Professional Context: Crossing Boundaries

The interdisciplinary approach provides many benefits that

develop into much needed lifelong learning skills that are 

essential to a student’s future learning.

(Jones, C, 2009 p76)

A lot of connections in my 'world' definitely interconnect, thanks to online media/social networking access to people, relationships, connections, information and professional development etc. 
The interdisciplinary connection I'm going to explore further is the the sustainability of Incredible Years in my classroom and team and how this connects with the PB4L Tier 2 team. 
The term 'empathetic horizon' from being a part of both the cohort of learners this year and the PB4L Tier 2 team at school really relate to these areas because of the different 'specialities' within the groups and what is required in order to ensure these very connected processes are implemented authentically. 

Within the connection with the IY's cohort currently are the facilitators, who are both RTLBs, other Rtlb members who are learning/training, teachers, school leadership/senior management and teacher aides. The different perspectives and how not only behaviours but where they see their role or how the role within the school affects their daily operation allowed for shared perspectives. The PB4L Tier 2 collaboration includes Senior Management - Principal, DP - leader, SMT (team leaders) - coach and myself and our School Social Worker in School. Again having members that are not experts in all areas allows for a common language to develop and implement the best step forward for the children involved. I see the two groups as part of the interdisciplinary connection that can help bring sustainability to Incredible Years strategies. Further to this connection are the relationships required with further external agencies, enhanced student relationships as well as family and community relationships, all who can actively contribute to better outcomes for the student/s involved. 
With the PB4L team, we will meet regularly to discuss various concerns around specific behaviours and/or students that through data collected across the school have been highlighted as a concern or need to be addressed at this level. Recommendations from staff are also considered. We will then discuss, analyse and place an action plan/wrap around service that will assist the student, whanau and student, which I predict will be regularly analysed and adjusted throughout the journey.  In close connection with this are the IY strategies that link strongly with this approach, such as behaviour plans and transition forms that allow for a less stressful adjustment period between classes or within new situations. Including fortnightly "IY" sessions within my Junior Team meetings that include all Junior Team teachers will be another element to sustainability. Incorporating PLC (professional learning conversations) and possible behaviour plans around any current tier 1 students of concern, addressing the behaviours and implementing strategies at the lower end of the IY pyramid. The different strengths within our Junior Team will assist in implementing a robust plan that we are all aware of and can implement/support with. This will also include any Teacher Aides, who will have regular elements of IY information/strategies communicated with them (as with PB4L). They will be informed of any behaviour plans and their input included within the planning/reflection process.
As mentioned the benefit of multiple perspectives and strengths will assist in this process. Also the fact that if any of these Tier 1 students enter the Tier 2 element, I as team leader can inform and bring to the PB4L team the strategies and plans used so far. Having both teams aware of behaviour plans and support staff should also provide greater consistency for the child. Challenges will come around ensuring the fortnightly element continues to be included in the Junior Team meetings and that it is not perceived as 'extra workload' but rather a necessary and beneficial element to student outcomes and teacher development. Also having support staff who aren't trained in IY or PB4L fully, taking on board the strategies required, this will involve education and up-skilling these staff members, which is in the plan here. 

Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. ESSAI7 (26), 76-81. Retrieved from http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai

Mathison,S.. & Freeman, M.(1997). The logic of interdisciplinary studies. Presented at the Annual Meeting of the American Educational Research Association, Chicago, 1997. Retrieved from http://www.albany.edu/cela/reports/mathisonlogic12004.pdf:

Mulligan, L. M., & Kuban, A. J. . (2015). A Conceptual Model for Interdisciplinary Collaboration. Retrieved from http://acrlog.org/2015/05/14/a-conceptual-model-for-interdisciplinary-collaboration

Whereas interdisciplinarity seeks to combine disciplines to enhance the learning in one or