Outline

Overview

Special educators play an integral role in collaborative approaches to address the needs of students. Effective collaboration and consultation requires special educators to facilitate the effective involvement of students, families, regular educators, therapists, medical practitioners, and community agency professionals to provide the most appropriate supports and programs for children and adults with disabilities in a wide range of school and community settings. To undertake this role, the special educator needs to understand a range of collaboration and consultation models, knowledge and skills in understanding parent and student needs, and effective interpersonal communication skills, including conflict resolution skills.

Unit details and rules

Unit code	EDPD6015
Academic unit	Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jessica Zanuttini, jessica.zanuttini@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Group Responses Tasks Written file upload	20%	Multiple weeks	2x 750 words/submission
Outcomes assessed:
Presentation	Group Presentation Presentation during class	25%	Multiple weeks	30 minute presentation
Outcomes assessed:
Assignment	Individual Response Tasks Written file upload	10%	Multiple weeks	2x 500 words/submission
Outcomes assessed:
Assignment	Collaborative Team Meeting Report Written file upload	45%	Week 13 Due date: 06 Nov 2022 at 23:59	2,500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Individual response tasks: The focus of this subject is collaboration and consultation. To this end, two session assessment tasks will be set, which address the collaborative process. The tasks will be posted on Canvas by Monday at 9 am of the week the assessment is due.
Group response tasks: The focus of this subject is collaboration and consultation. To this end, two session assessment tasks will be set, which address the collaborative process. The tasks will be posted on Canvas by Monday at 9 am of the week the assessment is due. Groups may meet any time between Monday and Wednesday to complete the Group Task Response. The class session during those weeks will be available if groups would like to use this time to complete the assessment.
Group presentation: Your group will be provided with one of the main topics from the Unit of Study that you will work on throughout the duration of the subject. This piece of work is to be undertaken as a group, and the group presentation is to reflect on the work of each member of the group. During the week of your assigned topic, each group will be required to facilitate an activity with the class to engage the group in a discussion of one of the assigned readings. This reading has an asterisk next to the citation in the timetable. You will have 30 minutes for your activity and discussion. The activity should highlight the main concepts of the reading and draw on additional research to stimulate a discussion.
Collaborative team meeting report: As part of the Collaborative Team Meeting Report assessment, you will attend a collaborative team meeting. The meeting can be conducted as part of a school team or other organisation. The meeting should focus on an issue related to a student or adult with a disability and should involve at least two other participants besides yourself. Your role during this meeting will be as an observer unless you are part of the team engaged during the meeting. If the meeting occurs at a placement other than your place of employment, you will need to written receive approval from the principal or director using the introductory letter provided.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Collaboration and Consultation	Seminar (2 hr)
Week 02	Group Member Roles and Lifecycles of Teams	Seminar (2 hr)
Week 03	Communication Skills	Seminar (2 hr)
Week 04	Teachers as Leaders and Designing Professional Development	Seminar (2 hr)
Week 05	Conflict Resolution Skills and Collaborative Approaches to Teacher Wellbeing	Seminar (2 hr)
Week 06	Whole-School Collaboration	Seminar (2 hr)
Week 07	Collaboration Between Special Educators and General Educators	Seminar (2 hr)
Week 08	Collaborating with Paraprofessionals	Seminar (2 hr)
Week 09	Collaborating with Families	Seminar (2 hr)
Week 10	Related Services Collaboration	Seminar (2 hr)
Week 11	Collaboration With and Between Students	Seminar (2 hr)
Week 12	Collaboratively Supporting Transition	Seminar (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings for this unit can be accessed through the Reading List tab available on Canvas

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. demonstrate skills in communication, consultation and the use of collaborative strategies in working with students with disabilities, parents/carers, and school and community personnel in the range of learning environments
LO2. demonstrate knowledge of the skills used in appropriate communication in reporting assessment results to students, parents, administrators and other professionals to give a clear indication of student progress
LO3. develop an understanding of issues relating to the needs, concerns, rights and expectations of parents
LO4. identify a range of models of collaboration and strategies that promote successful consultative processes
LO5. demonstrate appropriate skills in a variety of communication mediums
LO6. demonstrate knowledge of available support services and specialised personnel for students, families and school communities
LO7. apply knowledge, skills and values in accordance with appropriate aims and outcomes of the University of Sydney: generic attributes of graduates policy. In particular, this unit supports those skills and attributes relating to ethical, social and professional understanding; personal and intellectual autonomy and research and inquiry.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.6.3. (Highly Accomplished) Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. 3.7.2. (Proficient) Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.4. (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. 5.5.2. (Proficient) Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records. 5.5.3. (Highly Accomplished) Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. 5.5.4. (Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.3.2. (Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing. 7.3.3. (Highly Accomplished) Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.3.3. (Highly Accomplished) Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. 3.6.3. (Highly Accomplished) Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. 3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. 5.1.2. (Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. 5.1.3. (Highly Accomplished) Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. 5.3.2. (Proficient) Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning. 5.4.2. (Proficient) Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. 5.4.3. (Highly Accomplished) Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. 5.4.4. (Lead) Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 3.6.4. (Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. 3.7.2. (Proficient) Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 3.7.4. (Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. 5.5.2. (Proficient) Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records. 5.5.3. (Highly Accomplished) Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. 5.5.4. (Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues. 7.3.2. (Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing. 7.3.3. (Highly Accomplished) Demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. 7.3.4. (Lead) Identify, initiate and build on opportunities that engage parents/carers in both the progress of their children’s learning and the educational priorities of the school.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.4. (Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. 3.5.4. (Lead) Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. 6.2.4. (Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers. 7.3.2. (Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.6. Information and Communication Technology (ICT)

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		(Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
1.1.3		(Highly Accomplished) Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
1.1.4		(Lead) Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
1.2.2		(Proficient) Structure teaching programs using research and collegial advice about how students learn.
1.2.3		(Highly Accomplished) Expand understanding of how students learn using research and workplace knowledge.
1.2.4		(Lead) Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
1.3.4		(Lead) Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.6.2		(Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
1.6.3		(Highly Accomplished) Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.
2.1.3		(Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
2.6.3		(Highly Accomplished) Model high-level teaching knowledge and skills, and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
3.1.2		(Proficient) Set explicit, challenging and achievable learning goals for all students.
3.3.4		(Lead) Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem-solving, and critical and creative thinking.
3.4.3		(Highly Accomplished) Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
3.6.2		(Proficient) Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
4.4.4		(Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
5.5.4		(Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
6.1.2		(Proficient) Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.
6.1.3		(Highly Accomplished) Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice.
6.2.2		(Proficient) Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
6.2.3		(Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
6.2.4		(Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3.2		(Proficient) Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
6.3.3		(Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
6.4.3		(Highly Accomplished) Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs.
6.4.4		(Lead) Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
7.2.3		(Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes.
7.3.2		(Proficient) Establish and maintain respectful collaborative relationships with parents/carers regarding their children’s learning and wellbeing.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

In response to student feedback, this unit now includes content on a wider variety of educational contexts since it was last offered.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDPD6015: Collaboration and Consultation

Semester 2, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect