ISSS News and Noteworthy:
Collaborative Do's and Don'ts

* Don't expect to be a collaborator with all people with whom you work.

* Do accept lower level interactions as foundations for higher level relationships.

* Do begin the collaborative process with people with whom you already have a comfortable, informal relationship.

* Do concentrate your collaboration building efforts on just one or two people to be sure to have sufficient time and energy to invest in the working relationship.

* Don't make promises you can't keep.

* Do recognize that initial success will build your expertise in collaboration and your reputation as a collaborator.

* Do expect that success will pave the way for working with others and make more people receptive to collaboration.

From Language Intervention in the Classroom (Merritt & Culatta, 1998).

Collaboration Strategies

Written Communications

DESCRIPTION:Any form of communication on paper (e.g., reflections on a student’s work; memos; informal notes re: meetings).

BENEFITS: Efficient; build rapport; provide documentation of interactions; facilitate implementation of intervention.

CAUTIONS: Should not be used for sensitive or potentially difficult interactions; should be used when receiver’s reaction to the communication can be predicted.

NOTES: Duplicated memos, checklists, and consistent formats which are quick to read and complete are preferable. Staggered distribution schedule facilitates SLP time.

Conversations

DESCRIPTION:Brief, informal verbal interactions in a non-private setting.

BENEFITS:Timely; can indicate readiness to engage in interactions and/or interventions when initiated by teacher. Can build interpersonal comfort.

CAUTIONS:Can be disruptive at times; should never be used for sensitive, difficult, or extensive problem solving purposes.

NOTES:Relationship building requires some conversations. Collaboration is built on comfortable predictable interactions.

Demonstrations

DESCRIPTION:Formal or informal presentation to “pilot test” a new technique.
BENEFITS:Can be a powerful mechanism for change as seeing is believing; observing how a strategy can be implemented in the classroom promotes a willingness to try something new.
CAUTIONS:Should only be used as “pilot testing” of a method “that might work”; should not be framed in a manner suggesting that the technique will remediate instructional inadequacy.
NOTES:Best accomplished when the teacher is prompted to observe specific features of the demonstration in advance; always plan a follow up meeting to discuss the demonstration; videotaping increases effectiveness, by reviewing and discussing what has occurred.

Conferences

DESCRIPTION:Formal meetings in a private setting for the purpose of addressing a problem or need.

BENEFITS:The primary strategy for sensitive issues or difficult problems; must be used for intensive problem solving.

CAUTIONS:Conference times are very limited. Should be saved for the most difficult interactions. Teachers feel time is wasted if conference occurs for routine communications.

NOTES:Problem solving process conferences may take several sessions to complete stages.

From Language Intervention in the Classroom (Merritt & Culatta, 1998).

For more information, please contact:
SERC Consultants: Ruth D. Kirsch, LCSW, Ph.D., (860) 632-1485 (ext. 364) or Donna D. Merritt, Ph.D., CCC, ext. (337)