Exceptional Treasures for Teachers

Infrastructure Supporting Professionalism

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Effective leadership is connected to an infrastructure that supports professionalism by the leader’s habit of consistently providing a set of organizational supports for their staff. Instructors need to know that they are supported. One of the areas of support needed is school-wide programs that outline research-based practices. Teachers are supported when leaders provide the time and resources for training and collaboration to help strengthen each teacher’s practice (Evetts, 2011) Leaders should also promote uniformity in instructional practices. Panel members in Laureate (2013) advised that school leadership find out what teachers need in order to be successful. Using a system of communication and a policy of requesting needed resources, materials, and training will help to have continuous renewal of professional capital. High quality interaction among school personnel depends on deliberate planning by highly professional leaders that are able to promote professionalism. Hargreaves & Fullan (2012). In my professional setting, the principal disseminates information on county professional development (PD) sessions that are geared toward the elements of focus on specific areas on the Professional Growth Plans (PGP). He also plans on-site PD sessions and Professional Learning Community (PLC) sessions to fill any needs for growth. It is especially helpful to teachers when a professional school culture is established through continuous dialogue communication of expectations. Fullan (2010) provided elements of success in promoting professionalism and among them were collaboration to share expertise. He expressed the idea that success breeds success. It takes a leader who values professionalism in the organization to follow through with specific actions that promote a culture of mutual support.

Fullan, M. (2010). Capacity building. Retrieved from http://www.michaelfullan.ca/media/ 13435862150.html

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Laureate Education (Producer) (2013). Professionalism [Video file]. Retrieved from https://class.waldenu.edu

Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current Sociology, 59(4), 406–422.

Evidence of Administrator Professionalism

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One of the most important attributes of professionalism is the ability to affect change in the school culture. A leader that can focus on the goal and lead the professional climate is an effective professional. An effective leader should be able to influence staff members, students, and the community to join the collective effort for the benefit of educating all students. Hargreaves and Fullan (2012) suggested that leaders take deliberate action to develop trust and relationships within the school community. Taking steps to unify stakeholders strengthens the chances of making lasting improvements that lead to student achievement. School leaders can cause school improvement by gaining consensus in the use of effective strategies such as guarding students’ learning time, providing individualized instruction, monitoring student achievement, and using collaborative team problem-solving model (Crocket, Billingsley & Boscardin). This is important because a school leader cannot perform the leadership duties without a shared vision throughout the school and staff support. I recognize professionalism in others through attitudes about the school’s mission and purpose. The way that staff members view the administration’s actions toward the goal plays an important role in the school’s success. Collective efforts are needed to cause positive change. The culture of any organization can strengthen the chances of reaching its goals or cause negative effects that hinder progress. The case of a teacher who has a difficult time buying into a new principal’s research-based strategies for improving student chances of success is an example. If a school leader is able to foster a culture of collaboration and mutual effort by promoting positive attitudes and empowering staff members, there is a better likelihood that leadership efforts will be successful.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (Eds.). (2012). Handbook of leadership and administration for special education. New York, NY: Taylor & Francis.

Collaboration and Data Management

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School leaders can implement a system of periodic student data review for the purpose of making system changes if necessary based on performance trends to accommodate student needs (Fullan, 2010). The data reviews should be followed by observations of teacher practices to link the student outcomes with instructional procedures. This strategy promotes the sustenance, of a nurturing, advocacy-based school culture that promotes student learning and teacher growth (Fullan, 2007). Following these actions within a structured system, collaborative meetings should be held to discuss any changes or additional strategies that may be needed. Teachers can collaborate in pairs or across grade levels to support each other by sharing strategies that work in specific instructional areas. One benefit of this strategy is the opportunity that teachers receive to collaborate. Collaboration is a powerful tool for providing a variety of sources for resources, information, and assistance. A challenge that may be experienced within the process of collaborative planning is coordinating time for teachers to meet, observe other teachers, or mentor one another.

Fullan, M. (2010). Positive Pressure. In Second International Handbook of Educational Change. Toronto, ON, Canada: Springer Science+Business Media.

Fullan, M. (2007). Professional learning of educators. In The new meaning of educational change. New York, NY: Teachers College Press.

The Positive and Negative Outcomes of Program Evaluation

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One positive outcome of a program evaluation is that it acts as a preventative measure for stakeholders. Muraskin (1993) listed common reasons for conducting a program review. The author Program implementers and overseers can learn if there are pitfalls to avoid and how to avoid them based on the results of a program evaluation. For example, if there are resource allocation considerations or program costs that could be streamlined to minimize waste, the evaluation may reveal the areas of concern and recommendations may be made for more efficient management.

A negative outcome of program evaluation may be staff anxiety that result from feeling threatened by the results. Program managers may feel that their individual performance is being scrutinized and the program may be discontinued if it is found to be inefficient. A literacy coach who is implementing a reading program may have a negative experience when program evaluators begin to probe into the program to learn about its strengths and weaknesses. He may feel that any ineffective aspects may be linked to his actions. Mertens and Wilson (2012) expressed the importance of adhering to specific guiding principles during evaluations. Among these principles were the security, dignity, and self-worth of the stakeholders. Given this consideration, program managers may feel comfortable enough to participate willingly.

Mertens, D. M., & Wilson, A. T. (2012). Program evaluation theory and practice: A comprehensive guide. New York, NY: Guilford Press.

Muraskin, L. (1993). Understanding evaluation: The way to better prevention(ED/OESE92-41). Retrieved from U.S. Department of Education website: http://www2.ed.gov/PDFDocs/handbook.pdf

Continuous Improvement and Sustainability

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Program sustainability, as defined by Shediac-Rizkallah and Bone (1998) is the capacity of the program to effectively provide the intended services over a long period of time. Continuous improvement strategies are needed to gain program sustainability. Administrators must include pre-implementation strategies that clarify the plan of action, implementation training with support, and capacity building for post-support maintenance in order to ensure sustainability. During the pre-implementation phase of the program, specific factors are to be taken into consideration. For example, Han and Weiss (2005) pointed out that administrators’ attitudes about the program play a role in teacher motivation. The implementation phase requires continuous support in various forms. Coffey and Horner (2012) suggested that administrators provide relevant resources, prepare staff for new expectations, and provide a collaborative environment where feedback is customary. The final and ongoing phase to promote sustainability includes steps to ensure that teachers have internalized the mission and are intrinsically motivated to maintain the program procedures with the ability to adjust as needed. As Fullan (2010) expressed, “individual capacity thrives if it is integrated with strategies and experiences that foster collective capacity.” After a period of supported training, the staff involved in the implementation and maintenance of the program should have gained the capacity to become a factor in its successful sustenance. Therefore, neither continuous improvement nor sustainability can exist without the other.

In my particular setting, new intervention programs are implemented in phases beginning with the dissemination of information that includes a time frame. Mourtos (2006) advised that distribution of the workload over time and among as many staff as possible will make the program sustainable. The implementation process that I have experienced involved the assignment of program managers from the district. These individuals sent out detailed instructions and requested feedback about the process and to request suggestions. Training was provided in the form of professional development sessions with follow-up activities. Finally, implementation was expected to follow the process precisely. Progress is monitored through surveys, visits, and feedback from the school administration. This process was effective; however, another element might be included to ensure sustainability. The Kentucky Department of Education (2013) provided a set of effective practices which included using results of assessments to learn about the effectiveness of the program to guide continuous improvement.

Shediac-Rizkallah, M., & Bone, L. (1998). Planning for the sustainability of community-based health programs: Conceptual frameforks and future directions for research, practice and polity. Health Education Research, 13(1), 87-108. Retrieved from http://her.oxfordoxfordjournals.org

Han, S., & Weiss, B. (2005). Sustainability for teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679. doi:10.1007/s10802-005-7646-2

The Kentucky Department of Education (2013, November 14). Kentucky Department of Education : Best Practices and Sustainability. Retrieved December 15, 2013, from http://education.ky.gov/school/bpsust/Pages/default.aspx

Coffey, J., & Horner, R. (2912). The sustainability of school-wide. Council for Exceptional Children, 78(4), 407-422. Retrieved from http://www.cec.sped.org/

Mourtos, N. (2006). A sustainable, systematic process for continuous improvement.Global Journal of Engneering, 10(2). Retrieved from http: //www.engr.sjsu.edu/~nikos/pdf/GJEE-06-2.pdf

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin.

Components of Sustainability

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The elements of sustainability that were evident in Jenny and Kristi’s settings were the inclusion of leadership at various levels, technical assistance, and staff buy-in. Coffey and Horner (2012) expressed the importance of giving leadership responsibilities to personnel at various levels. According to the author, other professionals should be included in the ranks to be able to continue the processes if the administration should change. Technical assistance support such as that provided to Kristi’s teachers is another element that is highly recommended for sustainability. Hargraves and Fullan (2012) expressed the importance of building professional capital throughout the school. The staff “buy-in” evident in Jenny’s setting by the determination shown as teachers worked long hours to meet their professional goals. “Buy-in” is a critical element that is necessary for implementing and sustaining change (Crocket, Billingsley & Boscardin 2012). These elements along with others outlined by Coffey will ensure long-term existence of the school’s school-wide programs. For example, Kristi’s district included leadership at various levels and ongoing trainings. Having these features as part of the implementation and maintenance process ensured that positive outcomes as evident in the reading, math and writing data.

Coffey, J., & Horner, R. (2012). The sustainability of schoolwide positive behavior interventions and supports. Council for Exceptional Children, 78(4), 407-422. Retrieved from http://libraryguides.waldenu.edu/educ8767

Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (Eds.). (2012). Handbook of leadership and administration for special education. New York, NY: Taylor & Francis.

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, Calif: Corwin.

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

Continuous Improvement and Organizational Culture

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The relationship between continuous improvement and organizational culture begins with the way that the people within the organization interact and collaborate. Strong interpersonal communication for the purpose of collaboratively managing systems promotes continuous improvement. Fullan (2010) asserted that whole-system reform will take place only if a majority of people are working on it together. The author further reported several elements of successful reform. Some of these elements are vigilance about distractors, building individual capacity, sharing data, and high standards. They each require a positive school climate to be carried out successfully. When an organization is able to change the school culture to support reform efforts, there is a greater chance of success (Southwest Educational Development Laboratory, n.d.)

School leaders need to take into consideration consequences of the culture that they foster. For example, Schildkamp, Lai, and Earl suggested that a school culture of inquiry is required to support the vision of systems change into a data-driven school culture. Staff should be trained in the collection and management of data which in turn produces positive change in the instructional program. Personal dispositions about using data will impact the progress into a data-driven culture.

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, Calif: Corwin.

Schildkamp, Lai, & Earl, (2013). Data-based Decision Making in Education: Challenges and Opportunities. New York: Springer.

Southwest Educational Development Laboratory (n.d.). Creating a context for change. Retrieved November 19, 2013, from http://www.sedl.org/change/issues/issues22.html

Continuous Improvement

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The two most significant elements of Fullan’s Continuous Improvement Model are collective capacity and strategies with precision. I find this to be true in my setting because without cooperation and collaboration, very little can be accomplished. For example, administrators should initiate feedback based on systematic assessments of instructors (Fullan, 2012). This keeps the lines of communication open for rich discussions that advance the change efforts. Additionally, it takes planning and specific strategies to gain consensus and implement programs effectively. If there is any division in the mission and expectations, the system will fall apart. Fullan (2010) referred to cohesion and collaboration as the essential components for continued improvement. Teachers need to feel supported and they need to be given the opportunity to have a voice in the decision-making process. According to Fullan (2011), the top methods of effective teaching rely on collaboration to be successful. Administrators need to be closely involved with teachers in order to be proactive in the decision-making process (Laureate Inc., 2013).

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin.

Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (Eds.). (2012). Handbook of leadership and administration for special education. New York, NY: Taylor & Francis.

Fullan, M. (2010). Capacity building. Retrieved from http://www.michaelfullan.ca/media/13435862150.html

Fullan, M. (2011). Whole system reform for innovative teaching and learning. Retrieved from http://www.michaelfullan.ca/media/13435855110.html

Laureate Education (Producer). (2013a). Continuous improvement and systems change [Video file]. Retrieved from https://class.waldenu.edu

The Relationship of Integrity of Practice to Fidelity with Flexibility of Implementation

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Educational programs and practices are to be implemented with integrity of practice to ensure favorable outcomes. As expressed by the World Customs Organization (n.d.), honesty, care, diligence, professionalism, and impartiality are essential for gaining the public trust. This is true in education to gain the trust of stakeholders as they entrust students’ education to the school. Fidelity of implementation is gained when integrity is at the forefront of all that is done in the process of managing students’ educational needs. I would introduce flexibility of implementation by explaining how it links to individualized instructional practices. Then I would provide training sessions to demonstrate how it should look. For example, the academic needs of each student are met when instruction is focused on their individual needs. Teachers need to learn how to structure their classrooms and programs to provide each student with the individualized instruction they require to make progress. Research suggests that adhering rigidly to a set of practices produces poor outcomes. Teachers need to focus on the unique environment and student population to maximize the outcomes of any program they are using (Kendall, Gosch, Furr, & Sood). A general guide can lead educators in the right direction for planning, documenting, and universal instruction. Kretlow, Cooke, and Wood (2011) explained that professional development programs are important in connecting the research to classroom implementation. Collaboration is needed to made decisions on the individual needs of students for reaching their potential. The suggestion was made that educators should engage in dialogue to find out what is working or not working (Laureate, Inc. 2013). Crocket, Billingsley, and Boscardin, (2012) suggested that periodically educators should have their implementation fidelity evaluated.

Kretlow, A., Cooke, N., & Wood, C. (2011). Using in-service and coaching to increase teachers' accurate use of research-based strategies. Remedial and Special Education, 348-361. doi:10.1177/0741932510395397

Kendall, P., Gosch, E., Furr, J., & Sood, E. (2008). Flexibility within fidelity. Evidence-Based Practice, 987-993. Retrieved from www.jaacap.com/

Laureate Education (Producer). (2013b). Integrity of practice [Video file]. Retrieved from https://class.waldenu.edu

Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (Eds.). (2012). Handbook of leadership and administration for special education. New York, NY: Taylor & Francis.

World Customs Organization (2012). World Customs Organization ntegrity. Retrieved November 4, 2013, from http://www.wcoomd.org/en/search.aspx?q=integrity

The Critical Elements of Integrity of Practice

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I define integrity of practice in education as the deliberate acts that provide for the individual needs of all students. This takes building consensus, collaborating with colleagues, and using research-based materials and practices. It includes fidelity in the collection, management, and use of data to drive instruction. Teachers, support staff, administrators, and other school professionals need to pool their professional knowledge to make decisions about student needs. Azano, Missett, Callahan, Oh, Brunner, Foster, and Moon (2011) explained that studies have shown evidence of significant correlations between interventions that are implemented with fidelity and their outcomes. For example an observation of whether the unit is delivered as designed could provide evidence of whether the intended outcome would follow. In my present setting fidelity is attained through collaboration within professional learning communities to ensure that there is consensus in the implementation, delivery, and follow-up activities. Collaborating and receiving feedback from colleagues on possible next steps to better assist students within their classroom and discussing student needs based upon specific data strengthens the program’s fidelity. Professional learning communities offer a very powerful way of engaging teachers in reflecting upon and refining their practice. They offer a very powerful way of engaging teachers in reflecting upon and refining their practice (Harris & Jones, 2010). Research-based practices will ensure proper actions are taken to provide the right kind, amount and intensity of support (Bianco, 2010). I believe that providing teachers with the needed support from administrators and coaches is critical to the success of students. This is an example of integrity. It provides consistency and prevents corruption of the implementation. Teachers need to be empowered as they use data to adjust instruction (Laureate Education, Inc., 2013). Without the proper support and collaboration with colleagues, the attempts may not be sound or the implementation quality may suffer. Duerden and Witt (2013) suggested that the program foundations, the implementation system, and program monitoring are evaluated through the collection of data and evaluate how the implementation affects the outcome. The evidence I would use to ensure that all critical elements are in place includes classroom observations with follow-up conferences, documented professional development trainings, program checklists to ensure precise implementation and maintenance.

Azano, A., Missett, T., Callahan, C., Oh, S., Brunner, M., Foster, L., & Moon , T. (2011). Exploring the Relationship Between Fidelity of Implementation and Academic Achievement in a Third-Grade Gifted Curriculum: A Mixed-Methods Study. Journal of Advanced Academics, 22(5), 693 –719. doi:10.1177/1932202X1142487

Davis Bianco, S. (2010). Improving Student Outcomes: Data-driven Instruction and Fidelity of Implementation in a Response to Intervention (RTI) Model. TEACHING Exceptional Children Plus, 6(5) Article 1. Retrieved October 30, 2013 from http://escholarship.bc.edu/education/ tecplus/vol6/iss5/art1.

Duerden, M., & Witt, P. (2012). Assessing Program Implementation: What It Is, Why It'sImportant, and How to Do It. Journal of Extension, 50(1). Retrieved from http://www.joe.org/joe/2012february/a4.php

Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(172). doi:10.1177/1365480210376487

Laureate Education (Producer). (2013). Integrity of practice [Video file]. Retrieved October 30, 2013 from https://class.waldenu.edu

Barriers to Collaboration

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In order to have an effective Problem-Solving/Response to Intervention (PS/RTI) school-wide system, a willingness by all staff members to claim ownership of the responsibilities is needed. Educators must be flexible and they must embrace the cultural changes that occur with a system change. Each staff member must be willing to change their way of thinking about educating students. The thinking must shift from merely teaching concepts to the whole class to educating each student in the grade level requirements by focusing on the whole student. For this shift to take place successfully, the school leader must build a leadership team, lead them in learning together, guide them in helping the staff to understand why things will be done differently, work with the leadership team and staff to create a plan, foster high expectations and work to gain school-wide consensus (Buffum, Mattos & Weber, 2012). It takes an innovative and progressive leader to change the culture of the school. This transformative leader would facilitate effective school-wide academic and behavior supports for students through proven actions.

The top three barriers to collaboration are helping staff to understand the reasons why a cultural change is needed, consistently communicating with stakeholders, and getting staff members to collaborate and learn together. The difficulty in ensuring that school staff fully understands the logic behind the changes arises from their comfort with the current habits. The feeling is that “well enough” should be left alone. The resistance also stems from the fact that so many efforts for reform have been introduced before, only to be replaced again. Leaders need to provide professional development opportunities that motivate staff members to take action. When a professional learning community (PLC) culture is developed, administrators and teachers can collaborate in the common effort to do what it takes to reach all students. The shift will then take natural shape and consensus may be facilitated. Developing effective procedures for collaborating and disseminating student progress information to families and the community can be difficult if staff consensus is not reached. This is because it takes a collaborative effort to communicate with families. Families need to connect with teachers, counselors, school psychologist, and all staff who are involved in providing services for their children. Jerald (2010) stated that to achieve and sustain significant improvement in school reform, a school-wide system of support must be developed. Shared school-wide strategies and team efforts are required for school success as stated by the author. When all stakeholders are of like mind, involved, and well informed, schools have a greater likelihood of success in their efforts to develop a successful PS/RTI program and involve the families. The school leader’s practices are the major factors that determine the failure or success of the school reform.

Buffum, A. G., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

Jerald, C. (2010). Helping schools engage in collaborative, strategic problem solving. The Center for Comprehensive School Reform. Retrieved from http://www.education.com/reference/article/Ref_Helping_Schools_Problem _Solving/

Specialized and Differentiated Instruction

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Although specialized instruction is an element of differentiated instruction, each of these instructional processes has unique characteristics. Differentiated instruction maximizes student growth and individual success by providing multiple avenues for the acquisition of content to demonstrate what they have learned (Demirsky & Goddard). Differentiated instruction involves structuring the learning environment for flexible grouping and individualized instruction. Student abilities and achievement levels, interests, or learning styles are taken into consideration for planning instruction and grouping considerations, as stated by the authors. Specialized instruction involves adapting the content, methodology, or delivery method to the student (Autrey & DeMuth). It aims to address the unique needs of individual students to ensure access to the general education curriculum. The specific needs of students are assessed, and actions are taken to accommodate them. For example, an individual student may need to use a highlighter during reading comprehension instruction or he may need to use graphic organizers to successfully complete writing assignments. Both types of instructional approaches focus on opening avenues for students to access the curriculum. Within the differentiated classroom, specific students may require more specialized instruction to meet their needs and assist them in performing to acquire the content.

All students in my setting are supported by differentiated instructional approaches within the general education classroom. Students are provided flexible grouping supports for various lessons. Students who have similar needs or perform at similar levels are given instruction in small group settings. Individual students who require more focused considerations receive one-on-one specialized instruction within the classroom or in the resource room to meet their unique instructional need for specific content.

Demirsky, S., & Goddard, Y. (2010). Differentiated instruction and RTI: A natural fit.Educational Leader, 68(2), 1-3. Retrieved from http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Differentiated-Instruction-and-RTI@-A-Natural-Fit.aspx

Autrey, S. (2012). Processing deficits, specialized instruction and accommodations. Retrieved from Fayette County ECS website: http://www.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/IDEAS_processing_deficits_ppt.pdf

The Role of Assessment in Understanding Behavior

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As a member of the problem-solving team at any school, when dealing with the need to find the underlying causes of behavior, I would recommend that the team administer a Functional Assessment of Behavior (FBA) to analyze the antecedents, specific behavior and the maintaining consequences for the purpose of developing a hypothesis as stated by Filter and Horner (2009). Observations, interviews, and data collection must be used to target the causes of her behavior. After developing a hypothesis, the next step would be to determine the best intervention and reinforcement to eliminate the specific behavior. An experiment using an ABAB design would be the best method for evaluating the student's behavior and to determine if the intervention would effectively diminish her negative behavior. Baseline data would show the student's frequency in aggressive behavior without interventions and the implementation of the interventions with additional data collection would help to determine if it is effective. An additional set of baseline data, then intervention data would solidify the effects of the intervention (Laureate Education, Inc., 2012). For the student's specific behavior problems, an intervention that includes a daily “check-in” and a discussion session with her counselor at least once weekly to receive frustration tolerance instruction would help to reduce her negative behavior. Continuous monitoring and data tracking should be a part of her support to inform her long term needs and to provide information about whether the school-wide problem-solving system works (Buffum, Mattos, & Weber, 2012).

Since the student's academic progress is also a concern, the teacher collaborative team should review her present levels of academic progress from data collected by her classroom teachers. Tier II interventions should then be administered to provide more intensive supports with progress monitoring data collection to determine how best to continuously meet her needs. The behavior interventions and academic interventions should be provided simultaneously and with equal intensity to prevent any negative effect that one may have on the other. Algozzine, Wang, and Violette (2010) stated that acceptable behaviors should be taught as persistently as academic content to ensure progress.

Algozzine, B., Wand, C., & Violette, A. (2010). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(3). doi:10.1177/1098300709359084

Buffum, A. G., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

Filter, K., & Horner, R. (2009). Function-based academic interventions for problem behavior. Education and Treatment of Children, 32(1). Retrieved from http://http://ehis.ebscohost.com.ezp. waldenulibrary.org/ehost/detail?sid=14990fc5-f77d-43db-b47e-6ce64471eab3%40 sessionmgr114&vid=1&hid=105&bdata=JnNjb3BlPXNpdGU%3d#db= a9h&AN=36632573

Laureate Education, Inc. (Producer). (2012). Student behavior in a multi-tiered system of support. Baltimore, MD: Author.

The Impact of Leadership on Fostering Problem Solving

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Conflict plays important roles in the problem-solving team process. Team members bring differences in background, expertise, views, habits, preferences, and personalities, therefore conflict is inevitable. Since it can be anticipated, effective planning can ensure that conflict adds to the productivity of the process. If left to chance, on the other hand, it can be destructive to the process. Leaders must make it a priority to teach team members the skills needed to resolve conflict among themselves (Townsley, n.d.). If originated from personality conflict differences, disagreements are more likely to prove destructive to the task performance. On the other hand, if originated from task conflict, disagreements could induce productivity through the development of innovative insight (De Dreu, 2001). School leaders will benefit the team problem-solving process by providing professional development to teach specific conflict management strategies and the use of positive debate strategies to reach desirable conclusions. Burns, Peters and Noell (2008), stated that providing performance feedback consistently to the problem-solving team will increase task fidelity in the problem-solving process.

Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46, 540. doi:10.1016/j.jsp.2008.04.001

De Dreu, C. (2006). When too little or too much hurts: Evidence for a curvilinear relationship between task conflict and innovation in teams. Journal of Management,32(1), 84. doi:10.1177/0149206305277795

Townsley, C. A. (n.d.). CSWT Reports-Townsley. Retrieved May 5, 2013, from http://gram.eng.uci.edu /~ghubbard/mae189/Townsley.html Townsley, C. A. (n.d.). CSWT Reports-Townsley. Retrieved May 5, 2013, from http://gram.eng.uci.edu/~ghubbard/mae189/Townsley.html

What Makes a Problem Solving Culture?

2013-05-02T13:37:00.001-07:00

The role of school climate as a part of the problem-solving culture is to enable successful collaborative team communication and activity. A positive school climate fosters sensitivity toward individual differences and helps the collaborative team members to feel comfortable enough to contribute within their roles. Howell, Patton, and Deiotte (2008) stated that members of the team should be respected and approachable by staff. Mutual respect not only facilitates collaboration, it supports the school-wide behavioral expectations. A positive school climate should begin with the collaborative problem-solving team and through deliberate actions, become a part of the school culture. The importance of a supportive climate is evident in the positive student behavioral outcomes and in the professional productivity throughout a school setting. A positive climate is also important in professional settings across the community, as reported by three interviewees.

Three professionals who work in different industries were interviewed to gather information on their views on organizational culture. The questionnaire used to gather information contained the following questions. 1. What is organizational culture? 2. What setting attributes constitute a climate that is conducive to problem solving? 3. What problem-solving actions take place at your organization on a daily or weekly basis? 4. What do you do to ensure the problem-solving process is successful? 5. How do you ensure that everyone contributes to the positive climate? The answers provided by a restaurant owner were as follows. 1. Organizational culture refers to the way that individuals within an organization interact with one another. 2. My employees are always using problem-solving strategies to produce quality products and customer service. They must be able to communicate in a positive manner, show respect for one another, and stay calm in a stressful situation. 3. Our customers need to be satisfied and if they are not, steps are taken to resolve any issue. There are also planning and structural decisions to be made, which requires collaborative problem-solving strategies. 4. I meet with my employees weekly to discuss any issues and to lay a plan of action for each day of the week. It takes mutual respect and patience to get through the meetings without offending, undermining, or disrespecting anyone. 5. I review the ground rules before each meeting, I include discussions about the professional relationships and how to maintain them, and I mentor each of my employees as they work each day to have positive, productive exchanges throughout each day. The chiropractic doctor that was interviewed provided the following answers. 1. Organizational culture is the method in which a group views and treats one another. 2. Our customers have different needs and desires. The environment needs to be calm, inviting one that enables customers to communicate freely and have trust in the abilities of the professionals. 3. The problem-solving within my office is done to determine the needs of our patients and to provide them with the appropriate chiropractic and orthopedic treatment. 4. To ensure that our problem-solving process is successful, I foster an environment of friendliness and acceptance. This helps because when it is time to have a detailed conversation regarding a patient, not other issues impede the flow of ideas. 5. During weekly meetings, we discuss issues of the previous week and try to develop a plan to ensure productive exchanges. The Accountant interviewed responded as follows. 1. Organizational culture refers to the way that colleagues get along and manage their office relationships. 2. There are many document management and accounting detail problem-solving tasks to perform. Joint efforts are required to solve each problem. 3. Our clients require tax services and general accounting services. Problem solving takes place in the form of finding if there are discrepancies and fixing them. There are also problem-solving actions to ensure organized, effective work completion. 4. Meetings take place on a monthly basis in our office. We discuss progress in our customers’ accounts and any hindrances to progress within the office. 5. To ensure that the positive climate is supported by everyone, we have semi-annual employee evaluation meetings and weekly office meetings to discuss concerns in addition to accounting business.

As I walked into each place of business, the evidence of a positive culture was clear. In the example of the restaurant manager’s setting, I experienced the manner in which they work together to carry out the duties. The communication was polite and friendly, respectful tones and gestures were noted, and helpful actions were seen during the entire visit. When a problem arose, it was quickly resolved because of the ease of communication and collaborative action. A customer required special preparation of her meal. The waiter was not sure if it could be done. He was dealing with another customer’s complaint as well so he asked a team member to find the answer for him and explain to the customer what will be done. Because of the quick actions of both employees, both customers were pleased with their experiences. The manager mentioned in his response to the questionnaire that his employees had positive interactions. This was evident in my observation.

It takes deliberate actions to ensure a culture that is conducive to the problem-solving process. Leaders need to take a proactive position and equip all personnel with the information available about supporting the problem-solving culture within the organization. There is a clear correlation between the professional views of what constitutes a problem-solving culture and the literature on the subject. Each professional interviewed included meetings to discuss plans of action and maintenance of a positive culture. Buffum, Mattos, and Weber (2012) stated the leadership’s ability to determine the location, structure, and timing of the meeting conversation is a great leverage point that will help in creating staff consensus. The strategic planning of problem-solving meetings is essential. The clear expectations of respectful, professional exchanges are an essential part of having successful meetings as stated by the authors. The problem-solving culture clearly began with the organization leader in the planning and monitoring of expected actions by their employees.

Howell, R., Patton, S., & Deiotte, M. (2008). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press.

Buffum, A. G., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.

Leadership for Fostering Family-School Partnerships

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One competency that I believe to be highly effective in sustaining positive family-school partnerships is the ability to establish and sustain trusting relationships. This begins with communication that is inviting, supportive, and positive. School leaders should ensure that parents are engaged in conversation regarding student strengths and challenges, create a welcoming atmosphere, and support teachers in providing specific home-based strategies to support students (Howell, Patton, & Deiotte, 2008). Parents may be more open to partnering with the school on behalf of their children when given a positive, supportive atmosphere and the opportunity to strengthen their ability to more effectively act as home educators. When school leaders coordinate the learning opportunities that integrate home, school, and community, parents may be more likely to contribute to the collaborative effort.

Coordinating learning opportunities beyond the classroom is another leadership competency that supports the positive partnership between family and school. Parents should be informed and given the opportunity to become involved in the joint development of school-wide programs and initiatives as stated by the Colorado Department of Education (2009). The school must also respond to parent or student requests to receive support in working at home and coordinating classroom and home learning as stated by the author. When schools provide full support for student learning and family involvement, the effects include a greater chance for trusting relationships and positive student outcomes.

Establishing, and sustaining trusting relationships is important throughout the school year and within each tier. Coordinating learning opportunities beyond the classroom should also take place as a part of each tier, but should be intensified within tier II and tier III. Parents are to be continuously informed of the progress and needs of their children and offered assistance in providing additional support at home. They should also be encouraged to inform the school of any need they may have for additional resources and support as they work to provide supplemental academic and behavioral instruction at home.

Howell, R., Patton, S., & Deiotte, M. (2008). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press.

Colorado Department of Education (2009). Family and community parenting: “On the team and at the table” toolkit. Retrieved April 21, 2013 from http://www.cde.state.co.us/rti/familycommunity toolkit.htm

Challenges of Family-School Partnerships within a Multi-Tiered System of Supports

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A partnership between the school and family is an important aspect of the student support process. Each partner adds important contributions required to provide the student with personalized academic, behavior, and social-emotional support. For example, a student who receives Tier II interventions but continues to struggle in reading will benefit from a collaborative effort to evaluate the causes of the failure and plan for the continuum of services in the process. A challenge that may arise as partnerships develop is that of helping the parents feel that they are an integral part of the team. The school arranges collaborative opportunities to make decisions about the appropriate level of support for the student (Howell, Patton, & Deiotte, 2008). According to the authors, during the collaborative meetings, parents can assist as part of the team by providing a holistic view of the student for the discovery and planning stages. During the intervention stages, parents can ensure that the support is continuous as stated by the authors. The authors also stated that school staff can foster active parent involvement by providing team meeting logistics such as establishing meeting times, expectations, agendas, task assignments, and opportunities for open discussions. These contributions are beneficial to the development of positive dialogue that leads to strong partnerships between families and schools. The results include adequate academic support for the student.

Howell, R., Patton, S., & Deiotte, M. (2008a). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press

Taking Action

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The leadership actions that need to take place in the first year of assuming responsibility for implementing a school’s Multi-Tiered System of Supports (MTSS) is to fully train all personnel in their roles. For example, the teacher needs to be trained in planning and managing the Response to Intervention (RTI) process in the classroom so that all students will receive support at specific tiers according to their level of need. A clear knowledge of the procedures for implementing an intervention system that is fluid, flexible, and focused on the needs of each student is needed instead of a rigid protocol driven program (Buffum, Mattos, & Weber, 2012). All school personnel must also be trained in documenting and discussing efforts such as interventions, program effectiveness, parent involvement, and observations. This will aid in the collaborative process.

After the training is in place and ongoing, collaboration and planning for results can begin. According to the RTI Implementation Rubric developed by the State of Colorado (n.d.), school leadership teams must discuss and plan the implementation process. This includes identifying the tools that will be used for the implementation process and program monitoring. A good example of the power of collaboration was demonstrated by a Problem Solving Team (PST) member who made a suggestion for supporting the student’s independent functioning goals by having him maintain a folder to be checked and signed by each of his teachers (Laureate Education, Inc., 2012). The Professional Learning Communities (PLC) model is needed to ensure that the system of supports is proactive and effective. The multi-disciplinary team collaborates to ensure that the plan is being carried out and students are receiving the individualized support that they each need (Knowledge Delivery Systems (2011).

Buffum, A., Mattos, M., Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, In: Solution Tree Press.

Knowledge Delivery Systems (Producer). (2011). Pyramid response to intervention: How to respond when kids don’t learn. Available from http://www.youtube.com/watch?v=ApzX15USq2w

Laureate Education, Inc. (Executive Producer). (2012). RTI meeting: High school. Baltimore, MD

Leadership for Innovation

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It is difficult to include innovative strategies and procedures to the instructional program when one does not feel that efforts will be supported. As mandates change and require specific procedures within the learning environment, the ability to take risks that include innovations fade due to uncertainty of the direction that must be taken to comply. Negative attitudes about new mandates may stifle the creative process for school professionals (McKeown (2002).

Administrators can promote the desire and ability to innovate for the purpose of inspiring students. This can be done by planning for collaboration among colleagues, having committee meetings to discuss the steps that need to be taken to protect the school’s positive climate and culture, and banding together to establish professional knowledge that is able to stand up to and even fight occasional trends. Collaboration is important to exchange information and ideas that lead to the production of common goals (Polenchar & Boyer 2012).

Strengthening the social climate of the school affects students and professionals. When the school climate is positive, creativity becomes one of the strong characteristics of the environment (Allodi 2009).

McKeown, R. (2002). Reorienting education. The education for sustainable development. Retrieved from http://www.esdtoolkit.org/discussion/reorient.htm

Palenchar, L. & Boyer, L. (2012). Response to intervention: Implementation of a statewide system. Rural Special Education Quarterly, 27(4), 18-26. Retrieved from http://libraryguides.waldenu.edu/educ8765

Allodi, M.W. (2010). Goals and values in school: A model developed for describing, evaluating, and changing the social climate of learning environments. Social Psychology of Education, 13(2), 207-235. Retrieved from http://libraryguides.waldenu.edu/educ8765

Barriers to Risk-Taking in Education

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The field of education has and continues to undergo many changes in the effort to implement new initiatives that are designed to improve the outcomes for all students. For example, the 2004 reauthorization of the Individuals with Disabilities Act (IDEA) required scientifically-based interventions, documentation of response, in order to determine eligibility for specific learning disabilities. Therefore, the West Virginia Department of Education (WVDE) developed structured school-wide programs to support its counties. Boyer & Palenchar (2005), reported some of the barriers that may prevent risk taking in the educational environment. They include teacher attitudes about initiatives and their practice habits. Administrators faced with changes may encounter the barriers of having to consider the use of staff, funding for programs, and provision for professional development.

Sustainability is another barrier according to McKeown (2002). It is considered the greatest obstacle when there is a lack of clarity regarding goals. Often, stakeholders have the idea that the reformed system may not be the best solution, therefore it may not last.

Boyer L. & Palenchar L. (2005). Response to intervention: Implementation of statewide system Rural Special Education Quarterly, 27(4).

McKeown, R. (2002). Reorienting education. The education for sustainable development. Retrieved from http://www.esdtoolkit.org/discussion/reorient.htm

Strategies for Achieving Best Practice in Integrating Special Education within an MTSS

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My district presently ensures that best practices are evident in the integration of special education within a multi-tiered system of supports. This is done by providing a constant flow of information on expectations. Opportunities for professional development are also offered to all district employees, including charter school employees. This is done through dissemination of information via the district’s e-conference application and direct e-mail notices to school principals. Special education school site personnel are called upon to ensure that all students are receiving the individualized support needed to minimize the educational deficiencies they may experience. Continuous, mandatory professional development sessions are provided on an ongoing basis. Professional Learning Communities (PLCs) are included as part of the professional duties of all instructional and administrative school personnel. This ensures that everyone works for common causes to meet student needs.

In order to improve the MTSS practices for all school settings including charter schools, the district could use strategies that ensure all schools develop a systems focus. Schools need to have a comprehensive outline of the tasks and requirements that are to take place during the school year toward the efforts to successfully maintain a strong MTSS. For example, Johnson, Carter & Pool (2013) stated that schools need to include in their MTSS plan, an outline of the team structure and functions. These outlines should include clear procedures and practices for all stages of the Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) plan. Another practice that strengthens the fidelity of efforts toward student support is a systematic documentation process. This strengthens the decision making process for each cycle of support. It ensures that no student falls through the cracks. When data is triangulated from multiple sources and documented to identify students who are most at risk of academic and behavior problems all involved personnel can collaborate to provide needed services for students (Coleman, Steinberg, Pereles, Miller & Jorgensen, 2012). In order to further improve RTI within the district, teachers can receive additional training in the data collection process for RTI. As stated by Sandomierski, Kincaid & Algozzine (2013), teachers need to be trained in the use of various data collection tools. One tool that can be used to document the efforts of teachers toward positive behavior is the Teacher Rating Scale. It can be found on the Florida PBS website. Teachers should be required to familiarize themselves with websites such as this that carry supporting documents or they should be supplied the documents that can be resources in their daily efforts to support student behavior and academic success.

Sandomierski, T., Kincaid, D., & Algozzine, B. (2013). Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters from Different Misters? Retrieved from http://www.esc14.net/users/0018/docs/ctl_bm_pbs_schoolwide_articles.pdf

Johnson E., Carter, D., & Pool, J. (2013). School-wide implementation of a combined RtI/PBIS model: Fidelity, student outcomes, social validity. Boise State University. Retrieved from works.bpress.com

Coleman, M., Steinberg, E., Pereles, D., MillerA., & Jorgensen, D., (2012). Creating the conditions for success: A case study of three Thompson schools’ RtI and PBIS frameworks. Colorado Department of Education. Retrieved from www.library.waldenu.edu

The Role of Special Education in a Multi-tiered System of Supports

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The multi-tiered system of supports is an organizational system that was developed to ensure all students receive the required individualized academic and behavioral services. It is a proactive process that enables educators to determine the specific deficiencies experienced by students. This early warning system identifies students who do not make adequate progress and matches student needs with the appropriate interventions. If the specific interventions used do not meet student needs, other interventions are attempted. Students are less likely to be prematurely identified as eligible for special education as their needs may be met by specific intervention (Colorado Department of Education, 2012).

In my capacity as Special Education Coordinator, my job is to ensure that the multi-tiered system of supports (MTSS) is in place and all team members, from teachers to parents, are aware of their roles in support of the students. It is the responsibility of each team member to know their part in the process and to ensure that students’ needs are met. This ensures that only students with true special needs are identified for staffing into the appropriate special education eligibility area (Bufum, 2012).

Colorado Department of Education (2012). Creating the conditions for success: A case study of three Thompson schools’ RtI and PBIS frameworks. Retrieved from https://class.waldenu.edu

Bufum, A., mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IA: Solution Tree Press.

Writing Instruction for Students with Disabilities, Part 2

2013-02-01T17:16:00.000-08:00

Several years ago I discovered a great way to help students with learning disabilities to practice their written language skills in a way that will keep them motivated to write. Another teacher in the county that I worked for actually initiated the project that my students came to love. The teacher called my principal and requested that she ask her teachers if they were interested in starting a pen pal writing project with her. When I was approached with the idea, I knew right away that it was something I wanted to do. I had been an advocate for exposing students to as much writing experiences as possible since my college days. I believe that with ample practice in elementary and secondary school, students will be more likely to succeed in college. All teachers at all levels need to incorporate lots of writing into every subject.

The project started with the teacher sending me a large envelope filled with friendly letters from her students to mine. When we received the letters, we immediately began working on responses. We had previously begun practicing with mini-lessons that prepared my students for the task within our writing process time. The pen pal writing project started in January. By May, all of my students were solid writers, using all of the correct elements that make for effective written communication. I have also led the project as an inter-classroom project by separating the class into two groups and having them write to a pal from the opposite group anonymously. The students had lots of fun in both formats of the project.

Look for the book, The Interesting Pen Pal, to read more about what happened during our pen pal project and to get some of the lessons and materials that were used. The book is available on www.amazon.com and www.teacherspayteachers.com. This book is great reading for both teachers and students.

Common Research Elements

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Some common elements of educational research methodology include the focusing on a research problem, making a hypothesis, identifying the variables, locating and reviewing related literature, and the use of educational measures.

Research questions, sampling and levels of measurement can be applied to special education research to identify effective instructional methods and program practices. This can be done by finding a problem or instructional method to address then developing a broad question to guide the research Rumrill, Cook, and Wiley, 2011). Sampling is used to represent the population to which the findings will be generalized. In special education this enables the researcher to work with a manageable amount of subjects. Levels of measurement are used to identify where the dependent variables lie. For example, the levels of achievement in the intervention and the amount of time administered are documented and used to determine the effects and outcomes.

In the classroom setting, teachers can use this information to determine the benefits of an intervention that is being used. This can be done by documenting the levels of achievement acquired by students who are in the intervention group with those in a group not using it. This is called the control group. This information can then be used to make changes in the intervention program as needed.

Rumrill, P, Cook, B., & Wiley, A. (2011). Research in special education: designs, methods, and applications. Springfield, IL: Charles C. Thomas Publisher, LTD.

What is “Evidence-Based Practice”?

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“Evidence-based practice” (EBP) consists of strategies and processes that are proven to be effective with the population for which they are tested. The interpretation of EBP can vary according to the disability category because of the variability of student limitations and abilities. According to Burns and Ysseldyke (2009), most conversations regarding EBP relates to education in general. Not enough is being done to close the research-to-practice gap in special education.

Research to determine the effectiveness of educational practices for Students with Disabilities may be lack reliability because the need for specific methodologies that require large amounts of participants. Since the prevalence of certain disabilities may be low, it would be difficult to conduct the study effectively (Odom, Brantlinger, Gersten, Horner, Thompson, and Marris, 2005).

The questions asked in research studies to determine the effectiveness of special education practices cannot be simple (Odom, et al. 2005). There are specific considerations to include. The individual or group’s disabilities, age group, grade level, limitations, interests, language abilities and other factors such as the context must be considered in order to determine if the educational practice is effective. For example, a Varied Exceptionalities (VE) resource classroom may contain students with Specific Learning Disabilities (SLD), and Emotional and Behavioral Disability EBD). A particular program may have a different degree of effectiveness for one student than for the other. Therefore, the specialized instructional practices may be evidence-based, but should be evaluated differently according to the students it is meant to support.

Burns, M. K., & Ysseldyke, J. E. (2009). Reported Prevalence of Evidence-Based Instructional Practices in Special Education. Journal of Special Education, 43(1), 3–11.

Odom, S., Brantlinger, E., Gersten, R., Horner, R., Thompson, B., and Harris, K. (2005). Research in Special Education: Scientific Methods and Evidence-Based Practices. Council for Exceptional Children, 71(2), 137–148