Raelin’s Work-based Learning Model
December 31, 2017
Case Study: Gabriella
December 31, 2017

Communication and Collaboration

Part II: In-Service Presentation: Communication and Collaboration

Based on Document #1: Observation Report of a Co-Teaching Classroom and the information provided in Barrera and Kramer’s “Using Skilled Dialogue to Transform Challenging Interactions,” create an in-service presentation on effective communication and collaboration techniques, incorporating the information provided in the scenario as well as from the professional knowledge base. Part II of this assessment is an oral presentation that is 5-7 minutes in length and accompanied by 7-10 PowerPoint slides. The presentation must include:

  1. An overview of at least three effective respectful, reciprocal, and responsive communication and collaboration strategies, and a rationale for why you chose the strategies.

  2. An explanation of the benefits of applying respectful, reciprocal, and responsive strategies when communicating with colleagues and other professionals.

  3. An explanation of at least one strategy for resolving conflict in the workplace. Include examples relevant to the early childhood professionals in the scenario.


Barrera, I., & Kramer, L. (2012). Using skilled dialogue to transform challenging interactions. Retrieved from http://www.naeyc.org/files/naeyc/2012NAEYC_Ebook3.pdf

DuFour, R. (2004). What is a professional learning community? Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx

Document 1: Observation Report of a Co-Teaching Classroom

Co-Teaching Observation Report

Teacher 1: Corrine Hester

Teacher 2: Elliot Harden

Grade Level: Preschool

Observer: Joann Glover

Date and Time: 9:00am –10:00am on February 13th

Co-Teaching Strategies (Select All Observed):

||One Teach, One Observe ||Station Teaching |_|Parallel Teaching

||Alternative Teaching ||Team Teaching |X|One Teach, One Assist


Somewhat Evident

Not Observed

Both teachers’ names are on the classroom board and the door to the classroom.


There is an equal amount of space in classroom for both teachers.


Both teachers are present in the classroom from the beginning to the end of class.


Both teachers work with all of the students (provide feedback, clarify ideas, etc.).


The students ask an equal number of questions of both teachers.


The students are engaged and participating in class.


Both teachers use multiple co-teaching strategies.



Ms. Hester was not present in the classroom when I arrived; she came in around 9:15am.

Mr. Harden instructed, while Ms. Hester assisted. They remained in these roles for the entirety of the class; it would have been beneficial to see them switch roles.

The students were working on identifying letters of the alphabet. They directed their questions to Mr. Harden.

Ms. Hester worked with individual students, but did not engage with the entire class at any point. Mr. Harden did not circulate among the students, but remained at the front of the class.

I would have liked to see both teachers engaged more equally with the students and to have shared more of the instruction.

When I followed up with each teacher individually, I learned that Ms. Hester had not been involved in the lesson planning for this particular class, citing a scheduling conflict. Mr. Harden mentioned that he felt that Ms. Hester was not interested in instructing the entire class; she had never outright expressed a desire to lead the class.

Ms. Hester expressed frustration about Mr. Harden’s availability for co-planning, which was limited as a result of his family obligations in the afternoons. When they are able meet and plan lessons together, she feels that she is unable to contribute at an equal level.

I would suggest that both Mr. Harden and Ms. Hester attend a training session on co-teaching and collaboration, as neither is familiar with co-teaching and different co-teaching strategies.


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