10-522-101IA: Teamwork in School Settings
Course Information
Description
Working together is paramount in helping all children learn. This introductory course will define the role and responsibilities of the instructional assistant. School and educational policies, ethical and moral responsibilities, group dynamics and Wisconsin tribal rights will also be explored. Emphasis placed on collaborating with a team comprised of diverse members.
Total Credits
3
Course Competencies
  1. Compare the roles and responsibilities of instructional assistants with other personnel
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    product includes similarities between the roles of teachers and instructional assistants.
    product includes differences between the roles of teachers and instructional assistants.
    product indicates reasons behind the distinction in roles.
    product includes responsibilities of Title I assistants and special education assistants.
    product includes the role of the IA in communicating with the parent.
    product includes personal skills, strengths, talents, and interest that will support individual role as an instructional assistant.

  2. Demonstrate characteristics of a collaborative team member
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner summarizes the collaboration experience.
    learner explains their role in the group.
    learner explains key roles needed in collaborative teams.
    learner values each team members' point of view.

  3. Demonstrate active listening skills
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner demonstrates each of the active listening techniques.
    learner uses body language.
    learner paraphrases the content expressed by the speaker.
    learner paraphrases the emotions expressed by the speaker.

  4. Demonstrate problem-solving skills within a group setting
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner describes the problem.
    learner involves relevant parties to the problem.
    learner describes root causes.
    learner brainstorms possible solutions.
    learner discusses possible solutions.
    learner assists group in reaching consensus.
    learner attains a solution agreeable to all in the group.
    learner includes a description of each problem-solving step.

  5. Demonstrate conflict resolution skills
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner uses "I messages".
    learner describes problem as a mutual problem.
    learner identifies point of view of each person involved in conflict.
    learner presents his or her perspective.
    learner brainstorms possible solutions.
    learner discusses possible solutions.
    learner describes his/her role in reaching consensus within the group.
    learner explains how s/he will follow through with agreed upon solution.

  6. Follow district/building policies and procedures
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner response summarizes the situation objectively.
    learner response describes instructional assistant actions in dealing with the situation.
    learner response identifies and adheres to district/building policies.
    learner response takes into consideration ethical responsibilities.
    learner response maintains the dignity of student(s) involved.

  7. Make decisions based on ethical and moral responsibilities
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner describes decisions based on an ethical principle.
    learner includes reasoning behind decisions.
    learner includes strategies for maintaining confidentiality.

  8. Promote value for human and cultural diversity
    Assessment Strategies
    By creating a newsletter
    Criteria
    Newsletter describes the difference between the terms: melting pot and cultural pluralism.
    Newsletter includes a list of the 11 Indian tribes and bands in Wisconsin.
    Newsletter summarizes 1989 Education Act and its statutory sections.
    Newsletter summarizes the need for Act 31.
    Newsletter summarizes intended impact of Act 31.
    Newsletter describes American Indian citizenship issues.
    Newsletter references the Wisconsin DPI curriculum, resources and websites available for schools to access regarding American Indian Studies.
    Newsletter describes how culture can influence communication.
    Newsletter suggests ways to celebrate diversity in the classroom.

  9. Demonstrate teamwork skills by participating in a service learning project
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner includes a description of the project.
    learner includes how s/he collaborated with others during the project
    learner includes the problems s/he encountered and they were resolved.
    learner includes reflection on earning experience/project and personal benefit from it
    learner prepares an artifact for his/her portfolio (written, visual (photo), etc.)
    product meets the minimum number of hours identified by the instructor