Week 31
Above is a Mindmap of the various professionals that I am or could
potentially be connected with when planning and implementing programmes of
learning for my students.
Who may I have the interdisciplinary
connection with?
I have chosen to write about connecting with a Supporting Agency. This is something that happens but I think
perhaps the Skilled professionals in one field or another see themselves as
experts offering help rather than working side-by-side with another professional.
Often teachers are at the end of their skill-set by the time the Supporting
Agency is available (lack of funding, wait-lists, etc…) and they do indeed need
help but a different professional Collaborative approach could restore the
balance of power in this type of Interdisciplinary approach.
One that also has Visible accountability and growth embed for all
professionals.
How might the joint
planning, decision-making, and goal-setting take place?
Initially as the classroom practitioner I will be the instigator to
create a collaborative team. This is
actually not as straight forward as identifying a need, looking on my Mind-Map
above, and making a phone call.
There are set processes which can be very good if the systems are well
resourced. Often a teacher has to
persevere for longer than 12 months to receive Collaborative interdisciplinary
input.
Once the contact is made then a meeting is called.
In Mulligan’s (2015) article proposing a ‘…Conceptual Model for
Collaboration…’ where she posted as a guest writer, she outlined 3 ‘…Qualifiers…’
- Workplace Conditions
- Qualities/ Attitudes
- Common Goals
Using Mulligan’s (2015) qualifiers a Meeting space that is Neutral and
Welcoming is step number one. It also
should be well resourced, comfortable and available. Any Collaboration like
this is not a one-off event but may be sustained over a long period of time and
meetings should be deliberated planned.
The Qualities or Attitudes of a Professional
Collaborative experience should really go without saying as this is a “Professional”
enterprise. However it is always a great idea to explicitly outline expected
Behaviours. Mulligan (2015) noted the
following:
- Cooperative—able to compromise
- Equitable—respect for roles
- Trust—perceived competence
- Shared vulnerability—safe setting to explore, inquire & critique
- Enthusiasm—desire to continue collaboration
But, I am certain, in a Collaborative partnership
others may or may not be added.
Finally and most importantly are the Common
Goals. This is the whole purpose of the
Collaboration, This is where the wonderful ideas and creativity and inspiration
occurs,
I think this whole process can be enhanced with a
Spiral of Inquiry Timperley et.al.(2014)
because it is the Hunches, the Reflection, and the Refining of an
educational Initiative that is so powerful and surely this would be
enhanced with an interdisciplinary connection where all professionals involved
would be equally responsible.
References
Mulligan, L. M., &
Kuban, A. J. . (2015). A Conceptual Model for Interdisciplinary Collaboration.
Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration
Timperley, Kaser & Halbert (2014) A framework for
transforming Learning in Schools: Innovation and the Spiral of Inquiry. Victoria: Centre for Strategic Education
Interesting that yourself, Morgan and myself have all chosen this area to write about. Check out my post too, it aligns with what you have said: https://lorrainefrancesrees.blogspot.co.nz/2017/11/mindlab-applied-practice-in-context.html
ReplyDeleteI really like what you write about the imbalance of power - it is so true.
It will be interesting to see what Labour's Social Development policy makers come up with and/if there will be significant impact with resourcing. To be perfectly frank, We as schools and educators simply cannot be the 'wraparound service'for our clients in distress, due to a number of factors such as: Agency lack of appreciation for our skills and knowledge and systems already in place, lack of funding and resourcing, extreme lack of parental understanding or responsibility, lack of cohesiveness between agencies and lack of autonomy for schools which is often the only 'safe place'. Teaching Digitally and Collaboratively? When all other things are equal.
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