Module 2 dis 2 7900

Module 2 Discussion 2: Building a Collaborative Team

     After analyzing school and community data, two areas of change were identified in the Grand City Schools system. The first area is the need for culturally relevant teaching practices, and the second is the implementation of restorative justice practices. These areas go hand in hand with improving Grand City School achievement and discipline. For the process of change to take hold, strong internal leadership is vital (Fullan, 2016). This team would be comprised of five individuals, including myself,  from various specialties that, when compiled together, can help to guide the change process. The action plan for addressing these issues starts with forming an implementation team. This team will coordinate the elements of the action plan, including the inventory of the current curriculum used and disciple practices used in Grand City school, coordinate the creation and disaggregation of a climate and culture teacher and student survey, and the planning and execution of teacher and administrative training.  

     As a curriculum specialist, I will be able to aid in the evaluation of the current curriculum and the integration of culturally relevant curriculum materials. The second task member is Dr. Lauren Williams, Culture and Climate Specialist for Hearne ISD. As a specialist in culture and climate in k12 education, Dr. Williams will provide insight and resources in integrating cultural relevance and restorative justice. She will also provide needed training for teachers. The third member is Dr. Gerald Murray, Director of Curriculum for Grand City School. As the Director of Curriculum, Mr. Murrey will provide insight into the current curriculum available in Grand City and how it is being used. He will also help to coordinate teachers and administration during the inventory phase of teh action plan. The last two members represent the Grand City community. These members are Gary Kepple, Associate Director of Grand City Community Outreach Center, and Samantha Groves, Social Worker with Grand Citys Human Service Agency. Both Mr. Kepple and Ms. Groves provide insight into the community of Gand City on a social and economic level.  

     For this task force to successfully initiate change, it must work collaboratively to initiate, implement, and institutionalize the action plan to address our targeted areas. Morel (2014) outlines methods by which a productive collaborative learning environment can be created. The first strategy is the involvement of significant work. Andragogy, adults, need to see the relevance and importance of the work and be internally motivated to collaborate. By utilizing the prior knowledge of team members and setting a small number of focused goals (Fullan, 2011) for the change, buy-in for the team member can be created. This productivity will be maintained through the use of longitudinal data provided by current Grand City data on office referrals and suspensions (Walden University, 2016b), the cultural and climate survey, and future climate surveys during select parts of the year. A second strategy is creating a trusted environment (Morel, 2014). This can be done by building respect among team members and providing transparency in the group's purpose through communication.

References

Fullan, M. (2011).  Change leader: Learning to do what matters most. San Francisco, CA: John  Wiley & Sons

Fullan, M. (2016).  The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

Morel, N. (2014).  Setting the stage for collaboration: An essential skill for professional growth.    Links to an external site. Delta Kappa Gamma Bulletin, 81(1), 36-39. doi: 1080/00228958.2005.10532081

Walden University, LLC. (Producer). (2016b).  Grand City education and demographic data files [PDF]. Baltimore, MD: Author.

Sophia Lanette Ruffin Hedrington

I specialized in Special Education curriculum, instruction, and teacher leadership. As part of Mayor Keller’s task force, I have expertise in creating instructional practices to increase student test scores as well as working with general and special education teachers to improve their pedagogy of culturally diverse learning. Within our action plan there are three major components.

Action Plan

One action step would be to raise the standards of teachers through collaboration and communication. According to Reed (2015), stakeholders must be able to develop a deeper understanding of how the teacher truly feel about their approach to instructing in a culturally responsive environment. Teacher must know that they are going to be supported with teacher professional development that is going to assist with learning how to instruct a diverse community of students. Another action step is improving data collections and use within the district. Longitudinal data collection can drive instruction within the classroom because a teacher has a clear view of what the students can and cannot achieve (Chenoweth, 2015). The last action step is school funding so that the district can provide teachers with resources they will need to meet the needs of their students and families.

Collaboration and Communication

The cross-specialization task force must have strong collaborative efforts among its leaders to focus on changing how Grand City approaches education, healthcare, social services, and employment opportunities.  The role of the team is to create an action plan that involves providing scientific, researched based improvements for the community (Castillo et al., 2012). Communication between group members must be clear and concise. Everyone’s goal must be clear and unified. The team must be able to exchange knowledge. Everyone must be cooperative.

Data Collection and Use

The change starts with examining the data of the students and teachers. We must be able to understand everyone background. A way to do this is by creating a Longitudinal data collection system to assist with driving instructional practices within the classroom (Chenoweth, 2015). This will give the district a clear picture the teacher’s skillset. It will also give classroom teachers the information they need to create more diverse learning opportunities for students.  

Conclusion

In summary, it is important for the Mayor’s Task Force to work together to improve the challenges that Grand City is currently facing. There are major benefits to having a cross-specialization team working together to create change and make informed decision based on data. When a town has a collaborative partnership among its leading entities like education, healthcare, social services, and technology/employment then we can solve the ‘‘messy problems’’ that cannot typically be solved by an organization acting alone (Savage et al, 2011). Within the cross-specialization team we find that implementing a plan for educational and community change is easier when the task force can have shared goals and trust one another to make informed decisions that will benefit everyone (Savage et al., 2011).  

References 

 Castillo, J., Batsche, G., Curtis, M., Stockslager, K., March, A., Minch, D., & Hines, C. (2012). Problem solving/response to intervention evaluation tool technical assistance manual-revised. Educational and Psychological Studies Faculty Publication, 39.

Chenoweth, K. (2015). How do we get there from here? Educational Leadership, 72(5), 16-20

Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.

Reed, M. (2015). To find solutions, look inward. Educational Leadership, 72(9), 80-85.

Savage, G.; Bunn, M.; Gray, B.; Xiao, Q.; Wang, S.; Wilson, E.; & Williams, E. (2011). Stakeholders collaboration: Implications for stakeholders’ theory and practices.  Journal of Business Ethics. DOI 10.1007/s10551-011-0939-1