The professionals’ Overview

All the teachers involved in the interviews are from Foster Elementary, which is located in San Diego, California. The school professional trained in consultation and is involved with this interview is Michele Bronson. She is a psychologist and deals with students from all the grades. Michele has been in this capacity for the past five years. The general education teacher is Vicki Willis. She currently teaches the second grade and has been in Foster Elementary for two years. The special education teacher, on the other hand, is Germaine Monell. She is currently teaching K-5. She has taught several subjects for the last three years of her career including the capacity of being a resource specialist.

The School Website

Foster Elementary: www.sandi.net/foster

Question 1: Training and Consultative Focus

Michele outlines that while in graduate school, she had to undertake two classes that involved various models to be used in consultation within schools. The classes included some fieldwork activities, and there was close supervision from the relevant tutors. In addition, she has attended various seminars that focused on improving consultation prospects with other professionals. Michele attended the seminars after completing her coursework.

Vicki, who is the general education teacher involved with the interview, was not able to answer this question. This is because she did not understand what was being asked. As a result, it was not possible to get information on whether she had attained any form of training.

Germaine on the other hand, was quick to mention her education credentials. She has acquired a masters degree in Special Education coupled with a Resource Specialist Certificate. Michele asserts that before acquiring these credentials, she had to undergo various training regarding special education. Some of the training activities involved interaction with people suffering from various disabilities.

The special education teacher and the psychologist tend to understand the question that is being asked. However, the general education teacher is not quite sure of what is being asked. The forms of training that Germaine Monell and Michele Bronson acquired seem to differ in some aspects. Germaine acquired her training through various courses that enabled her to acquire her degree and certificate while Michele acquired her training by attending specific classes and seminars.

Question 2: Perception on Development and Collaboration in Schools

Michele starts by narrating how important collaboration is when dealing with kids. She asserts that teachers ought to take the responsibility of ensuring that working relationships have been developed in order to help the students move forward. According to her, there is need to adopt various communication skills in order to ensure effective execution. There ought to be a clarification of purpose in order to actualize the desired goals. However, Michele did not comment on the collaboration aspects in her school.

The general education teacher on the other hand, outlines that collaboration within the school is highly valued. She asserts that time is usually allocated for the grade level teams to fulfill this quest. Though, she does not explain how this is executed.

Germaine Monell on her part believes that collaboration between special education and general education teachers is vital. This is because it helps in accommodating all the students based on their needs. It is also a favorable way of monitoring the progress being actualized. Despite this information, the special education teacher was not forthcoming regarding the collaboration aspects in her school.

The three interviewees seem to have similar sentiments on the importance of collaboration. All view it as a requirement for favorable results to be actualized in schools. However, only the general education teacher seems to provide information regarding collaboration practices within the school. The other two only provide information from a general point of view.

Question 3: IEP or Child Study Team membership

Michele; the school psychologist is a member of the IEP team. This is based on her capacity as a psychologist where her opinion is normally required in one way or another. Her major activity in child study teams is coordination of team meetings.

The general education teacher has also been a member of a Student Study Team and IEP in her capacity as a classroom teacher. Her major role was providing other team members with evidence and documentation regarding the child in question. She also contributed with varied input and her general opinions. Most of the information she provided helped the other members understand various aspects of the student. This is because she has the opportunity of spending more time with the student.

The special education teacher postulates that she is the case manager for IEPs and also a member of the Student Study Team. However, she does not specifically outline the roles that she plays in these capacities.

All the interviewees comprehend the question at hand. They have all been involved with an IEP or a Child Study Team. Vicki and Michele have outlined the roles that they have played in these teams. Nevertheless, Germaine only mentions of her capacity but fails to mention the roles played in that capacity.

Question 4: Interviewees’ Concerns and Suggestions

The school psychologist does not provide any concerns or suggestions regarding the IEPs and Child Study Team.

The general education teacher on the other hand, suggests a continuous review of the IEP/SST process. This is based on the recent review where teachers were consulted on ways that would help to make the process run smoothly. She believes that if such practices continue everything will be optimal.

The special education teacher on her part suggests that there ought to be universal SST forms throughout the district. Currently, every school has different forms, and this has made the paperwork involved with IEPs to be cumbersome. Germaine asserts that she would want to spend more time with her students rather than developing IEPs.

None of the interviewees expressed any concern regarding IEP and Student Study Team. Germaine and Vicki had different suggestions on what they thought would help improve these processes. Michele on her part had nothing to say.

Question 5: Differing Opinions on Collaboration

Michele asserts that everybody have their own perceptions with regards to collaboration. Vicki on the other hand, did not seem to comprehend the question since she provided a response that could not be deemed as being relevant. Germaine on her part does not think that her opinions about collaboration differ from other staff members.

Question 6: Similarities Regarding Collaboration

The school psychologist did not have anything to share under this respect. The general education teacher postulates that the similarity emanates from how they plan to modify time from their schedules in order to actualize the collaboration objectives. The special education teacher on the other hand, believes that the similarity is found in the desire to work in partnership on various issues.

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