Carlena Lowell

SEI 516 TA Plan Reflection

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Technical Assistance Plan Reflection
Carlena Lowell
February 3, 2013
SEI 516











Carlena Lowell
SEI 516 TA Plan Reflection

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*Names have been changed to maintain confidentiality
As I reflect upon the creation and future implementation of this technical
assistance plan, I feel confident in the direction I am headed. However, this was not the
case one week ago. Throughout the past week, I conferenced with my original
consultee, changed consultees and classrooms, conferenced with the new consultee,
and switched the focus of the plan altogether. I feel as though I may have made the
initial process of this technical assistance plan harder for myself than needed be. In
reflection, I feel optimistic about the last minute decisions made with my team, what I
have accomplished with my consultee thus far and also in what we plan to implement
together.
My initial meeting on January 28
th
was with a teacher in classroom B; my
thoughts were that it would be sensible to work as a consultant in a classroom that I am
not a teacher in. During the meeting I explained the consultation process and what the
technical assistance plan would entail. After thinking about the assignment throughout
the week, and then having a conversation with the director on Thursday the 31
st
, we
decided my efforts as a consultant may be more beneficial if applied with a child in
classroom A. Classroom A is a collaborative inclusive classroom between Child
Development Services and Head Start. I am the ECSE from CDS, and my co-teacher,
Jill, is an ECE from Head Start. We decided as a team my efforts may be more useful
in developing a technical assistance plan and consulting with Jill based on the strengths
and concerns of a particular child in our classroom due to his emotional development
and challenging behaviors. Together Jill and I decided the two assignments that would
best fit the technical assistance plan are the (B) child observation and (C) plan for ABI
Carlena Lowell
SEI 516 TA Plan Reflection

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and monitoring progress.
As both a professional and a graduate student, I like to think of myself as a get-
things-done-as-soon-as-possible-without-sacrificing-quality type of person. I find
making last minute decisions and changes to be stressful, particularly when all the
appropriate forms are unable to be completed. Our classroom is a Monday through
Thursday program; because I did not see the family of the child we have in mind on
Friday, I was unable to get the permission slip form signed. However, I did have a
phone conversation with the parent to discuss the plan; she will sign the permission
form on Monday the 4
th
. As I have yet to acquire written permission from the family, I
have not done the Child Profile, and have kept the goals of the technical assistance
plan nonspecific. I plan to upload these forms to my portfolio Monday afternoon after
written permission is granted.
Although I felt overwhelmed this past week with focusing my consultation efforts,
I now feel comfortable with the plan and the implementation that will ensue over the
next few months. Throughout Thursday afternoon and Friday I felt unorganized due to
the seemingly last minute decision to change my focus; however, now that the plan is in
its final draft, I am feeling comfortable with it. I feel as though I have a firm grasp on
what is expected of the B and C assignments, and feel as though I will be able to stay
organized from here on. I am looking forward to learning more about the consultation
process, and am thankful for the willingness of my colleagues to support me throughout
it.