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PROFESSIONALISM
As teachers, we dedicate much of our time into creating and fostering an environment
where students are connected to their learning journey. Details in the day-to-day management of
the classroom are over-lain with long-wavelength learning objectives, interventions, parent
communications, and administrative tasks. Teachers diligently work in their classrooms, with
few opportunities to interact on a professional level with their peers (Flinders, 1988). This
combination can create an environment where teachers feel isolated, with little opportunity or
structure to interact with other professionals (Ostovar-Nameghil & Sheikhahmadil, 2016). For
me, this feeling of isolation is particularly pronounced when I have a student who is struggling,
and who has not had a positive response to my classroom intervention strategies. In these times,
I have found support through my professional teaching community, especially those teachers at
my school who are ready and willing to provide feedback and brainstorm new ideas and
strategies. Our school has a well-established Student Support Team (SST), which formalizes
I have been fortunate to work in an environment where teachers actively consult others
(both teachers and parents) to brainstorm strategies and interventions for students who are in
need of additional academic, behavioral, or social support. Interventions are established in the
classroom and documented over time, and their effectiveness may be the determining factor in
whether a student is brought to the SST. The collaboration of an SST is beneficial for teachers,
explore new strategies and methodologies for their practice (Forte & Flores, 2014).
In a study of teachers who access the support of the SST revealed that the process
encouraged documentation of strategies that have already been attempted with students of
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concern (Logan et.al., 2001). Through the SST, the teacher can present student information and
discuss the various interventions done to date. The group discusses additional interventions and
looks for opportunities within the school community for student support. It is in this space
where our team collaborates on creative, student centered solutions. What we found, however,
that finding prior years SST related data was challenging, as the organization of paper copies
and to increase teacher engagement with the SST process, I worked with the team to create a
digital SST form and scheduling procedure. Building upon the concept highlighted in Levine and
Marcus (2010), there is value in intentionally structuring collaboration and focusing on specific
objectives. To this end, the process for bringing students to the SST has been streamlined.. The
form is submitted to the SST team by the homeroom teacher, is uploaded for view by SST
members, and a meeting is scheduled. Team members can access the document to guide the
conversation, review information, and capture meeting notes. Actions and interventions are
documented and saved for review at subsequent meetings. Going forward, prior years SST forms
will be available on-line, and can be referenced as students grow and develop.
The form is now available on-line through our school google drive, and has become a
useful tool for teachers, administrators, and the SST team. While the transition to a digital
format has been challenging for some first-time users, we have been successful in training all of
our staff in accessing, utilizing, and sharing the tool. In addition, the data is accessible to our
SST team at any time, it is easily updated as new information comes available, and information
can be retrieved in the event that it is required for further evaluation. By having this tool coupled
with scheduled and predictable meetings, we have enhanced our school SST process.
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REFERENCES
Flinders, D. (1988). Teacher isolation and the new reform. Journal of Curriculum and
Forte, A.M., & Flores, M.A. (2014). Teacher collaboration and professional development in the
37(1), 91-105.
Levine, T.H., Marcus, A.S., (2010). How the structure and focus of teachers’ collaborative
activities facilitate and constrain teacher learning. Teaching and Teacher Education.
26(3) 389-398.
Logan, K., Hansen, C., Nieminen, P., Wright, E.H., (2001). Student Support Teams: Helping
Disabilities. 36(3):280-292