ESS426 Collaboration and Teamwork in the Inclusive School (8)


Collaborative decision-making resides at the core of effective inclusion models. In this subject participants learn effective practice in the processes of interpersonal, cross-disciplinary, and organisational collaboration and consultation. Practical application of skills in inclusive settings is required. It is assumed that teachers are required to collaborate with a variety of professionals and families.
Capacity is built in collaboration skills, collaborative problem solving, teamwork and evaluation of the collaborative process, all of which involve working with trans-disciplinary teams in the inclusive school.  Emphasis is placed on both collaborative process and the capacity of team members to build solutions using evidence-based practice at a whole-of-organisation level.

+ Subject Availability Modes and Location

Session 2
OnlineBathurst Campus
Session 3
OnlineBathurst Campus
Continuing students should consult the SAL for current offering details: ESS426
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Teacher Education

Enrolment restrictions

Incompatible subject(s)

Learning Outcomes

Upon successful completion of this subject, students should:
  • be able to develop an understanding of the requirements of a collaborative culture and apply that understanding in the development of a readiness for collaboration scale;
  • be able to articulate features of attitudes, skills and dispositions for collaboration and apply them to the design of an assessment tool;
  • be able to analyse an authentic scenario in terms of the features of the collaborative problem solving model and process, the quality of the evidence-based solution in particular, readiness, attitudes, skills and dispositions;
  • be able to deploy their knowledge and understanding in a targeted professional capacity-building session in collaborative meeting process or personal collaboration skills;
  • be able to employ learning from the modules to provide feedback on a peer's organisational design;
  • be able to develop a rating scale for assessing collaborative team process and apply the scale to a video- based case of a team meeting. Students will use the experience to reflect upon and evaluate the items on their scale; and,
  • be able to apply the embedded design principle to position collaboration as a scalable feature of a whole school design.


The subject will cover the following topics:
  • Readiness for Collaboration
  • Personal Collaboration Skills
  • Meeting Analysis
  • Capacity Building with Collaboration
  • Peer Feedback
  • Collaborative Team Process
  • Embedded Design of Collaboration


The information contained in the 2018 CSU Handbook was accurate at the date of publication: 07 March 2018. The University reserves the right to vary the information at any time without notice.