Simulation is well-documented as an effective pedagogy in teaching social work practice. However, the financial and human resources needed to provide simulation-based teaching in large social work programs are prohibitive. Partnering with other disciplines with established simulation programs is one way to bring simulation to social work students…

With the reduction in the number of teachers who also coach, schools are hiring more coaches that are not teachers. For the non-teaching coach, fitting in with the educational staff can be difficult, especially when the coach is new to the school building. Some teachers have a belief that non-teaching sport coaches are there to play sports and win…

The professions of social work (SWK) and speech language pathology (SLP) often involve the provision of services to a diverse group of client populations in a variety of settings; this is particularly true when meeting the complex needs of children and their families. It is widely accepted that collaborative treatment approaches utilizing…

When a classroom teacher and a private instructor work together to help students learn, the results are usually inspiring. But sadly, this is far from the norm. Much more often, school music teachers have no idea what their students' private instructors are doing, and vice versa, and establishing a means of communication between the two parties is…

This book serves as a reference to help prepare and support effective math content coaches. It provides insight into the leadership skills necessary to mentor other teachers, establish collaborative teacher teams, influence school culture positively, and improve student achievement. Contents include: (1) Examining the Role of a Math Content Coach;…

The higher education component of professional education neglects to teach some important non-exclusive skills such as working in one-to-one situations, working in teams and cooperative situations, continued learning, organization of one's work, and enabling others to learn. (MSE)

The author cites reasons for having academic teachers on advisory committees: strengthens the link between academic and vocational courses and links the hands-on aspect of vocational education to academic skills. The author suggests ways to help select academic teachers for vocational advisory committees and to involve these teachers in vocational…

The long-term success of school improvement depends on the ability of participants to function productively together. This book explores a variety of forms for collaboration in schools and presents a framework for understanding how to build stronger working relationships among colleagues. Following the introduction, chapter 1 establishes the…

Twenty suggestions are provided for helping teachers to become more effective managers of paraprofessionals and to improve the ways paraprofessionals work with students with learning disabilities. These include: provide orientation; find out what the paraprofessionals' work-style preferences are; assess the skills of the paraprofessional; observe…

As schools reform for the 21st century, educators are being asked to work together in more and more ways. Many have not been prepared to work together, and little additional time is being allocated for collaborative work. Two solutions are worth consideration: (1) to make more time and (2) to use time more effectively. As teachers and other school…

At the University of Minnesota, a course entitled "Extension Methods for Ag Production in Developing Countries" has integrated "team" into the instructional plan. Graduate/upper division domestic and foreign students from across departments in the College of Agriculture and from throughout the university enroll. Students apply to be a member of a…

A review of studies of mentoring for new college faculty suggests practical guidelines for maximizing the mentoring experience. Recommendations include "cataloging" (of past, current, and planned activities); group mentoring; and application of a theory stressing involvement, regimen, solving the right problem, and social networking. (DB)

Guidelines for collaborative, interdisciplinary teaching at the college level are presented, including: restricting the team to two members, in general; agreeing on a trial period; selecting a coteacher with a healthy psyche; selecting course content fertile for interdisciplinary learning; discussing teaching philosophy and methods; reviewing…

Many college faculty increasingly do much of their work, i.e., teaching, conducting research, and writing, in partnership with colleagues. This is due to such things as rapidly changing technologies and increasingly specialized knowledge. Faculty collaboration usually takes two principal forms, teaching and research, and are often distinctive…

In recognition of the limitations of isolated decision making, teamwork has emerged as a preferred approach for educating students both with and without disabilities. The Vermont Interdependent Services Team Approach (VISTA) process described in this manual offers ways to think about and implement many of the tenets of collaborative teamwork to…