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.


Session 2 (60)
Bathurst Campus
Session 3 (90)
Bathurst 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

Grading System



One session


School of Teacher Education

Incompatible Subjects


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.


This 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

Indicative Assessment

The following table summarises the assessment tasks for the online offering of ESS426 in Session 3 2020. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).

Item Number
Value %
Assignment 1 components a b & c
Assignment 2 component a

The information contained in the CSU Handbook was accurate at the date of publication: May 2021. The University reserves the right to vary the information at any time without notice.