Course Description

In this course, teacher candidates will learn current best practices for collaborating with other professionals in an educational setting. Best practices of collaboration include interpersonal skills necessary for effective professional partnerships, strategies for co-planning, evidence-based approaches to delivering co-teaching, and collaborative assessment practices. This course will also prepare teacher candidates to identify and serve students in their classrooms who require extra support but do not qualify for special education services. Specifically, candidates will learn strategies for providing instruction to English language learners, students on 504 plans, students with mild disabilities (that do not warrant Special Ed services), students with mental health disorders, and/or students with learning struggles based on a history of poor instruction, etc. This course will also provide teacher candidates with a repertoire of skills for providing extra support to struggling students within the context of a Response to Intervention or Multi-Tiered Systems of Support model.
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Course Learning Outcomes

1. Discuss best practices for collaborating with other professionals in K-12 settings.
2. Identify evidence-based practices for supporting English Language Learners in K-12 settings.
3. Describe evidence-based supports for students with mental health disorders in K-12 settings.
4. Describe evidence-based supports for struggling students within the context of a Multi-Tiered System of Support Model.

Textbooks
- n/a
Required Resources
- Brownell, M. T., Adams, A., Sindelar, P., Waldron, N., & Vanhover, S. (2006). Learning From Collaboration: The Role of Teacher Qualities. Exceptional Children, 72(2), 169–185. https://doi.org/10.1177/001440290607200203
- Lingo, A. S., Barton-Arwood, S. M., & Jolivette, K. (2011). Teachers Working Together. Teaching Exceptional Children, 43(3), 6–13. https://doi.org/10.1177/004005991104300301

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