EIP Subgroup

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.”



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

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Reso

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Need

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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


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


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


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

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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)


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



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



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



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



Team Logistics:Team Logistics:Progress is evaluated internally, by members

Team procedures are clearly understood



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

EIP Subgroup

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