We will answer any question specifically for you for only
Respond to two or more colleagues’ postings in the following ways:
·Offer suggestions on your colleagues’ effectiveness.
You must cite a reference for each reply (citation cannot be older than 2018)
The scenario looks like the annual special education meetings that I attend in my district. The teachers sit and listen to the director as she informs us of the changes sent down from the state and federal levels. There are always side conversations about how nothing will be removed from our plates, even with something new. If this scenario were to happen in my district, a small handful of teachers would ask for clarification, but no one would ask how we would have time to implement the new data collection method. Like in the scenario, teachers would not express frustrations because they know the information is beyond the district and being pushed out by higher-ups. It’s evident that the teachers in the scenario are feeling overwhelmed by the new way of collecting ongoing data for IEP goals and objectives (Laureate Education, 2016b). The Teaching-Learning Critical Pathway (TLCP) is a model used by teachers to improve the outcomes of students by examining practices in a collaborative way (Fullan and Quinn, 2016). Fullan and Quinn (2016) discuss four steps in the collaborative inquiry: assess, plan, act, and reflect.
Assess- This step is exactly as you would expect. Teachers assess the current achievement of students to target weaknesses connected to specific standards and evaluate the practices used to teach those standards (Fullan & Quinn, 2016). The team will discuss practices that could help address the weaknesses.
Plan- The team will generate a 6-week learning plan that targets specific standards and the use of high-yield strategies to deliver the instruction (Fullan & Quinn, 2016). It is important that the team comes up with this plan together and teaches the material at the same caliber to guarantee students are getting the same instruction and hearing the same material.
Act- This step is when the plan is implemented. Teachers will monitor the learning, and the progress being made by students and note any adjustments that need to be made (Fullan & Quinn, 2016). Scaffolding and differentiated instruction will be utilized to meet the needs of all students. The team will create an assessment that will be given after six weeks to determine the effectiveness of the practices (Fullan & Quinn, 2016).
Reflect- This is the final step of the process. The team will come together and discuss student learning and evaluate work samples (Fullan & Quinn, 2016). Evaluating student progress and looking at work samples will assist the team in determining how effective the 6-week learning plan was and reflect on the next steps that will deepen learning (Fullan & Quinn, 2016). The cycle of assessing, planning, acting, and reflecting will continue to help monitor our student's progress and identify weaknesses that need to be addressed.
This process is a great way for the team to collaborate and build capacity. Coming together to determine the needs of students and how to better meet their academic needs is more beneficial to students than trying to solve the problems as one teacher. Sometimes in special education, it isn't easy to collaborate with all parties who work with the students on our caseloads. Still, the more collaboration that is done, usually, the more the students' benefits.
Fullan, M., & Quinn, J. (2016). Coherence: The night drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
According to Fullan and Quinn (2016), the Teaching-Learning Critical Pathway (TLCP) is a plan used to organize teaching and student learning. The model supports that when teachers collaborate students show higher levels of achievement. The plan is broken down into four steps: assess, plan, act, and reflect.
In the case scenario provided this week, a school principal and special education director explain the new process for collecting data and recording progress of IEP goals into a new system program. The two leaders were met with a lot of concern from the staff. The leaders reassured the staff that the program will be useful and once they know how to navigate the system it will not add time to their already busy schedule (Walden University LLC, 2016).
As a leader in this scenario, I took note of how frustrated and concerned the staff appeared to be. In order for this new system to be effective and used sustainably, I will need to put a collaborative plan into place. Using the TLCP model will help. Below is how I will use the four parts of the model.
Assess: During the assess step, teachers and staff look at what they are already doing and collaborate in order to make the process more efficient for all (Fullan and Quinn, 2016). In our scenario, I would ask our team to brainstorm ways they already collect data and assess how students with exceptionalities show growth. After brainstorming, the team could look at the most used system and devise a common assessment for teachers to use for collecting data. We would also need to collaborate on how often data should be collected and entered. We would create important dates for data collection and entry to be added to the school calendar.
Plan: During the plan step, educators look at what needs to be taught and discuss how to teach that curriculum in the following weeks (Fullan and Quinn, 2016). In our scenario, we will look at planning the next 9 weeks. We will discuss what items need to be taught, what interventions need to be implemented, and create a 9 week curriculum map for each grade level. The curriculum map will include IEP goals that need to be met as well.
Act: According to Fullan and Quinn (2016), this is the part of the plan that puts all the previous steps into place. The action of the plan begins. During this phase of our scenario educators will put the 9 week curriculum map into place. During this 9 weeks, the teachers will pick 3 students to collect data on and assess their IEP goals. As the data is collected and IEP goals are assessed the team will meet bi-weekly to collaborate on the progress and to discuss ideas for improvement.
Reflect: During this stage, the team meets to discuss and analyze data collected over the act phase. Teachers also look at students who showed growth and those that did not improve as expected. The staff will also collaborate on ideas for the following 9 weeks and ways to deepen student learning (Fullan and Quinn, 2016). In our scenario, we will complete the reflect stage after the first 9 weeks are implemented. We will closely look at the data collected and assessments used on all the students. We will make a list of students who showed great growth and will also make a list of students with concerning growth. The team will collaborate on what possibly led to the outcomes. We will also discuss concerns and improvements that may need to be implemented for the following 9 weeks. Before the reflective meeting ends, we will have a plan put into place for the following 9 weeks.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
Walden University, LLC. (Producer) (2016). The mandate meeting [Video file]. Walden University Canvas. https://walden.instructure.com