Teachers’ Field Interviews

Teachers’ Field Interviews


The study interviewed teachers from Foster Elementary because of its convenient location in San Diego, California. The first respondent is a professional with vast experience in consultation by the name X. X is actively involved as a psychologist with students from all the grades in the school. Consequently, she has five years experience in the field of psychology during her time in the school. Y is the second respondent and is a general education teacher at Foster Elementary. She teaches the second grade students and has been in the school for two years. Lastly, the special education teacher currently teaches K-5 and goes by the name Z. In the last three years, Z has taught in different subjects including a stint as a resource specialist.

School Website

Foster Elementary: www.sandi.net/foster

Question 1: Training and Consultative Focus

Z responds to the question by detailing that she undertook classes related to models of school consultations while in her graduate school. In the course of these classes, strict supervision was guaranteed from relevant tutors especially in the fieldwork activities. Also, skills in the subject of consultation have been bolstered through her participation in different seminars that have been focused on the prospects of consultations. Most of these seminars were held after the completion of X’s coursework.

Y, however, was not able to respond to this particular question despite being a general education teacher. The reason for the lack of response is attributed to her lack of understanding of the question being asked. Eventually, it was impossible to collect information from Y regarding the possibility of any prior training.

The last respondent, Z, alludes to her education credentials including her master’s degree in Special Education. In addition, the acquisition of these credentials was preceded by intensive training programs on special education. During her training, she has interacted with people suffering from different disabilities.

Both X and Z have an understanding of the question as reflected in their responses. On the contrary, Y, who is the general education teacher, does not seem to get the question being asked. Still, the skills attained by X and Z in their trainings differ in various aspects. The first respondent, X, gained the training through participation in specific seminars and classes. On the other hand, the third respondent, Z, attained her training through courses that were required in the attainment of her degree course.

Question 2: Perception on Development and Collaboration in Schools

The first respondent asserts the importance of collaboration in dealing with children. Her narration confirms that teachers should take responsibility in ensuring the development of working relationships thus enhancing improvement among students.  Accordingly, the sustenance of effective execution is based on the adoption of relevant skills of communication. Consequently, the clarification of purpose is significant in the actualization of desired goals. That notwithstanding, X has no comment on the aspects of collaboration within the school.

The general education teacher, Y, fails in explaining how collaboration is executed in the school. However, she implores the relevance of collaboration within the school. Further, she pinpoints the allocation of time for the fulfillment of collaboration among grade level teams.

Z argues that collaboration between the general education teachers and special education is important. The importance is attributed to the fact that it accommodates all the needs of the students. In addition, collaboration is beneficial in monitoring the performance of the school. Regardless of this importance, the teacher did not explain the collaborative aspects instigated in the school.

All the respondents share in their sentiments regarding the benefits of collaboration. Their opinions reflected the value attached to the concept of collaboration in bringing positive results. Nonetheless, most of them did not have information on the specific aspects of collaboration in the school. In fact, only the general education teacher provided specific information on the same.

Question 3: IEP or Child Study Team membership

The school psychologist, X, was a member of the IEP team. Her capacity as a psychologist is a qualification for that role due to the importance of her opinions. Her involvement in child study teams is largely on the area of coordinating team meetings.

Y has acted as both a member of IEP and student study team due to her role as a classroom teacher. Her involvement focused on the provision of evidence and documentation of affected children to other team members. Her general opinions as well as varied input also helped in the teams. She is most beneficial since she spends more time with the team thus providing other members with better understanding of different aspects of the student.

The special education teacher has been a member of the student study team and doubled up as a case manager for IEPs. Her involvement in the two roles is not however specified in the interview.

The three respondents have an understanding of the question raised. All of them have been engaged in the IEP and the child study team. While X and Y have specific outlines of their roles, Z fails to identify her roles, only stating her capacity in the teams.

Question 4: Interviewees’ Concerns and Suggestions

X fails to raise any suggestions or concerns affecting the child study team and the IEPs. On the contrary, Y identifies with the suggestion of reviewing the SST (Student Study Team) and IEP process continuously. The suggestion stems from the recent review that asked teachers for their recommendations on areas that would improve the running of the process.  She suggests that the continuation of such practices can guarantee an optimal performance.

Lastly, Z vouches for the standardization of SST forms in the entire district. The current scenario where each school has a different form has rendered the IEP paper work cumbersome and ineffective. In addition, she thinks that it is better that she spends more time with the students than on the development of IEPs.

All the respondents failed in identifying concerns on either the SST or the IEP. In addition, one of the respondents, X, had no feedback regarding suggestions to improve the processes with the other two having different suggestions altogether.

Question 5: Differing Opinions on Collaboration

According to the school psychologist, every person has a unique perception on the idea of collaboration. The general education teacher fails in comprehending the question thereby floating an irrelevant response. Lastly, the special education teacher views her opinion on collaboration as almost similar to those of other members of staff.

Question 6: Similarities Regarding Collaboration

X had no response regarding this aspect. On the other hand, Y traces the similarity as emanating from the modification of time from their schedules in an attempt to actualize the objectives of collaboration.  Z on her part identifies similarities in the determination to work in solidarity in various aspects.

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