S

Leadership for Collaboration

Ernie RoseLoyola Marymount University

Agenda

Stage 1 Heroic Leadership (the Jesuit

tradition) Contrasting styles of leadership Characteristics of Collaboration

Agenda

Stage 2 Models of Inclusion, RTI, & PBIS

Short Break

Stage 3 Opportunities for collaboration

Stage 4 Innovations

Agenda

Stage 5 Book Club

Lunch

Stage 6 Drafting a Collaboration Project

Resources

All powerpoint slides, websites, and references will be sent to you via email!

Core Pillars of Heroic Leadership (Lowney, 2003)

Self-awareness

Ingenuity

Love (relationships)

Heroism

Self-awareness

Understanding your strengths, weaknesses, values, and worldview

Ingenuity

Confidently innovate and adapt to a changing world

Love (relationships)

Engage others with a positive attitude that unlocks their potential

Heroism

Energize yourself and others with heroic ambitions and a passion for excellence

Reflect

Write a couple of sentences that define where you currently see yourself in terms of Self-awareness Ingenuity Love (relationships) Heroism

Things to Consider

We’re all leaders and we’re leading all the time, well or poorly.

Leadership springs from within. It’s about who we are as much as what we do.

Things to Consider

Leadership is not an act. It is my life, a way of living.

I never complete the task of becoming a leader. It’s an ongoing process.

Remember

Leadership is defined not by the scale of the opportunity, but by the quality of the response.

More Specifically

Self-awareness How one commits one’s life to the

equality of educational experience for all children regardless of demographics, economics, or geography.

If we want to achieve change for the better, we must first understand what might hold us back from success (e.g., helplessness, bullying, misguidedness).

More Specifically

Ingenuity Look for the opportunities that

change presents and embrace them. Ingenuity is a mix of adaptability,

daring, speed, and good judgment. Beware of attachments and the “Law

of the Tool.”

More Specifically

Love (relationships) Respect, trust, and support

manifested more by deeds than words.

More Specifically

Heroism Aim high and then higher still. Dare to accomplish what others say is

impossible. In Jesuit terminology, it’s Magis, Latin

for “more.”

A Good Example

Christopher Clavius, S.J. Mathematics and Science (Core

Curriculum) Astronomy (Defense of Galileo) Gregorian Calendar (How we schedule

our lives)

Reflect Again

Look at what you wrote a few minutes ago. Given more specific information on the Jesuit core pillars of heroic leadership what might you add or expand upon of what you wrote before?

Contrasting Leadership Orientations

Theoharis & Ranieri (2011)

Transformative leadership is dynamic leadership in the sense that the leaders throw themselves into a relationship with followers who will feel “elevated” by it and often become more active themselves, thereby creating new cadres of leaders. Transformative leadership is leadership engaged (J. M. Burns, 1978, p. 20).

The Importance of Principals

School administrators’ own beliefs about inclusive services for students with disabilities were the best predictor of the quality and success of inclusive school reform (Villa, Thousand, Meyers, & Nevin, 1996)

4 Qualitative Studies on Leadership, School Reform, and issues of Inclusion and

Equity First Study: School leaders who came to the

field of educational administration with the commitment to create more equitable and socially just schools.

Second Study: School leaders who chose to engage in an inclusive school reform initiative between a university and a partner urban school district.

Third Study: School leaders and their interests in and commitments to creating more equitable and just schools as part of their involvement in a university and state department of special education project to identify and replicate promising practices in special education.

Fourth Study: District office leaders who had strong commitments to further an inclusive and equity-oriented agenda for an entire school district.

Contrasting Leadership Orientations

The Helpless Orientation

The Bully Orientation

The Misguided Orientation

The Advocate Orientation

The intersection of inclusive school reform and school administration is a key starting point to examining transformative leadership (Theoharis & Ranieri, 2011).

Questions

Input

Characteristics of Collaboration

Collaboration is Voluntary Based on parity Requires a shared goal(s)

Characteristics of Collaboration

Collaboration is Shared responsibility for key

decisions Shared accountability for outcomes Emergent

School-wide Applications Model (SAM)

White Church Elementary SchoolKansas City, KS

General education guides all instruction

All resources benefit all children

Data driven decisions and policies

Social development

Families and community outreach

District support

SAM

General education guides all instruction There are no special education classes Heterogeneous grouping throughout the school Special education teachers play a support role General education teachers have grown to

better be able to instruct all students

SAM

In 2000, 29% of students scored proficient on the statewide mathematics test

Developed a Math Club for struggling students that met after school twice per week

In 2004, 90% of students scored proficient on the statewide mathematics test and none were in the unsatisfactory range

SAM

All resources benefit all children There are incidental benefits for general

education students from the work of special education teachers

Instructional coach All staff can participate All teachers know all children Peer tutoring and differentiated instruction

SAM

Data-based decisions and policies Access to real time data for all students Data are used for problem solving

academic and behavioral issues Students may be re-grouped every 6-9

weeks; RTI on the fly Teachers meet weekly to plan and

discuss solutions to problems

SAM

Social Development School-wide positive behavioral support

“The Wildcat Way” Be respectful Be a learner Be in control

SAM

Partnership with the University of Kansas’ Beach Center on Disabilities 3 Tiers of behavioral support: universal, targeted

group, individual Wildcat Wealth Increased parental support Teachers increasingly take more ownership

SAM

Parents and Community Family members are welcome during all times

of the school day Family and community members become

involved in the process of teaching and learning

Lunch mentors Teachers are more involved in the community Funding and paraprofessionals

SAM

District Support Change in organizational philosophy School and District Leadership Teams The Data Analyzer: every student has an

academic and behavioral profile Continuity of care Common planning time (early release on

Weds.) Instructional Coaches

Thompson School DistrictColorado

A Case Study of 3 Schools’ RTI and PBIS Frameworks through Root Cause Analysis Namaqua Elementary School Walt Clark Middle School Thompson Valley High School

Thompson School District

Colorado’s RTI Framework with 6 critical areas for school improvement (CDE, 2008) Leadership Curriculum and instruction Problem solving Assessment Positive school culture and climate Family and community partnerships

Thompson School District

Adaptation of Root Cause Analysis for Success Validate successes Determine where to enhance causes to strengthen

positive outcomes Understand how positive causes can be replicated Build proactive thinking about how to support change Ensure that key aspects of change are not eliminated

because of change Even within difficult circumstances, some things may

be working well Support proactive planning

Thompson School District

Namaqua Elementary Strong use of technology in teaching Good parent involvement Staff unity

Goal: increase Positive Behavior Interventions and Supports to improve academic outcomes for students

Thompson School District

Walt Clark Middle School High performing school Strong athletic program Tutorial support Extracurricular activities focused on academic excellence

Goals: (1) increase differentiated instruction based on student data; (2) improve reading and writing through integration of skills across the curriculum

Thompson School District

Thompson Valley High School Newsweek 100 Outstanding High Schools Strong academically focused curriculum Partner school with CSU

Goals: (1) expanding AP offerings and increasing enrollment in AP for students from economically challenged families; (2) providing “2nd chance” classes; (3) improving 9th grade transition process; (4) focusing on 21st century skills

Thompson School District

School-wide leadership teams with critical Principal involvement

Understanding by Design and other models used for curriculum improvement

Documenting interventions and progress within the student information system

Thompson School District

Implementation of a comprehensive assessment cycle

Establishing buy-in from secondary teachers to adopt uniform expectations across the school environment

Created a position of Family/Community Engagement Coordinator and established a Family Academy

Thompson School District

If students do not demonstrate improvement in academics and/or behavior based on Tier 1 type instruction, they are referred to a Problem-Solving Team (PST)

Parents are invited to participate in PST meetings and provide information

A case manager is assigned to support the teacher and the parents through the process

Thompson School District

Research-based interventions are identified, selected, implemented, and carefully monitored

Case Manager continues to work with the teacher and keep parents informed of progress

If the selected intervention(s) is not adequate, another may be selected or referral to special education may take place

Thompson School DistrictWhat’s Working?

Positive impressions of teachers and administrators Shared Vision Increased ownership of student outcomes Deeper Collaboration Data driven decision making

Thompson School DistrictWhat’s Working?

These impressions have led to Increased clarity of communication Greater family involvement in planning Improved school culture and climate

Thompson School DistrictWhat’s Working?

Critical Commitment and Supports Professional Development Resources for data management and specific

interventions Time for collaborative planning Building a leadership cadre with expertise to support

implementation Superintendent’s commitment to continuous

improvement

Thompson School DistrictWhat’s Working?

What about students with disabilities? Reduced stigma of special education Support for social and emotional growth Increased student confidence

Thompson School DistrictWhat’s Working?

Major Root Causes for Success in TSD Shared vision that leadership is everyone’s

responsibility: We are better together than alone All students can be successful if given

appropriate support Strong culture of collaboration, partnerships, and

relationships built on trust, open communication, and respect

Coffey & Horner, 2012

“Part of what makes communication in the system of PBIS so successful is that PBIS team members and other educators are able to use data to discuss the status and goals of their school.”

Thompson School DistrictWhat’s Working?

Major Root Causes for Success in TSD, cont’d Honoring diversity and inclusion Problem-solving, continuous improvement

focus using data to inform decisions at all levels, from individual students to systemic planning

Thompson School DistrictAdvice for others

Commit and stick to it

Leadership is solution focused, allows risk-taking, is willing to knock down barriers that prevent new ways of thinking and working

Build an understanding of RTI and PBIS that spans philosophy, strategies-interventions to increase ownership

Collaborate and work in teams to strengthen supports and services

Thompson School DistrictAdvice for others

Use data to help personalize supports and increase knowledge of individual students (keep the student’s needs in the forefront)

Select processes carefully, then stay with them and give them time to work

Engage in a continual reflection process using data to examine and improve practices

Smart RTIFuchs, Fuchs, & Compton, 2012

What is the role of special education in RTI? Is it meant to prevent special education? Is it meant to lessen poor outcomes such as

school dropout, unemployment and underemployment, incarceration, poor health, homelessness and other life-limiting problems?

Smart RTI

Multi-stage Screening in Tier 1 Lessens the prospect of false positives Assess current performance and potential growth Greater prediction of poor academic performance in

the future May predict students who will be unresponsive to

Tier 2 interventions

Smart RTI

What is the role of special educators in Smart RTI?

According to Fuchs et al., special educators should be specialists in intensive research-based interventions who work with the 5% of the student population who are most at-risk of school failure throughout their school experience

Implement Tier 3 interventions as intensive special education along with data-based individualized instruction, or experimental teaching; meaningful access to the general education curriculum; and flexible movement across levels of prevention

Smart RTI

“. . . illustrate the need for linkages between general and special education that facilitate flexible entering and exiting from tertiary prevention. Students with special needs require open IEPs (developed with parental participation) that permit strategic movement into and out of special education.”

Input

Questions

Points to clarify

Break

See you in 10 minutes

Opportunities for Collaboration

Co-Teaching Models One teach, one assist Station teaching Parallel teaching Alternative teaching Team teaching *One teach, one observe

Co-TeachingScruggs & Mastropieri, 2007

Benefits to Teachers Students without disabilities Students with disabilities

Co-Teaching

Needs of co-teachers Administrative support Volunteerism Planning time Professional development Compatibility

Co-Teaching

Roles of General Education and Special Education Teachers in Co-teaching Arrangements Dominate and subordinate roles Content vs. Process Teacher vs. Specialist

Co-Teaching

Unresolved Issues Consistent administrative support Subordinate role of special educators True collaboration is largely absent Dominate pedagogy Are student’s who need “special education”

receiving it? General education demands that a minimal

student skill level is an important criterion for successful inclusion

How Can Co-Teaching Be Improved?

Are there models of planning, instruction, and assessment that can make co-teaching truly collaborative?

Professional Learning Communities

PLC

Supportive and shared leadership

Collective creativity

Shared values and vision

Supportive conditions

Shared personal practice

Universal Design for Learning

Multiple means of Representation Action and Expression Engagement

UDL and the Common Core Standards

Can UDL help create better goals and assessments for the Common Core? Yes, with flexible language and

creative responses UDL Connect

Innovations

The Flipped Classroom Woodland Park High School Aaron Sams & Jonathon Bergmann

Khan Academy Salman Khan

Book Club

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

Lowney, C. (2003). Heroic leadership. Chicago: LoyolaPress.

Book Club

Bissinger, B. (2012). Father’s day. New York: Houghton Mifflin Harcourt Publishing Company.

Websites

www.sedl.org/change/issues/issues61.html

www.cast.org/udl/

www.udlcenter.org/advocacy/state/colorado

www.community.udlcenter.org/

Websites

www.corestandards.org/

www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

www.khanacademy.org/

References

Lowney, C. (2003). Heroic Leadership. Chicago, IL: LoyolaPress

Theoharis, G., & Ranieri, M. (2011). The helpless, the bullies, the misguided, the advocates: School leaders and inclusive school reform. In C. Shields (Ed.), Transformative leadership: A reader (pp. 307-320). New York, NY: Peter Lang

References

Burns, J.M. (1978). Leadership. New York, NY: Harper & Row.

Villa, R., Thousand, J., Meyers, H., & Nevin, A. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63(1), 29-45.

References

Coleman, M.R., Steinberg, E., Pereles, D., Miller, A., & Jorgensen, D. (2012). Creating the conditions for success: A case study of three Thompson schools’ RtI and PBIS frameworks. Retrieved from www.cde.state.co.us.

References

Coffey, J. & Horner, R. (2012). The sustainability of schoolwide positive behavior interventions and supports. Exceptional Children, 78(4), 407-422.

Fuchs, D., Fuchs, L., Compton, D. (2012). Smart RTI: A next generation approach to multilevel prevention. Exceptional Children, 78(3), 263-279.

Friend, M. & Bursuck, W. (2012). Including students with special needs, 6th ed. Boston, MA: Pearson.

Scruggs, T., Mastropieri, M., & McDuffie, K. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.

Characteristics of Collaboration

Collaboration is Voluntary Based on parity Requires a shared goal(s)

Characteristics of Collaboration

Collaboration is Shared responsibility for key

decisions Shared accountability for

outcomes Emergent