Eastern Service Area (ESA) Supports Informal Problem Solving through Professional Development

by Roberta Perconti

Consequently, special education staffs continually face situations that demand sophisticated levels of conflict resolution and problem solving skills. Although central office and high-level administrators are trained in these areas, many teachers lack formal training in collaboration, problem solving, and conflict resolution. Yet, these skills are essential for early detection and intervention as conflict arises.

These skills also pave the way to effective communication with parents, staff, and students. Since teachers often spend more time communicating directly with parents, they could very effectively resolve potential conflict before it requires administrative intervention. When disagreements at school can be prevented or resolved early, all parties are winners.
Students do better at home and school when all parties collaborate. In fact, research indicates there is a direct correlation between student achievement and parental involvement (Ho, Sui-Chu Ester, 1999). That’s why we believe effective communication and problem solving between staff and parents are key components to meeting the holistic needs of students.

Staff Development Improves Communication and Conflict Resolution Skills
In November 2002, the ESA leadership team brought in facilitators/trainers skilled in the area of dispute resolution, because the team recognized the need for staff development in these areas. The research-based program included steps similar to the seven problem solving steps adapted from Special Education: An Advocate’s Manual, by Carolyn Brown (2002).

The two-part inservice was made available to the ESA special education staff as well as staff from Kalamazoo county. The facilitators addressed a variety of skills and issues:

• Effective listening techniques
• Personal conflict styles
• Elements of effective communication
• Effective questioning skills
• Practice in paraphrasing
• Use of neutral language/reframing
• Basic conflict resolution steps
• Mediation

As a result, our staff said the training increased their use of successful informal problem solving and conflict resolution at earlier stages in the parent/staff communication process. Staff also reported more confidence in their skills to communicate effectively with others regarding sensitive or difficult issues pertaining to students with special needs. Finally, these new skills encouraged stronger parent-school relationships, which increased parent satisfaction in all areas regarding their students’ education.

Although it is impossible to prevent all disagreements from reaching the need for formal mediation, it is a realistic goal to reduce the need significantly. The ESA leadership team stands on its belief that most conflicts can be resolved at an early stage by the use of informal problem solving. We will continue to bring quality staff development in problem solving techniques to the staff in order to address conflict at its earliest stages and avoid the need for formal dispute resolution.

References: Ho, Sui-Chu Ester (1999). Parental involvement in children’s education: The contributions of cultural and social capital. Chinese University Education Journal 26,27, (2,1), 233-61.

Roberta Perconti is the Director of Special Education, Eastern Service Area of KRESA. Contact her at 301 N. 26th St., Kalamazoo, MI 49048; (269) 388-9815; e-mail: PercontiR@comstockps.org.

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