A Framework for

Inclusion - Driven
Collaboration Between
Resource Teachers and
Classroom Teachers
Dasha Gritsaenko
April 5th, 2021
 Outline

1. Introduction

2. Essential Question

3. Three Things to Understand

4. The Framework

5. Conclusion
About Me

● 5 years of experience in a school for students

with exceptionalities that embodied UDL and
SEL practices

● A period of transition to the public system

and uncertainty in regards to my role as a
resource teacher (observations of retroactive
support and a focus on academics).

● A unique opportunity as the district

introduced non-enrolling resource positions
and as classroom teachers addressed their
diverse cohorts of learners
How can resource teachers
support classroom teachers in
developing classroom-based
programming for social/emotional
learning (SEL) to support
inclusion?
01

Three Things to Understand

“How can resource teachers support classroom
teachers in developing classroom-based
programming for SEL to support inclusion?”
Three Things to
Understand

Why SEL? Why Inclusion? Why Collaboration?

“…for SEL… “… classroom-based “How can resource teachers
programming …to support support classroom teachers…”
inclusion?”
Why SEL?

• Social emotional competence is

clearly linked to academic success
(Butler, D. L. et al, 2017)

• Staggering statistics showing a rise

of mental health concerns in
Canada (Mental Health Commission of Canada, 2013)

• Social emotional skills can be

taught! (Davidson. R.J., 2008)
Why Inclusion?

• There are a lot of SEL needs that

we do not see.

• Schools are the only places that

target all youth.

• Inclusion works.
(Katz, 2018)
(Katz, 2013)
Why Collaboration?

• Teachers often feel unequipped to

teach mental health literacy. (Kutcher et al.,
2015)

• Collaboration can support teachers in

overcoming the barriers to teaching to
diversity. (Reeve et al., 2019)

• Many reported benefits to

collaboration. (TALIS, 2013)
02

“How can resource teachers support classroom

teachers in developing classroom-based
programming for social/emotional learning
(SEL) to support inclusion?”

The Framework
A Framework
for Collaboration

Interpret Task & Set

Goal Plan
Meet with the team to Decide on strategies to
develop a class profile target goals using a ”menu
of interventions”

Monitor and Adjust

as Needed Enact Strategy
Evaluate success of Use a variety of co-
strategies through check- teaching models to
ins and meetings implement the
interventions.
 A Framework
for Collaboration

01 Interpret Task & Set • Include the whole team in the

meeting, including any educational
Goal
assistants (EAs) assigned to the
Meet with the team to class.
develop a class profile
• Create a Class Profile and include
class interests, strengths,
challenges, and goals as well as
individual needs.

• Include social-emotional strengths

and needs during the meeting
(Katz, 2018)
(Browlie & King, 2011)
 Class Profile

Sample Class Profile template

by Shelley Moore.

* Can provide an example

during the Q&A session
A Framework
for Collaboration

• Prioritize the goals you made for 02 Plan

the students, emphasizing SEL.
Prioritize goals and decide
on strategies to target
• Decide on classroom-based goals using a ”menu of
programming from a “menu of interventions”
interventions” (Lipton & Wellman, 2003)
 A possible menu of interventions for classroom-
Menu of Interventions based programming to target SEL.

* Can discuss these in further detail during the Q&A session

 A Framework
for Collaboration

• The resource teacher in a learning-

focused relationship may take one
of three stances (Lipton & Wellman, 2003)
• Consultant
• Collaborator
• Coach
03 Enact Strategy
• All of these roles open up a variety
of possible co-teaching models Use a variety of co-
(Cook & Friend, 2017)
teaching models to
implement the
interventions.
Co - Teaching Models

https://buildingmathematicians.wordpress.com/2017/09/28/co-teaching-in-math-
class/
A Framework
for Collaboration

• Monitor, assess and adjust the plan

accordingly
• Schedule review meetings
• RT drops by for casual check-
04 ins
Monitor and Adjust
as Needed (Butler, 2017)
(Lipton & Wellman, 2003)

Evaluate success of
strategies through check-
ins and meetings
“I really appreciated how forward and proactive you
were. It was super helpful having the information
ahead of time and it helped knowing who to reach out
to if the need arose. The best part of the whole
process was how often you checked in with me. The
constant communication made me feel like we were a
team, and it was so easy for me to pass on
information.”

– Michelle Workman, English teacher

03

Conclusion
A review of the framework, assumptions to take
into consideration, and future directions.
 Conclusion

A Framework for Inclusion – Driven Collaboration

Between Resource Teachers and Classroom
Teachers.
Meet with the Use a menu of ● Develops student self-worth and
team to create a classroom-based resilience, while promoting
class profile & set interventions to target
inclusive education
goals. SEL goals

● Develops student capacity for

learning and academic success
Use a variety of
co-teaching ● Increases level of support felt by
Monitor and approaches to
adjust as needed implement
teachers and improves perception
interventions of job satisfaction and self-
efficacy
Conclusion

Assumptions Future Directions

• Resource teacher is familiar with • Apply the same process for
inclusive programming classroom base programming for
academic inclusion.
• School structures that allow for
collaboration, including • Communicate successes with
• Positions & schedules administration and share the
• Planning time process with colleagues to facilitate
• School expectations the framework school wide

• Collect data to facilitate district-

wide implementation
 “We believe that together we are
better, that working as a member of
a team and within a school helps us
grow as professionals and supports
us in being the best we can be in the
classroom, and in having the
greatest impact on student learning.”

(Brownlie & Schnellert, 2009, p. 11).

 References
● Brownlie, F., & King, J. (2011) Learning in Safe Schools (2nd ed). Markham: Pembroke Publishers.
● Brownlie, F., & Schnellert, L. (2009). It's all about thinking: Collaborating to support all learners. Winnipeg:
Portage & Main Press.
● Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing Self-Regulating Learners. Don Mills, ON:
Pearson. 
● Cook, L., & Friend, M. (2017). Co-Teaching: Guidelines for Creating Effective Practices. Focus on
Exceptional Children, 28(3), 1–16. https://doi.org/10.17161/fec.v28i3.6852
● Davidson, Richard J. 2008. “The heart-brain connection: The neuroscience of social, emotional, and academic
learning.” [Video file] Retrieved from www.edutopia.org/video/heart-brain-connection-neuroscience-social-
emotional-and-academic-learning
● Katz, J. (2018). Ensouling our schools: A universally designed framework for mental health, well-being, and
reconciliation. Portage & Main Press.
● Katz, J. (2015). Implementing the three block model of universal design for learning: Effects on teachers' self-
efficacy, stress, and job satisfaction in inclusive classrooms K-12. International Journal of Inclusive Education,
19(1), 1-20. doi:10.1080/13603116.2014.881569
● Katz, J. (2013). Resource Teachers: A Changing Role in the Three-Block Model of Universal Design for
Learning. Portage & Main Press.
● Katz, J. (2012). Teaching to Diversity: The Three-Block Model of Universal Design for Learning. Portage &
Main Press.
● Kutcher, S., Bagnell, A., Wei, Y. (2015). Mental Health Literacy in Secondary Schools: A Canadian Approach.
Child and Adolescent Psychiatric Clinics of North America, 24(2) 233-244,
https://doi.org/10.1016/j.chc.2014.11.007.
● Lipton, L., & Wellman, B. (2003). Mentoring Matters: A Practical Guide to Learning-Focused Relationships.
MiraVia, LLC.
● Mental Health Commission of Canada. (2013).  Fast Facts About Mental Illness. Retrieved from
https://cmha.ca/fast-facts-about-mental-illness 
●
Thank you.

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