needs of the program, goals for consultation, strategies to address the goals, persons responsible for the implementation of various aspects of the plan, and timelines (e.g., start date, the target date of completion) and any other required information, using the appropriate TA form (see course conference) to record the information and (B) write a 2-page reflection on the process.

Develop a Plan and Coach a Consultee (practicum assignment): The TEAM may provide coaching to a member of the staff of an early care and education setting that the TEAM is providing consultation to for the practicum. Some possibilities for coaching include supporting the staff member/consultee in learning to use particular intervention or teaching strategies or methods, applying information from in-service or other training, carrying out observations or assessments, participating actively with other team members in meetings and during collateral contact, better understanding aspects of the early intervention system, and models of collaboration. The TEAM will work with the staff member/consultee to plan and implement the coaching process. The TEAM will complete the Coaching Worksheet found in the Early Childhood Coaching Handbook by Rush & Shelden, one of the course texts. The TEAM will prepare a 2-page reflection on the process.

TO BE TURNED IN: (A) Coaching worksheet and (B) a 2-page reflection on the coaching process.

Practicum Summary/Reflection Paper and Practicum Log: Individually, students will write a paper that summarizes and reflects on their experiences with collaborative consultation over the course of the semester. In preparing this paper, the student should draw from notes, observations, and other documentation of their experiences to reflect on important themes and what was learned about the consultation process. Topics discussed will include: how the experiences related to Buysse & Wesley’s Stages of Consultation; the types of tasks and skills involved at various stages of the process; the types of roles that the student and/or partner assumed in the consultation process; the type of consultation model or approach that was employed; the involvement of families, other personnel such as therapists or other specialists, and/or other agencies; any issues or significant factors related to the particular consultation context or setting; and any boundary issues that were encountered.  The student should also address what was most rewarding; what was most frustrating or challenging; how this will fit in with their current or potential work in the field; how the process might be improved; what barriers existed to meeting outcomes and how they were overcome. Students should consider how content from course readings (supplemental readings as well as course texts) relates to their experiences and perspectives within the practicum. The student should cite at least 10 of the readings from class in the summary/reflection paper.

Students are also required to turn in a log on a monthly basis within the electronic portfolio that documents the dates, times, activities, and locations for the practicum. The total practicum hours should be provided (there is a minimum of 30 hours). The log must be turned in with the summary/reflection paper to receive credit for the paper and the course.

TO BE TURNED IN: (A) A reflection paper that addresses the types of issues and themes discussed above. The paper should be approximately 6-8 pages in length with at least 10 citations of course readings and (B) a log that documents the dates, times, activities, and locations and the total practicum hours.

Collaborative Transition Planning and Follow-up with Partner Family: This assignment has two parts.  Part 1 - Partnering with a family whose child will be transitioning from early intervention to preschool, jointly plan with the family for the transition meeting, and the transition plan to be developed and attend the Transition Planning Conference.  Use the checklist below to guide the planning process.  Part 2 - Reflect on transition planning with your partner family and the Transition Planning Conference.  The reflection questions are below.

Part 1 - Checklist for Working with Your Partner Family for Transition Planning

With your partner family:

• Discuss what happens during the transition process.
• Talk about how they are feeling about the transition process.
• Ask your partner family what dreams they have for their child.
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• Make a list of community preschools and programs.
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• Visit community preschools and programs. Identify who you talked to at each program and the things you liked (or did not like) about the program.
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• Discuss the resources each preschool and program has to offer.
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• Talk about the differences between programs without bias.
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• Ask what questions they have about the programs.
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• Create a list of questions to ask at the transition planning conference.
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• Attend the transition planning conference.
• Reflect on the transition planning conference.

Part 2 - Reflection on Transition Planning and Conference Transition Assignment

For Part 2 of the Transition Assignment, think about your experiences with your partner family and the use of the transition planning checklist.

Reflect on transition planning with your partner family prior to the transition conference and then, reflect on the transition planning conference.  Address the following questions in your 2-3 page reflection.

1. What strategies did you use for talking about the transition process when planning with your partner family?  Describe these strategies and how you used the strategies.  Discuss how you might change the strategies next time.
2. Think about your follow-up conversation with your partner family following the transition planning conference.  How did your partner family describe their experience?
3. Describe your experience with the pre-conference transition planning process and the follow-up conversation with your partner family. What are three things you learned during this process?

Describe your experience attending the transition planning conference. What would you have done differently if you were leading the conference?

Collaborative Transition Planning and Follow-Up with Partner Family

The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.

The Practicum Applications:

• Should be incorporated across the curriculum and within each standard,
• Represent the age range from birth through five,
• Are sequenced from observation and reflection to implementation of practices with supervision,
• Should be implemented across home, school, and community settings.  

Supporting Knowledge and Skill Development

Knowledge: Observe an IFSP meeting and reflect on and describe the teaming model represented and the role(s) of the team members represented, including the family.

Knowledge: Observe an IEP meeting and reflect on and describe the teaming model represented and the role(s) of the team members represented, including the family.

Knowledge: Interview an early interventionist who is the Primary Service Provider on the team asking questions and reflecting on responses about how the team model is implemented, the role(s) of team members, and the teaming skills required for implementation.

Knowledge: Interview a related services professional who provides preschool services to identify and reflect on their primary role(s), how their services are provided, and the expertise/skills needed to work with preschoolers and the preschool staff.

Skill: Use technology in an early intervention field placement in collaboration with the supervising early interventionist to communicate with a related service professional about the implementation of an IFSP with a child and family.

Supporting Knowledge and Skill Development

Knowledge: Observe an IFSP meeting and reflect on the collaborative strategies (e.g., problem-solving, joint outcome development) that are used to develop the IFSP.

Knowledge: Observe an IEP meeting and reflect on the collaborative strategies (e.g., problem-solving, joint outcome development) that are used to develop the IFSP.

Knowledge: Interview the team leader for a preschool or primary program asking questions and reflecting on the collaborative strategies that he/she uses to engage all team members in the discussions.

Knowledge: Observe a video of a peer implementing an instructional or intervention activity and provide feedback using a peer coaching model.

Skill: Develop an agenda for and facilitate a team meeting with the other preschool or primary teachers and reflect on the collaborative strategies used to engage all team members.

Skill: Jointly develop and implement with the cooperating teacher and a related services professional an intervention project based on the child’s IEP goals.

Skill: Develop a consultation plan and coach a consultee during a field placement; develop a written report of the consultation, including reflection on the collaborative strategies employed and the outcome(s).