Post on 25-Dec-2015
EIP SubgroupEIP Subgroup
Consultation, Consultation, Collaboration, Collaboration,
& Teaming& Teaming•Definitions
•Essential Skills
•Types & Models
•Effectiveness 2003-20042003-2004
Dave Cormier • Ann Marie Dubuque • Donna MerrittDave Cormier • Ann Marie Dubuque • Donna Merritt
“Collaboration is the essential element of
effective instructional support.”
(Kovaleski, Tucker, & Stevens, 1996)
Problem Solving Process
Researched-Based Intervention & Strategies
Collaborative Culture
Process to Support Collaboration
Early InterventionEarly Intervention
Culture for Collaboration & Culture for Collaboration & TeamingTeaming
• How do we assess culture?– Where are we?– Where do we want to be?– How do we want to get there?
• How do we change/impact the culture?
Culture & ProcessCulture & ProcessCannot wait for the culture to be established
to work on process components.
CultureCulture• Attitudes around
collaboration and change
• Behaviors around collaboration and change
• Expectations & accountability
• Reflection
ProcessProcess• Meeting times
• Paper work
• Team roles/function
• Evaluation
Implications on LeadershipImplications on Leadership
Leadership Leadership ImplicationsImplications
Fullan, Leading in a Culture of Change. (2001).
Conceptual FrameworkConceptual Framework
Conceptual FrameworkConceptual FrameworkMoral PurposeMoral Purpose
Intention to make a positive difference in the lives of students, families and the community.
Understanding ChangeUnderstanding Changea. The goal is not to innovate the most; b. It is not enough to have the best ideas;c. Understand the implementation dip; d. Resistance can be a positive force;e. Re-culturing is the name of the game;f. Never a checklist, always complexity.
Relationship BuildingRelationship Building“If relationships improve, things get better.”
Knowledge Creation and SharingKnowledge Creation and SharingGrowth comes from constant generation and sharing of knowledge.
Coherence MakingCoherence MakingBalancing ambiguity while seeking coherence.
Personal Personal Characteristics of Characteristics of Effective Leaders:Effective Leaders:
Energy
Enthusiasm
Hopefulness
“The job of administrative leaders is primarily about enhancing the skills and knowledge of people in the organization, creating a common culture of expectations around the use of those skills and knowledge, holding the various pieces of the organization together in a productive relationship with each other, and holding individuals accountable for their contributions to the collective results.”
(Elmore, 2000)
“Developing communities of learners in which all participants contribute to their own and each other’s growth (Pugach & Johnson, 1995) and to develop collaborative work cultures and partnerships is a critical element in educational reform (Fullan, 1992).” (Fleming & Monda-Amaya, 2001)
Heartland AEA 11Heartland AEA 11
Guiding Principles & BeliefsGuiding Principles & Beliefs• All children can learn.• Proactive instruction should be provided within the
general education curriculum whenever appropriate, so children are assisted before concerns arise.
• Our educational system must provide opportunities for all students to achieve their visions for future employment, adult living, and life long learning.
• The best educational strategy is the one that works.
Guiding Principles & Beliefs ContinuedGuiding Principles & Beliefs Continued• The effectiveness of any educational strategy must be
evaluated frequently. • Assistance is designed to improve learning; accurate
information about student progress should be communicated regularly.
• Educators are responsible to meet student’s needs.• Student Centered versus Program Centered• Reutilization of staff – staff not locked into roles• “Parent involvement should remain constant at all levels.”
Heartland AEA 11Heartland AEA 11
Heartland AEA 11Heartland AEA 11
Guiding Principles & Beliefs ContinuedGuiding Principles & Beliefs Continued• Parents have vast knowledge about their children
and should be partners in the educational system.• Solutions and strategies can best be justified and
implemented when educators, parents, and other involved individuals work collaboratively.
• Teachers and parents deserve the resources necessary to meet the education needs of children.
• “Communication between parents and the teachers is opened as parents are informed of initial concerns.”
Relationship BuildingRelationship Building
Level IVIEP
Consideration
Am
ou
nt
of
Reso
urc
es
Need
ed t
o S
olv
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rob
lem
INTENSITY OF PROBLEM
Level IIConsultation withOther Resources
Level IIIConsultation WithExtended Problem
Solving Team
ConsultationLevel I
BetweenTeachers-Parents
The Problem Solving Levels
Heartland AEA 11
“… a greater degree of implementation integrity can be expected with explicit, user-friendly innovations for which a great deal of training is offered and when (staff) perceive that the innovation meets a need and have participated in the planning for the innovation. If the program is complex, more effort must be expended to increase clarity and perceived need. Greater integrity can be expected in schools that have highly skilled (staff) who communicate well and have high sense of self-efficacy, cultural norms that do not reject the innovation, strong district- and school-level leadership, staff stability, central office support, and a climate supporting
change.” Gottfredson (2001)
School CapacitySchool Capacity
School Capacity -School Capacity - The collective power of the full staff to improve student achievement school-wide.
“…student achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.”
Aspects of school capacity include teachers’ knowledge, skills, and dispositions; Professional community; program coherence; technical resources; and principal leadership.
Newmann, King, & Young (2000)
Principal Leadership
Technical Resources
Teachers Knowledge, Skills, & Dispositions
Professional Community
Program Coherence
School CapacitySchool Capacity
Instructional QualityInstructional Quality
Student AchievementStudent Achievement
Newmann, King, & Young (2000)
“A key to successfully meeting the educational needs of all students is the development of collaborative relationships among the school staff, so that expertise may be shared.” (Villa & Thousand, 2000)
Building RelationshipsBuilding Relationships
Relationship BuildingRelationship Building
Schools need to be restructured to develop a more collaborative, problem-solving culture in which interdisciplinary teams structure the service delivery framework. (Rosenfield, 1992)
Successful consultation entails having an authentic working relationship between the partners in the process. (Block, 1981)
“It is also fundamental that a collaborative school culture encourages professionals to work together without high personal cost; a task of the team is to work toward building this culture for the school. (Gravois & Rosenfield, 1996)
Relationship & ProcessRelationship & Process
Relationship BuildingRelationship Building
Case Manager
Case Manager
Case Manager
Case Manager
Case Manager
Case Manager
Case Manager
Classroom Teachers
Classroom Teachers
Classroom Teachers
Classroom Teachers
Classroom Teachers
Classroom Teachers
Classroom Teachers
EIP Core TeamAdministrator
School Psychologist Parent Speech & Language Curriculum Specialist Nurse Guidance Social Worker Special Educator
Membership & OrganizationMembership & Organization
Gravois & Rosenfield, 1996
Relationship BuildingRelationship Building
Case Manager
Case Manager
Case Manager
Case Manager
Case Manager
Case Manager
Case Manager
EIP Core Team
Administrator School Psychologist Parent Speech & Language Curriculum Specialist Nurse Guidance Social Worker Special Educator
Teacher
Membership & OrganizationMembership & Organization
Gravois & Rosenfield, 1996
Classroom Teacher Paraprofessional
Special Area Teacher
Special Educator Consulting Teacher Itinerant Teacher Content Specialist
School Psychologist Speech-Language Pathologist
Social Worker Guidance Counselor Administrator
Parent
Kno
wle
dge
Base
Intrapersonal
Attitudes
Communication, Interpersonal Skills, & Problem-Solving Skills
Collaborative ConsultationCollaborative Consultation
Primary
Secondary Indirect
Idol, Nevin, & Paolucci-Whitcomb, 2000)
Coherence MakingCoherence Making
“Time for regularly scheduled team meetings appears to be an essential component of the collaborative process. (Doyle, York-Barr, & Kronberg, 1996)
The school organization leaders must explicitly create opportunities, incentives, rewards and training for collaboration. (Nevin et al., 1990)
Methods for promoting collaborative teams within teams within schools have been identified and include flexibility in teaching assignments, formation of teaching teams, and job redefinition. (Miles & Darling-Hammond, 1998)
Definition of TeamDefinition of Team
• …a collection of individuals formed to carry out a set of tasks or to accomplish a goal. (F. Rees)
• …people thinking, working and learning together. (C. Nilson)
• “Effective teams are purpose-driven…Strong, cohesive groups have a sense of who they are and a clear, definable identity.” (Harvey and Drolet, 1994)
Definitions of CollaborationDefinitions of Collaboration
Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems. (Idol, Nevin, Paolucci-Whitcomb, 1994)
Consultation is a collaborative process in which a trained, school-based consultant assists one or more consultees in efforts to make decisions and carry out plans that will be in the best educational interest of their students. (Kampwirth, 1999)
Collaborative school consultation is interaction in which school personnel and families confer and collaborate as a team within the school context to identify learning and behavioral needs, and to plan, implement, and evaluate educational programs for serving those needs.
A collaborative consultant is a facilitator of effective communication, cooperation, and coordination who confers and collaborates with other school personnel and families as one of a team to serve the special learning and behavioral needs of students.
(Dettmer, Dyck, & Thurston, 1996)
Definitions of CollaborationDefinitions of Collaboration
Research Base of School Consultation & CollaborationResearch Base of School Consultation & Collaboration
Descriptive research has identified key variables in the effectiveness of consultation/collaborative processes.
No empirical research on consultation & collaboration in practice.
•Determining interactions among variables
•Assessing integrity of consultation plans
•Measuring impact on student outcomes
“Research on teacher assistance teams has often omitted direct measures of student performance outcomes. As with much of our work in collaboration and teaming, student outcomes are one of the most critical indicators of team effectiveness.” (Fleming & Monda-Amaya, 2001)
Research Base of School Consultation & CollaborationResearch Base of School Consultation & Collaboration
Where Is the Research on Consultation Effectiveness? Fuchs, Dulan, Roberts & Fernstrom (1992)
The study reviewed research on school consultation over a 29 year period.
Effectiveness of the consultative relationship was more often measured in terms of influence on teacher behavior or attitude and rarely focused on influence on student academic performance or achievement.
Quoting Grecham & Kendell (1987) “To say that there are “experts” in consultation is an oxymoron because expertise denotes than an individual has special knowledge in a particular field. We simply do not know enough about consultation, how it works, under what conditions it works, or the most important variables in predicting successful consultation outcomes. (p. 314)
School Effectiveness Factors School Effectiveness Factors
Arthur Steller (1988) as quoted by Jim Tucker:
“Although there are variations in the school effectiveness research, five factors seem to be consistent across studies. These are:
1. Strong instructional leadership by principal.
2. Clear instructional focus.
3. High expectations and standards.
4. Safe and orderly climate.
5. Frequent monitoring of student achievement.
Apparently these factors interact with with one another to produce a good school (Gage, 1978). All must coexist for significant positive results to occur. ”
School Culture/ClimateSchool Culture/Climate
Susan Rosenhotlz (1996) observed 2 distinct types of school cultures or climates
1. Normative Climate –
• emphasis on collaboration and continuous improvement
• Experimentation and occasional failure accepted and considered part of the teacher learning process
• Seeking & giving collegial advice is expected and necessary for growth and learning to occur.
2. Autonomous Climate –
• Ambiguous goals
• Not attempt to develop shared meaning
• No agreement between teachers & administrators on desired outcomes & how to reach them
• Teaching success is attained in individualistic and competitive ways
Process Variables Critical for Team EffectivenessProcess Variables Critical for Team Effectiveness
Research Review Examining Team Effectiveness - Larson & LaFasto (1989)
8 Common Characteristics of High Functioning Teams:
1. A clear, elevating goal
2. Results driven structure
3. Competent team members
4. Unified commitment
5. Collaborative climate
6. Standards of excellence
7. External support and recognition
8. Principled leadership
Process Variables Critical for Team EffectivenessProcess Variables Critical for Team Effectiveness
Research Review Examining Team Effectiveness – Chrislip & Larson (1992)
Chrislip & Larson (1992) conducted a three-phase longitudinal study to investigate team effectiveness and “found that team goals emerged as the strongest factor for team success and that collaboration succeeds when there is strong leadership and openness in the team process.” Fleming & Monda-Amaya (2001)
“Collegial support and professional development in schools are unlikely to have any effect on improvement of practice and performance if they are not connected to a coherent set of goals that give direction and meaning to learning and collegiality.” Rosenholtz (1989)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team GoalsTeam Goals
Team Roles and Team MembershipTeam Roles and Team Membership
Team CommunicationTeam Communication
Team CohesionTeam Cohesion
Team LogisticsTeam Logistics
Team OutcomesTeam Outcomes
(Fleming and Monda-Amaya, 2001)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team Goals:Team Goals:Purpose of the team is clear
Team goals are understood by all members
Team goals are regularly reviewed
Team goals are established by team members
Team goals are clearly stated
Team goals are modified by team members
Team goals arte supported by the family
Team goals are attainable
Team Goals are prioritized
Members anticipate both positive and negative outcomes
Members are satisfied with goals that have been selected
(Fleming and Monda-Amaya, 2001)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team Roles and Team Membership:Team Roles and Team Membership:Team members are committed to the team process
The team has a leader
Members are accountable to the team
Team roles are clearly understood
Team roles are perceived by members as being important
New team members are added when practical
The team leader is unbiased
(Fleming and Monda-Amaya, 2001)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team Communication:Team Communication:Decisions are made for the good of the student
Team members have adequate listening time
Team goals are regularly reviewed
Decisions are alterable
Team members have equal opportunities to speak
Decisions are reached by consensus
(Fleming and Monda-Amaya, 2001)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team Cohesion:Team Cohesion:Members feel safe sharing ideas
The team has strong trust among members
Members (especially parents) feel equally empowered
The team has a unified goal
The team has time to celebrate
The team has support from superiors
Members have respect for each other
The team has recognition for efforts
The team has autonomy for decision-making
The team has healthy regard for disagreement
(Fleming and Monda-Amaya, 2001)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team Logistics:Team Logistics:Progress is evaluated internally, by members
Team procedures are clearly understood
(Fleming and Monda-Amaya, 2001)
Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness
Team Outcomes:Team Outcomes:Team makes modifications to the plan as needed
Members are clear about their responsibilities for the plan
Members are committed to implementing the plan
Solutions are practical
A plan was implemented
Team reviews the impact of the plan
A plan was developed
Parent satisfaction is part of the evaluation
Outcomes are evaluated internally, by members
The family is generally feeling better
A plan was agreed on
A decision was made
Outcomes are evaluated at regularly scheduled times
Members are satisfied with the plan(Fleming and Monda-Amaya, 2001)
Components & Essential SkillsComponents & Essential Skills• Communication• Problem Solving• Structures of Support• Research-Based Strategies• Conflict Resolution• Forms/Administrative Process• Group Process/Norms… • Change Process• Celebration• Defining Roles and Responsibilities• Involving Families• Technology to Support Collaboration• Staff Development• Assessment/Evaluation/Reflection of the Process
Next StepsNext Steps
• Search for tools and models to assess school culture/climate
• Research/develop process for initiating work with school/districts/teams
• Continue literature/research review
Subgroup ChargeSubgroup Charge
DefinitionsDefinitions
Essential SkillsEssential Skills
Types & ModelsTypes & Models
EffectivenessEffectiveness