educating all students together and learning together how school leaders attack the problems of...
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Educating All Students Together and Learning Together
Educating All Students Together and Learning Together
How school leaders attack the problems of achievement gaps, over-representation in special education and high qualified staff
Presented by
Leonard C. Burrello
Indiana University
March 8, 2006
How school leaders attack the problems of achievement gaps, over-representation in special education and high qualified staff
Presented by
Leonard C. Burrello
Indiana University
March 8, 2006
Our Tasks TodayOur Tasks Today Closing the Achievement Gap
review of research on school improvement from high school to elementary school from Education Trust and my work at the Forum on Education
Over-representation in special education moving from technical solutions to cultural change by examining equity traps
Getting to highly qualified in staff selection and development
Closing the Achievement Gap review of research on school improvement from high school to elementary school from Education Trust and my work at the Forum on Education
Over-representation in special education moving from technical solutions to cultural change by examining equity traps
Getting to highly qualified in staff selection and development
High Schools Performing Above ExpectationsHigh Schools Performing Above Expectations
From The Education Trust, Gaining Traction, Gaining Ground November, 2005 study of average high schools out performing others with students starting behind and more un-prepared
From The Education Trust, Gaining Traction, Gaining Ground November, 2005 study of average high schools out performing others with students starting behind and more un-prepared
What research tells us about responsibility and how we should educate All students
What research tells us about responsibility and how we should educate All students
Closing the achievement gap that separates low-income students and students of color from other students:
61% of A-A, 57% of Latinos are below the basic level of reading compared 26% of W’s. At 17, these student perform as an average 13 yr old W students.
68% of 9th graders graduate on time Fewer than 20% graduate from college on time 80% of fastest growing jobs require some post-secondary
education.
Closing the achievement gap that separates low-income students and students of color from other students:
61% of A-A, 57% of Latinos are below the basic level of reading compared 26% of W’s. At 17, these student perform as an average 13 yr old W students.
68% of 9th graders graduate on time Fewer than 20% graduate from college on time 80% of fastest growing jobs require some post-secondary
education.
Central question: What do we know about the characteristics and practices of schools especially effective at improving the academic performance of
previously low performing students?
Central question: What do we know about the characteristics and practices of schools especially effective at improving the academic performance of
previously low performing students? The Trust studied average high schools that performed above expectations as compared to average high schools with similar demographics
(1) showed growth for three years;(2) at least average in state performance in reading and math;
(3) achievement gaps smaller than state average(4) graduation rate at or above state average(5) 60% or more low income students or 50% non-white students in each school
The Trust studied average high schools that performed above expectations as compared to average high schools with similar demographics
(1) showed growth for three years;(2) at least average in state performance in reading and math;
(3) achievement gaps smaller than state average(4) graduation rate at or above state average(5) 60% or more low income students or 50% non-white students in each school
Five Spheres of InfluenceComparing High Impact Schools to Average Impact Schools:
Sphere #1 Culture
Five Spheres of InfluenceComparing High Impact Schools to Average Impact Schools:
Sphere #1 Culture Clearly focused on preparing
students for college and careers
Focused on academics School wide consistent
views about achievement related school goals
Embrace external standards and assessments, create them where they don’t exist
Clearly focused on preparing students for college and careers
Focused on academics School wide consistent
views about achievement related school goals
Embrace external standards and assessments, create them where they don’t exist
More focused on preparing students for graduation
Focused on rules Less consistency school
wide Teachers simply
tolerate these things
More focused on preparing students for graduation
Focused on rules Less consistency school
wide Teachers simply
tolerate these things
Sphere #2: Academic CoreSphere #2: Academic Core
Consistently higher expectations for all students, regardless of students prior academic record
Principals, teachers, and counselors take responsibility for helping students to succeed
Barriers to taking high-level courses removed
Assessment data is used for future planning - improving curriculum or making teacher assignments
Consistently higher expectations for all students, regardless of students prior academic record
Principals, teachers, and counselors take responsibility for helping students to succeed
Barriers to taking high-level courses removed
Assessment data is used for future planning - improving curriculum or making teacher assignments
Inconsistent expectations
Responsibility varies across roles
Hurdles to high level course exist
Assessment data primarily measuring past student performance
Inconsistent expectations
Responsibility varies across roles
Hurdles to high level course exist
Assessment data primarily measuring past student performance
Sphere #3 SupportBoth provide extra-support but differently
Sphere #3 SupportBoth provide extra-support but differently
Extra instructional time in reading and math but help is provided with the goal of keeping students on track to college prep
Extra help is the responsibility of staff to provide
Early warning systems are in place to prevent further slippage
Counselors actively monitor academic and intervene to provide extra-help
Learning partnership directed to support post-secondary preparation
Extra instructional time in reading and math but help is provided with the goal of keeping students on track to college prep
Extra help is the responsibility of staff to provide
Early warning systems are in place to prevent further slippage
Counselors actively monitor academic and intervene to provide extra-help
Learning partnership directed to support post-secondary preparation
Extra help provided but delays entry into grade level courses making it harder to stay on track
Help is optional
Remedial help provide after failure
Counselors provide help thru referrals
Learning partnerships use them for dropout//drug abuse prevention
Extra help provided but delays entry into grade level courses making it harder to stay on track
Help is optional
Remedial help provide after failure
Counselors provide help thru referrals
Learning partnerships use them for dropout//drug abuse prevention
Sphere #4 TeachersSphere #4 Teachers
Use more than teacher preference, past student performance, and teacher expertise in making assignments
New teacher support focused on curriculum instruction
Class size varies based upon students needs for support
Principals exert more control over staff selection
Use more than teacher preference, past student performance, and teacher expertise in making assignments
New teacher support focused on curriculum instruction
Class size varies based upon students needs for support
Principals exert more control over staff selection
Teacher assignments made on teacher preference seniority
New teacher support is more personal and social in nature
Class size relatively uniform
Principals less control over staff selection
Teacher assignments made on teacher preference seniority
New teacher support is more personal and social in nature
Class size relatively uniform
Principals less control over staff selection
Sphere #5: Time and Other ResourcesSphere #5: Time and Other Resources
More deliberate use of instructional time, arranging available time to help “catch up” students who arrive behind
Students entering behind spend more time in courses with substantial reading and/or instruction in reading
Time in academic classes tied to college prep work
Strict protections of academic time Senior year less rigorous
More deliberate use of instructional time, arranging available time to help “catch up” students who arrive behind
Students entering behind spend more time in courses with substantial reading and/or instruction in reading
Time in academic classes tied to college prep work
Strict protections of academic time Senior year less rigorous
Less “catch-up time”
Time in academic classes tied to remedial courses
Less strategies to protect academic time
Senior year less rigorous
Less “catch-up time”
Time in academic classes tied to remedial courses
Less strategies to protect academic time
Senior year less rigorous
Creating a Unified SystemCreating a Unified System
Creating a unified system using elementary examples where general and special education are emerged and use their combined expertise to improve student performance
Creating a unified system using elementary examples where general and special education are emerged and use their combined expertise to improve student performance
Creating a Unified Systemfrom Case, Inc. (1992) Unified System Future Agenda, Burrello, Lashley, and Beatty, (2001) Educating All Students Together, Sailor and Roger, (2004) School wide Applications Model,
and Forum on Education, (2005) Creating a Unified System
Creating a Unified Systemfrom Case, Inc. (1992) Unified System Future Agenda, Burrello, Lashley, and Beatty, (2001) Educating All Students Together, Sailor and Roger, (2004) School wide Applications Model,
and Forum on Education, (2005) Creating a Unified System
#1 All instruction is guided by general education.
Practices and Resources Differentiated Instruction Understanding by Design Content area expertise
#1 All instruction is guided by general education.
Practices and Resources Differentiated Instruction Understanding by Design Content area expertise
#2 Schools proactively support early intervention and preventionPractices and Resources
Response to Intervention to enhance academicand social behavior through:
Prevention Proactive Instruction Data-based Decision Making Assessment driving Instruction
#2 Schools proactively support early intervention and preventionPractices and Resources
Response to Intervention to enhance academicand social behavior through:
Prevention Proactive Instruction Data-based Decision Making Assessment driving Instruction
#3 All school resources are configured to benefit all
students.Practices and Resources
Co-Teaching Instructional Coaching In class related services support
#3 All school resources are configured to benefit all
students.Practices and Resources
Co-Teaching Instructional Coaching In class related services support
#4 Schools are democratically organized, data driven,
problem-solving systems.Practices and Resources
Response to Intervention Collaborative grade level and/or ad hoc team Frequent use of data for grouping and re-grouping
for instruction
#4 Schools are democratically organized, data driven,
problem-solving systems.Practices and Resources
Response to Intervention Collaborative grade level and/or ad hoc team Frequent use of data for grouping and re-grouping
for instruction
#5 Schools proactively address social development and citizenship.
Practices and Resources Positive Behavior Support Systems Wraparound Services
#5 Schools proactively address social development and citizenship.
Practices and Resources Positive Behavior Support Systems Wraparound Services
#6 Schools have open boundaries in relation to their families and communities.
Practices and Resources Learning Partnerships Performance based Learning Parent Mentoring Project
#6 Schools have open boundaries in relation to their families and communities.
Practices and Resources Learning Partnerships Performance based Learning Parent Mentoring Project
#7 Schools require district support for undertaking
extensive systems change effort.
Practices and Resources Data and other infrastructure support State and District Professional Development Un-equal resources
#7 Schools require district support for undertaking
extensive systems change effort.
Practices and Resources Data and other infrastructure support State and District Professional Development Un-equal resources
Over-representation of Students of Color in Special Education
Over-representation of Students of Color in Special Education
Over-representation is more than a technical problem
It requires a cultural solution
It starts with race and ethnicity and staff’s personal history
Over-representation is more than a technical problem
It requires a cultural solution
It starts with race and ethnicity and staff’s personal history
Equity Traps: How leaders are successful with racially diverse students
Equity Traps: How leaders are successful with racially diverse students
McKenzie and Scheurich (2004) University Council for Educational Administration Equity Traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students, (pp. 601-631).
McKenzie and Scheurich (2004) University Council for Educational Administration Equity Traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students, (pp. 601-631).
Equity Traps Defined Equity Traps Defined
Definition -Equity traps are patterns of thinking and behavior that trap the possibilities for creating equitable schools for children of color
Definition -Equity traps are patterns of thinking and behavior that trap the possibilities for creating equitable schools for children of color
The traps are both individual and collective, often reinforced among administrators and teachers through formal and informal communication, assumptions, and beliefs.
The traps are both individual and collective, often reinforced among administrators and teachers through formal and informal communication, assumptions, and beliefs.
Research Setting and ThemesResearch Setting and Themes
Research was conducted in a small elementary school N-291 that was 56% A-A, 40% Latino, 3% white, and 1% N-A.12% SWD. Faculty 30% A-A, 8% Latino, and 64% W.
Teacher experience 3- 20 years Eight white teacher from K-3
grade study respondents
Research was conducted in a small elementary school N-291 that was 56% A-A, 40% Latino, 3% white, and 1% N-A.12% SWD. Faculty 30% A-A, 8% Latino, and 64% W.
Teacher experience 3- 20 years Eight white teacher from K-3
grade study respondents
Six themes emerged: Priority economics over race Blaming the students, families,
and community for the students in-adequacies;
Employing and avoiding the gaze (Foucault, 1994)
Using anger, power, and control Norming dissenting voice Being abusive
Six themes emerged: Priority economics over race Blaming the students, families,
and community for the students in-adequacies;
Employing and avoiding the gaze (Foucault, 1994)
Using anger, power, and control Norming dissenting voice Being abusive
The Equity Trap #1: A Deficit View The Equity Trap #1: A Deficit View
From Valencia (1997) A deficit thinking model that places the failing child in school due to internal deficits or deficiencies. They include: limited intellectual abilities, linguistic shortcomings, lack of motivation to learn, and immoral behavior. Also parents do not value education, come unprepared to learn and bring behavioral issues with them stemming from the home and community.
First Step: Leaders need to help teachers reframe their thinking about students from deficit to assets-based orientation and see each child as a “funds of knowledge” or having an endearing quality to be identified, validated, shared, and used in the educational process.
From Valencia (1997) A deficit thinking model that places the failing child in school due to internal deficits or deficiencies. They include: limited intellectual abilities, linguistic shortcomings, lack of motivation to learn, and immoral behavior. Also parents do not value education, come unprepared to learn and bring behavioral issues with them stemming from the home and community.
First Step: Leaders need to help teachers reframe their thinking about students from deficit to assets-based orientation and see each child as a “funds of knowledge” or having an endearing quality to be identified, validated, shared, and used in the educational process.
Strategies for Equity Trap #1 Strategies for Equity Trap #1
Strategies for Trap #1#1: NEIGHBORHOOD WALKS - to get to know students and families and communities at
a deeper level. Establishes positive rapport, dismantles negative stereotypes, and informs teachers of the positive regard parents have for education, goals for their children, and willingness to listen to the importance of attendance, requesting to see homework, and encourage daily home reading. In the end students and their families were see as competent and caring and a more authentic and equitable relationship was forged between the school and home.
#2: GATHERING ORAL HISTORIES - this strategy is designed to getting teachers to know but also to dignify the culture of their students and communities by learning about the history of their neighbors. Note-taking, audio and video tapes made into homemade books, displays, and plays to exhibit their work brings solidarity and builds community between the school and its neighbors.
#3 THREE WAY CONFERENCING - student, family member, and teacher plan educational goals quarterly, instructional support at school and at home, and each one’s responsibility to ensure the desired end result. Students should and will with support assuming the role of conference leader.
Strategies for Trap #1#1: NEIGHBORHOOD WALKS - to get to know students and families and communities at
a deeper level. Establishes positive rapport, dismantles negative stereotypes, and informs teachers of the positive regard parents have for education, goals for their children, and willingness to listen to the importance of attendance, requesting to see homework, and encourage daily home reading. In the end students and their families were see as competent and caring and a more authentic and equitable relationship was forged between the school and home.
#2: GATHERING ORAL HISTORIES - this strategy is designed to getting teachers to know but also to dignify the culture of their students and communities by learning about the history of their neighbors. Note-taking, audio and video tapes made into homemade books, displays, and plays to exhibit their work brings solidarity and builds community between the school and its neighbors.
#3 THREE WAY CONFERENCING - student, family member, and teacher plan educational goals quarterly, instructional support at school and at home, and each one’s responsibility to ensure the desired end result. Students should and will with support assuming the role of conference leader.
Equity Trap #2: Racial ErasureEquity Trap #2: Racial ErasureFrom bell hooks (1992) “the sentimental idea that racism would cease to
exist if everyone would just forget about race and see each other as human beings who are the same” (p.12)
By refusing to see color, and by prioritizing other factors like poverty- over race, we can deny our own racism.
McKenzie and Scheurich claim that the teachers in their study by “ignoring race, by erasing race the racial marker of their students, they were able to deny that there was any possibility that they treated their students differently based upon their student’s skin color.
Rather than erase race as an issue, educators need to focus on how schools are and can systematically produce inequities by race and how to dissolve them in a positive way requires collective study by all staff.
From bell hooks (1992) “the sentimental idea that racism would cease to exist if everyone would just forget about race and see each other as human beings who are the same” (p.12)
By refusing to see color, and by prioritizing other factors like poverty- over race, we can deny our own racism.
McKenzie and Scheurich claim that the teachers in their study by “ignoring race, by erasing race the racial marker of their students, they were able to deny that there was any possibility that they treated their students differently based upon their student’s skin color.
Rather than erase race as an issue, educators need to focus on how schools are and can systematically produce inequities by race and how to dissolve them in a positive way requires collective study by all staff.
Strategies for Equity Trap #2Strategies for Equity Trap #2
#1 BOOK STUDY GROUPS - using common texts or a variety based upon a common theme to gain a summary and a critical review of the test. Texts such as the Dreamkeepers (1997) and Crossing Over to Canaan (2001) both by Gloria Ladson-Billings, The Evolution of Deficit Thinking (1997) by Richard Valencia; Other People’s Children (1996) Lisa Delpit; and We Can’t Teach What We Do Not Know (1999) BY Gary Howard.
#2 EQUITY AUDITS - involving auding the school district’s data on race. The staff audits the number of students in gifted programs, honors classes, and special education and disaggregates the data by race.
#3 TEACHER AUDITS - who is teaching whom. Are the most experienced and/or most highly educated teachers only teaching the gifted and the newest the most struggling academically, a group that is often composed exclusively of children of color?
#4 STATE FOCUSED MONITORING - placing high over-representative districts on a watch list - use 1:50 ratio as a target
#1 BOOK STUDY GROUPS - using common texts or a variety based upon a common theme to gain a summary and a critical review of the test. Texts such as the Dreamkeepers (1997) and Crossing Over to Canaan (2001) both by Gloria Ladson-Billings, The Evolution of Deficit Thinking (1997) by Richard Valencia; Other People’s Children (1996) Lisa Delpit; and We Can’t Teach What We Do Not Know (1999) BY Gary Howard.
#2 EQUITY AUDITS - involving auding the school district’s data on race. The staff audits the number of students in gifted programs, honors classes, and special education and disaggregates the data by race.
#3 TEACHER AUDITS - who is teaching whom. Are the most experienced and/or most highly educated teachers only teaching the gifted and the newest the most struggling academically, a group that is often composed exclusively of children of color?
#4 STATE FOCUSED MONITORING - placing high over-representative districts on a watch list - use 1:50 ratio as a target
Equity Trap #3: Avoidance and Employment of the Gaze
Equity Trap #3: Avoidance and Employment of the Gaze
Defining the GAZE - from Foucault (1977) - surveillance for the purpose of controlling behavior - He posits: “ there is not a need for arms, physical violence, material constraints {to gain control of people, their thoughts, and their behavior} Just a gaze. An inspecting gaze, a gaze that each individual under its will end by interiorizing to the point that he is his own overseer, each individual thus exercising this surveillance over, and against, himself. (p.155).
Experienced teachers in the study avoided the gaze of administrators and parents in low income schools and were more in control than they were in middle income schools.
Norming the gaze or employing it over teachers that spoke out in positive ways about students and parents that would disrupt the deficit discourse of the teachers.
Defining the GAZE - from Foucault (1977) - surveillance for the purpose of controlling behavior - He posits: “ there is not a need for arms, physical violence, material constraints {to gain control of people, their thoughts, and their behavior} Just a gaze. An inspecting gaze, a gaze that each individual under its will end by interiorizing to the point that he is his own overseer, each individual thus exercising this surveillance over, and against, himself. (p.155).
Experienced teachers in the study avoided the gaze of administrators and parents in low income schools and were more in control than they were in middle income schools.
Norming the gaze or employing it over teachers that spoke out in positive ways about students and parents that would disrupt the deficit discourse of the teachers.
Strategies for Equity Trap #3Strategies for Equity Trap #3
HIRING NEW TEACHERS - with an attitude and disposition that embraces all students and their ability to learn and the teacher ability to make a difference in their lives.
ESTABLISH GROUP NORMS - invite all voices to speak and dignify all perspectives through democratic discussion.
MAKING TEACHING A PUBLIC PRACTICE - create school where collaboration flourishes so no one can hide destructive or deficit teaching beliefs or practices.
PEER OR INSTRUCTIONAL COACHING - support embedded classroom professional development to determine if the classroom is equitable in terms of which students are called upon in class, how often, and how the teacher responds to students requests and questions.
HIRING NEW TEACHERS - with an attitude and disposition that embraces all students and their ability to learn and the teacher ability to make a difference in their lives.
ESTABLISH GROUP NORMS - invite all voices to speak and dignify all perspectives through democratic discussion.
MAKING TEACHING A PUBLIC PRACTICE - create school where collaboration flourishes so no one can hide destructive or deficit teaching beliefs or practices.
PEER OR INSTRUCTIONAL COACHING - support embedded classroom professional development to determine if the classroom is equitable in terms of which students are called upon in class, how often, and how the teacher responds to students requests and questions.
Equity Trap #4: Paralogical Beliefs and Behaviors
Equity Trap #4: Paralogical Beliefs and Behaviors
Defining Paralogism - from medical literature - exists when a conclusion is drawn from premises that logically do not warrant that conclusion. Or simply false reasoning that involves self-deception.
For example, teachers reasoning that they yelled at and treated students disrespectfully because the students treated them and each other. These teacher false concluded that their own negative treatment of students was caused bu their behaviors of their students (their erroneous premise).
Defining Paralogism - from medical literature - exists when a conclusion is drawn from premises that logically do not warrant that conclusion. Or simply false reasoning that involves self-deception.
For example, teachers reasoning that they yelled at and treated students disrespectfully because the students treated them and each other. These teacher false concluded that their own negative treatment of students was caused bu their behaviors of their students (their erroneous premise).
Strategies for Equity Trap #4Strategies for Equity Trap #4
TEACHER SITE VISITS TO SUCCESSFUL SCHOOLS AND CLASSROOMS
PEER OR INSTRUCTIONAL COACHES WHO CAN DEMONSTRATE SUCCESSFUL PRACTICES IN ACTUAL CLASSROOMS
DEVELOP A CRITICAL MASS OF ADVOCATES FOR EQUITY AMONG THE TEACHING STAFF ITSELF
PRE-SERVICE SHADOWING AND MENTORING OF STUDENT TEACHERS TO PREVENT THE ESTABLISHMENT OF DEFICIT THINKING FROM THE GET GO
TEACHER SITE VISITS TO SUCCESSFUL SCHOOLS AND CLASSROOMS
PEER OR INSTRUCTIONAL COACHES WHO CAN DEMONSTRATE SUCCESSFUL PRACTICES IN ACTUAL CLASSROOMS
DEVELOP A CRITICAL MASS OF ADVOCATES FOR EQUITY AMONG THE TEACHING STAFF ITSELF
PRE-SERVICE SHADOWING AND MENTORING OF STUDENT TEACHERS TO PREVENT THE ESTABLISHMENT OF DEFICIT THINKING FROM THE GET GO
CONCLUSIONSCONCLUSIONS Changing teacher and administrator attitudes, beliefs,
assumptions, and behaviors starts with university pre-service programs
Changing in-service teacher behavior starts with the principals who with district support begins with some practical ways to interrupt and remove equity traps so that equity can be achieved.
Creating a transcendental moral purpose that ensures that each child has an endearing quality to be recognized, validate, and used to further their own learning.
Our obligation as educators is to provide a curriculum that is relevant and challenging but teaching begins with authentic relationships founded on mutual respect and trust for children and their families.
Changing teacher and administrator attitudes, beliefs, assumptions, and behaviors starts with university pre-service programs
Changing in-service teacher behavior starts with the principals who with district support begins with some practical ways to interrupt and remove equity traps so that equity can be achieved.
Creating a transcendental moral purpose that ensures that each child has an endearing quality to be recognized, validate, and used to further their own learning.
Our obligation as educators is to provide a curriculum that is relevant and challenging but teaching begins with authentic relationships founded on mutual respect and trust for children and their families.
The Rule of Law and Special Education PracticesThe Rule of Law and Special Education Practices
What have we learned from educational reform to date?
Do we have an agenda and what is it?
What is the unique role special education can play in school reform?
What are the system issues that we must get our hands around?
What are the moral imperatives that guide us?
What have we learned from educational reform to date?
Do we have an agenda and what is it?
What is the unique role special education can play in school reform?
What are the system issues that we must get our hands around?
What are the moral imperatives that guide us?
Lessons Learned about Special Education Reform
Lessons Learned about Special Education Reform
Special education reform must occur within general education reform
Focus of reform must be on teaching and learning…..curriculum, instruction, and assessment
District and school capacity factors must be a part of systems change effort
Special education reform must occur within general education reform
Focus of reform must be on teaching and learning…..curriculum, instruction, and assessment
District and school capacity factors must be a part of systems change effort
Implications of NCLB-AYP-Continuous Improvement Plan
Implications of NCLB-AYP-Continuous Improvement Plan
Need to assume responsibility for ALL learners through collaborative planning
Need to create school structures and implement practices that are effective to meet the diverse needs of ALL learners
Need for special educators to develop knowledge and skills in the content areas
Need to involve families in meaningful ways Need for leadership to create the conditions for
this change to occur
Need to assume responsibility for ALL learners through collaborative planning
Need to create school structures and implement practices that are effective to meet the diverse needs of ALL learners
Need for special educators to develop knowledge and skills in the content areas
Need to involve families in meaningful ways Need for leadership to create the conditions for
this change to occur
District Capacity Building for Continuous Improvement PlanDistrict Capacity Building for Continuous Improvement Plan
District School LeadershipClarity of purpose and principlesLeadership commitmentsInfrastructureCommunity development and educationAllocation of resourcesAssessment mechanisms
District School LeadershipClarity of purpose and principlesLeadership commitmentsInfrastructureCommunity development and educationAllocation of resourcesAssessment mechanisms
School Capacity Building for Continuous Improvement Plan
School Capacity Building for Continuous Improvement Plan
School Level Leaders (principals, teachers, students, and parents, etc)
Knowledge, skills, and dispositionsProfessional communityInstructional program coherenceResourcesLeadership commitment
School Level Leaders (principals, teachers, students, and parents, etc)
Knowledge, skills, and dispositionsProfessional communityInstructional program coherenceResourcesLeadership commitment
Grand ConclusionsGrand Conclusions
Local Leadership Matters Leadership has to be distributed across roles at
every level in the system Special educators have to know students very well
and know how to teach the literacies that count - reading - math - social
Special educators have to know how to coach others to serve all student effectively in the general education curriculum
Local Leadership Matters Leadership has to be distributed across roles at
every level in the system Special educators have to know students very well
and know how to teach the literacies that count - reading - math - social
Special educators have to know how to coach others to serve all student effectively in the general education curriculum