2. The Conflict
 My principal has recently observed
me and does not feel that I am
“providing students with the correct
accommodations and
modifications” that their IEPs
demand.
 This is important because it is the
schools responsibility to provide an
IEP for each student who requires
special education and related
services. If I am not doing my job
correctly it could cause problems for
the school district and the students.

3. Solving the
Conflict/Problem
 Collaboration among teachers and other school specialists during
informal meetings, co-teachings, and formal meetings is crucial,
especially when the principal does not think you are doing your
job correctly.
 If this scenario was real (with this conflict), I would first meet with
the principal and the special education teacher in order to figure
out what it is that I was missing in the class. He states that I am
not accommodating and modifying my class to meet the student’s
IEPs in the email.
 By sitting down and collaborating with the principal and the
special education teacher about this IEP, I would be more aware of
what I was doing in the class and what I needed to change for the
demands of the students.

4. My Uses of the Effective
Communication Strategies
 I will actively listen to what the principal and special
education teacher have to say in the meeting to figure out
the adjustments to make in the classroom.
 I will depersonalize the situation so that there will not be
any negative comments made about any of the students,
rather just focusing on their disabilities.
 The common goals for each student will be discussed and
will be done so in a positive fashion so that it is easier to
turn the entire conversation into one of productive problem
solving.

5. My Uses of the Effective
Communication Strategies
 The principal, special education teacher, and I will
brainstorm goals and solutions to the problems that are
taking place in my classroom. These brainstormed ideas will
be ways to achieve the common goals.
 In addition to brainstorming ways to achieve common goals,
we will summarize the goals and solutions at the end of the
meeting to reiterate and make sure we are both on the same
page.
 Then we will follow up and monitor the student’s progress
in the classroom. In this case, the follow up could also
literally be a follow up observation by the principal to
ensure what we discussed is taking place.

6. 3 Challenges
1. Meeting time?
2. Parents/student meeting
attendance?
3. Making changes in the classroom
that accommodate all IEPs

7. Solving the
Conflict/Problem
 Solving the conflicts/problems that go along with this scenario would
be finding a time to meet with the principal. In order to do so we
would meet face to face (rather than email) so together we can pick a
time that works for both of us without wasting any time emailing
back and forth.
 Once we meet, I will use the effective communication strategies to
work through the meeting by collaborating with the principal and
special education teacher.
 After meeting with the principal and special education teacher, I
would then start to develop lesson plans that fit the student’s IEPs.
(These lessons would be tiered for students with and without special
needs.) I would consult with the Special Education teacher in order to
make sure these lessons benefit the individual students.
 The principal will then follow up and observe me again to make sure
that the IEPs are being followed.

8. References
 Mastropieri, Margo A, and Thomas E. Scruggs. The Inclusive
Classroom: Strategies for Effective Instruction. Upper Saddle
River, N.J: Merrill, 2000. Print.