Team-Based Collaboration in Higher Education Learning and Teaching by Catherine Newell & Alan Bain

Author:Catherine Newell & Alan Bain
Language: eng
Format: epub
ISBN: 9789811318559
Publisher: Springer Singapore

4.2 Implementing Collaborative Problem-Solving with Integrity and at Scale

The previous studies highlight the importance of structured meeting and problem-solving processes in successful collaboration. However, to be effective as the following studies indicate, these processes need to be implemented consistently and with fidelity to sustain the impact on teacher practice and the whole of a student’s experience.

Kovaleski and Glew (2006) summarised the implications of studies in bringing Instructional Support Teams (IST) to scale across 500 schools in Pennsylvania. To get to scale they proposed the adoption of teacher data analysis teams who apply CPS elements. Those elements included team building, communication and problem-solving processes, and implementing known research-based strategies to meet first-tier student needs. Studies showed scale-up needs administrator support; team formats; task assignment to particular team members; data and research-based practices; support staff to establish strategies and support teachers; involving parents; and working collaboratively using problem-solving processes based on trust and shared responsibility.

Kovaleski and Glew (2006) identified “adherence to the problem-solving steps, team-based collaboration, the infusion of curriculum-based data, team support for the intervention in the classroom, and ongoing progress monitoring as critical” (p. 23). Extensive training in procedures and strategies for all participants that is both frequent and local was also considered critical. However, studies did not show which “system or process factors of problem-solving teams are causative in mediating successful outcomes” (p. 21). The authors indicated that research is needed into which variables are crucial to bringing problem-solving teams to scale and the extent each element improves implementation of the other elements.

Ciampaglia (2010) went further in an analysis of school-wide supports and barriers to CPS teams. The author in an explanatory case study questioned the extent to which an Instructional Support Team (IST) problem-solving model was implemented: whether student academic or behavioural problems were better addressed by problem-solving; if team effectiveness was linked to the fidelity of problem-solving process implementation; and how well the IST process supported general teacher needs. The service delivery model in question focused on prevention of problems through pre-referral intervention. The author described existing research that showed preliminary support for CPS in schools but inconsistent results across projects, inconsistent quality consultation procedures implemented and no outcomes measures explored. While there was some positive evidence of the impact, there was a need for more evidence in practice. Ciampaglia’s (2010) study used focus groups on barriers and supports, case analysis using quantitative fidelity measures of permanent products of the meetings, and self-evaluation and a staff survey on IST effectiveness. Over a year, the study involved three ISTs with a minimum four staff each (principal, special educator, general teacher and reading and language specialists). Staff participated in five in-service training sessions in the problem-solving approach, data-based decision making and effective intervention techniques, and had outside consultant support for 2 years. The model included a semi-structured team consultation process of student referral; “clearly defined roles (facilitator, case manager, recorder and intervention specialist) which rotated weekly” (p. 38); and forms to guide the team data collection and problem-solving steps.

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