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 Leadership for Collaboration Ernie Rose Loyola Marymount University.

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Presentation on theme: " Leadership for Collaboration Ernie Rose Loyola Marymount University."— Presentation transcript:

1  Leadership for Collaboration Ernie Rose Loyola Marymount University

2 Agenda  Stage 1  Heroic Leadership (the Jesuit tradition)  Contrasting styles of leadership  Characteristics of Collaboration

3 Agenda  Stage 2  Models of Inclusion, RTI, & PBIS  Short Break  Stage 3  Opportunities for collaboration  Stage 4  Innovations

4 Agenda  Stage 5  Book Club  Lunch  Stage 6  Drafting a Collaboration Project

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

6 Core Pillars of Heroic Leadership (Lowney, 2003)  Self-awareness  Ingenuity  Love (relationships)  Heroism

7 Self-awareness  Understanding your strengths, weaknesses, values, and worldview

8 Ingenuity  Confidently innovate and adapt to a changing world

9 Love (relationships)  Engage others with a positive attitude that unlocks their potential

10 Heroism  Energize yourself and others with heroic ambitions and a passion for excellence

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

12 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.

13 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.

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

15 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).

16 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.”

17 More Specifically  Love (relationships)  Respect, trust, and support manifested more by deeds than words.

18 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.”

19 A Good Example  Christopher Clavius, S.J.  Mathematics and Science (Core Curriculum)  Astronomy (Defense of Galileo)  Gregorian Calendar (How we schedule our lives)

20 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?

21 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).

22 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)

23 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.

24  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.

25 Contrasting Leadership Orientations  The Helpless Orientation  The Bully Orientation  The Misguided Orientation  The Advocate Orientation

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

27  Questions  Input

28 Characteristics of Collaboration  Collaboration is  Voluntary  Based on parity  Requires a shared goal(s)

29 Characteristics of Collaboration  Collaboration is  Shared responsibility for key decisions  Shared accountability for outcomes  Emergent

30 School-wide Applications Model (SAM) White Church Elementary School Kansas 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

31 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

32 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

33 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

34 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

35 SAM  Social Development  School-wide positive behavioral support  “The Wildcat Way”  Be respectful  Be a learner  Be in control

36 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

37 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

38 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

39 Thompson School District Colorado  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

40 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

41 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

42 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

43 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

44 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 “2 nd chance” classes; (3) improving 9 th grade transition process; (4) focusing on 21 st century skills

45 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

46 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

47 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

48 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

49 Thompson School District What’s Working?  Positive impressions of teachers and administrators  Shared Vision  Increased ownership of student outcomes  Deeper Collaboration  Data driven decision making

50 Thompson School District What’s Working?  These impressions have led to  Increased clarity of communication  Greater family involvement in planning  Improved school culture and climate

51 Thompson School District What’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

52 Thompson School District What’s Working?  What about students with disabilities?  Reduced stigma of special education  Support for social and emotional growth  Increased student confidence

53 Thompson School District What’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

54 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.”

55 Thompson School District What’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

56 Thompson School District Advice 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

57 Thompson School District Advice 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

58 Smart RTI Fuchs, 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?

59 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

60 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

61 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.”

62 Input  Questions  Points to clarify

63 Break  See you in 10 minutes

64 Opportunities for Collaboration  Co-Teaching Models  One teach, one assist  Station teaching  Parallel teaching  Alternative teaching  Team teaching  *One teach, one observe

65 Co-Teaching Scruggs & Mastropieri, 2007  Benefits to  Teachers  Students without disabilities  Students with disabilities

66 Co-Teaching  Needs of co-teachers  Administrative support  Volunteerism  Planning time  Professional development  Compatibility

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

68 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

69 How Can Co-Teaching Be Improved?  Are there models of planning, instruction, and assessment that can make co-teaching truly collaborative?

70 Professional Learning Communities PLC  Supportive and shared leadership  Collective creativity  Shared values and vision  Supportive conditions  Shared personal practice

71 Universal Design for Learning  Multiple means of  Representation  Action and Expression  Engagement

72 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

73 Innovations  The Flipped Classroom  Woodland Park High School  Aaron Sams & Jonathon Bergmann  Khan Academy  Salman Khan

74 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.

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

76 Websites    

77 Websites   flipped-classroom-is-radically-transforming- learning-536.php flipped-classroom-is-radically-transforming- learning-536.php 

78 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

79 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.

80 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

81 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, 6 th 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.

82 Characteristics of Collaboration  Collaboration is  Voluntary  Based on parity  Requires a shared goal(s)

83 Characteristics of Collaboration  Collaboration is  Shared responsibility for key decisions  Shared accountability for outcomes  Emergent

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