DLM2 Task 3: Professional Collaboration
Western Governor's University
Task 3
A. During a job interview for a teaching position, the principal of the school presents you with scenarios.
Respond as if you were the classroom teacher in each of the following scenarios:
1. Scenario 1: A parent of an English learner (EL) student in your classroom complains to your
administrator that you do not understand how to communicate with parents who do not speak
English as a first language.
Describe one possible strategy, legal and ethical according to Title III, you could use to better
communicate with these parents and how this strategy addresses the issue from the parent’s
perspective.
One strategy I could use to better communicate with parents who do not speak English as a first
language, is to employ language interpretation services. This may involve enlisting the assistance of
professional interpreters or utilizing bilingual staff members within the school to facilitate
communication between myself and the parents. This would be one accommodation that I could do to
better serve them and ensure they have access to clear and accurate information regarding their
child's education. I would also use google translate or communication apps during communication
whether it is via email or if it is in person. This strategy aligns with the legal and ethical requirements
outlined in Title III of Every Student Succeeds Act (ESSA). This legislation mandates that schools with
EL students must ensure meaningful communication with parents, including providing information in
a language they can understand. By doing this, I'll make sure I give the parents the communication
they need and deserve.
2. Scenario 2: You have been assigned as a co-teacher in a classroom to assist with EL students and
students with exceptionalities. You are struggling to build a working relationship with the teacher
because the teacher has never worked with a co-teacher before.
Describe one collaborative strategy you could use to build a positive working relationship with the
teacher.
One collaborative strategy I could use to build a positive working relationship with the teacher is to
initiate open and honest communication. I would schedule a meeting with the teacher to discuss our
roles, responsibilities, and expectations in the classroom. During this meeting, I would express my
willingness to support the teacher and the students in any way possible, while also acknowledging
the teacher's expertise and experience.
I would also suggest engaging in daily planning and discussions to build a positive working
relationship with the teacher. By dedicating time each day to collaborate on lesson planning and
instructional strategies, we can ensure that the needs of all students, including EL learners and those
with exceptionalities, are effectively addressed. These discussions provide opportunities to share
ideas, resources, and reflections on student progress, fostering mutual respect and a shared
commitment to student success. Together, we can create a supportive and inclusive learning
environment where both teachers can thrive professionally. This approach fosters a sense of
teamwork and shared responsibility, ultimately strengthening our working relationship and
enhancing our ability to meet the diverse needs of EL students and students with exceptionalities in
the classroom.
Western Governor's University
Task 3
A. During a job interview for a teaching position, the principal of the school presents you with scenarios.
Respond as if you were the classroom teacher in each of the following scenarios:
1. Scenario 1: A parent of an English learner (EL) student in your classroom complains to your
administrator that you do not understand how to communicate with parents who do not speak
English as a first language.
Describe one possible strategy, legal and ethical according to Title III, you could use to better
communicate with these parents and how this strategy addresses the issue from the parent’s
perspective.
One strategy I could use to better communicate with parents who do not speak English as a first
language, is to employ language interpretation services. This may involve enlisting the assistance of
professional interpreters or utilizing bilingual staff members within the school to facilitate
communication between myself and the parents. This would be one accommodation that I could do to
better serve them and ensure they have access to clear and accurate information regarding their
child's education. I would also use google translate or communication apps during communication
whether it is via email or if it is in person. This strategy aligns with the legal and ethical requirements
outlined in Title III of Every Student Succeeds Act (ESSA). This legislation mandates that schools with
EL students must ensure meaningful communication with parents, including providing information in
a language they can understand. By doing this, I'll make sure I give the parents the communication
they need and deserve.
2. Scenario 2: You have been assigned as a co-teacher in a classroom to assist with EL students and
students with exceptionalities. You are struggling to build a working relationship with the teacher
because the teacher has never worked with a co-teacher before.
Describe one collaborative strategy you could use to build a positive working relationship with the
teacher.
One collaborative strategy I could use to build a positive working relationship with the teacher is to
initiate open and honest communication. I would schedule a meeting with the teacher to discuss our
roles, responsibilities, and expectations in the classroom. During this meeting, I would express my
willingness to support the teacher and the students in any way possible, while also acknowledging
the teacher's expertise and experience.
I would also suggest engaging in daily planning and discussions to build a positive working
relationship with the teacher. By dedicating time each day to collaborate on lesson planning and
instructional strategies, we can ensure that the needs of all students, including EL learners and those
with exceptionalities, are effectively addressed. These discussions provide opportunities to share
ideas, resources, and reflections on student progress, fostering mutual respect and a shared
commitment to student success. Together, we can create a supportive and inclusive learning
environment where both teachers can thrive professionally. This approach fosters a sense of
teamwork and shared responsibility, ultimately strengthening our working relationship and
enhancing our ability to meet the diverse needs of EL students and students with exceptionalities in
the classroom.
