The Early Childhood Personnel Center

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-Based Professional Preparation Standards for Early Interventionists/Early Childhood Special Educators (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.

Sample Syllabus Standard 3: Collaboration and Teaming

Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 3: Collaboration and Teaming. Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities. The sample learning activities are organized by the three components for Standard 3.

Observation of and Reflection on Teaming Models

For your field placement, observe and reflect on the teaming model employed in this setting for assessment, individualized planning, and intervention/instruction. For each of these program activities (i.e., assessment, individualized planning, intervention/instruction), respond to the following questions:

• What program activity(ies) is/are included in this section of your reflection?
• What teaming model is used? (Keep in mind that a different teaming model may be used for different program activities.)
• Who are the team members and what is each of their primary roles on the team?
• What is your rationale for identifying the team model that you chose for this program activity(ies)?
• If in the future, you are an early intervention or teacher in this program, what would you want to maintain as part of this team and what would you want to see changed?

Support your response with information from course discussions, readings, and DEC Recommended Practices.

Leading Class Discussion

Each cross-disciplinary team of students (4 students per team) will select a topic related to collaboration for their discussion/dialogue. The purpose of the discussions will be to provide information about best practices for effective collaboration and teaming. Topics may include building relationships, professional development, coaching adult learners, working with families, or other areas of interest related to collaboration and teaming. Students should be prepared to summarize important aspects of the topic and to discuss implications to the field. Students should submit two articles for peers to read one week prior to the class time assigned for the dialogue.

Students will be expected to prepare an electronic presentation. This presentation is not limited to PowerPoint and students are encouraged to use their creativity (e.g., video segments, experiences, activities). Students are expected to engage their peers in thoughtful dialogue and active learning opportunities. Students are expected to post a resource list used to research the topic.

To be turned in: Electronic presentation, two articles submitted one week in advance for peers, resource list.

Develop a Consultation Technical Assistance Plan and Reflection (practicum assignment)

The TEAM will develop a plan for technical assistance (TA) that addresses the following: the strengths and needs of the program, goals for consultation, strategies to address the goals, persons responsible for the implementation of various aspects of the plan, and timelines (e.g., start date, the target date of completion) and any other required information. The TEAM will be responsible for participating in the planning process to the extent of their partner agency requests and then helping to develop the TA plan from that information. The TEAM will write a 2-page reflection on the process of developing the plan.

To be turned in: (A) a technical assistance plan that includes: the strengths and needs of the program, goals for consultation, strategies to address the goals, persons responsible for the implementation of various aspects of the plan, and timelines (e.g., start date, the target date of completion) and any other required information, using the appropriate TA form (see course conference) to record the information and (B) write a 2-page reflection on the process.

Develop a Plan and Coach a Consultee (practicum assignment)

The TEAM may provide coaching to a member of the staff of an early care and education setting that the TEAM is providing consultation to for the practicum. Some possibilities for coaching include supporting the staff member/consultee in learning to use particular intervention or teaching strategies or methods, applying information from in-service or other training, carrying out observations or assessments, participating actively with other team members in meetings and during collateral contact, better understanding aspects of the early intervention system, and models of collaboration. The TEAM will work with the staff member/consultee to plan and implement the coaching process. The TEAM will complete the Coaching Worksheet found in the Early Childhood Coaching Handbook by Rush & Shelden, one of the course texts. The TEAM will prepare a 2-page reflection on the process.

To be turned in: (A) Coaching worksheet and (B) a 2-page reflection on the coaching process.

Practicum Summary/Reflection Paper and Practicum Log

Individually, students will write a paper that summarizes and reflects on their experiences with collaborative consultation over the course of the semester. In preparing this paper, the student should draw from notes, observations, and other documentation of their experiences to reflect on important themes and what was learned about the consultation process. Topics discussed will include: how the experiences related to Buysse & Wesley’s Stages of Consultation; the types of tasks and skills involved at various stages of the process; the types of roles that the student and/or partner assumed in the consultation process; the type of consultation model or approach that was employed; the involvement of families, other personnel such as therapists or other specialists, and/or other agencies; any issues or significant factors related to the particular consultation context or setting; and any boundary issues that were encountered. The student should also address what was most rewarding; what was most frustrating or challenging; how this will fit in with their current or potential work in the field; how the process might be improved; what barriers existed to meeting outcomes and how they were overcome. Students should consider how content from course readings (supplemental readings as well as course texts) relates to their experiences and perspectives within the practicum. The student should cite at least 10 of the readings from class in the summary/reflection paper.

Students are also required to turn in a log on a monthly basis within the electronic portfolio that documents the dates, times, activities, and locations for the practicum. The total practicum hours should be provided (there is a minimum of 30 hours). The log must be turned in with the summary/reflection paper to receive credit for the paper and the course.

To be turned in: (A) A reflection paper that addresses the types of issues and themes discussed above. The paper should be approximately 6-8 pages in length with at least 10 citations of course readings and (B) a log that documents the dates, times, activities, and locations and the total practicum hours.