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  #11  
Old 11-08-2012, 06:13 PM
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princessbloom princessbloom is offline
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I think it's good that you are stating what you believe, even if it's against what everyone else thinks. My team is very similar. We love working with one another but we have differing opinions.
I don't know how your interventions work now, or what you think is better but we've had the same disagreement.
Teachers on my team are overwhelmed and don't want to switch classes and don't want to be accountable for anyone else's kids besides their own because they're nervous about what could come back on them. We finally agreed to switch this year and things seem to be going okaaaaaaaay. Some people are uncomfortable with doing rotations/differentiated instruction, which is a problem. I guess we're headed in the right direction though.

Good luck! Just stay calm, state your case and why you think it's best. I recently got frustrated at one of our team meetings and really wanted to say something. Instead, I stood up and quietly excused myself as if I had to go to the restroom. I was glad later that I handled myself in this way rather than saying what I really wanted to say! A little self control can go a long way. Not that I expect you to react this way, just a suggestion should it arise.
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  #12  
Old 11-08-2012, 07:55 PM
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DrivingPigeon DrivingPigeon is offline
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Quote:
Originally Posted by princessbloom View Post
I don't know how your interventions work now, or what you think is better but we've had the same disagreement.
Teachers on my team are overwhelmed and don't want to switch classes and don't want to be accountable for anyone else's kids besides their own because they're nervous about what could come back on them. We finally agreed to switch this year and things seem to be going okaaaaaaaay. Some people are uncomfortable with doing rotations/differentiated instruction, which is a problem. I guess we're headed in the right direction though.
This is basically what we're struggling with. To make a long story short, I am the designated "math intervention specialist" for my grade level. My principal and I would like to see the kids that need intense intervention to come to me for our intervention/enrichment time. (We have Title 1 for literacy, but nothing for math). My remaining 14 students would be split evenly among their 3 classrooms. We are currently each doing "centers" during the I/E time in our own classrooms with our own students. They would continue to do their centers, but just add 1 of my students to each of their groups.

They would all like to keep things how they are, and just do intervention for their students in their classroom. However, some students qualify to use iLearn and Lexia, which I am being trained on. I am also trained on additional intervention strategies. The "intervention specialist" role is new, and I don't think they understand that the goal is for this one person to be specialized in providing intervention. They are stuck on the idea that "Teachers shouldn't be responsible for this type of intense intervention. They need to hire someone to do this."

I just want to provide the students who need intervention with as much individual attention as possible. My students who qualify are so low, and have so many needs.
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