tag:blogger.com,1999:blog-71862820553466463392024-03-13T03:18:09.239-07:00UCANChris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.comBlogger181125tag:blogger.com,1999:blog-7186282055346646339.post-70790018667183411292024-02-29T18:54:00.000-08:002024-02-29T18:56:26.211-08:00Yes, Teacher Candidates Should be Proficient with Impeccable Planning, Effective Instruction, and Reliable Assessment of Learning<p><span face="Arial, sans-serif" style="text-align: justify;">Teacher
candidates must be proficient in planning, instruction, and assessment for
several reasons, as these are crucial components of effective teaching and
student learning. Proficiency in these areas demonstrate teacher candidates are
better able to create a dynamic and effective learning environment that
promotes student success (</span><a href="https://learningpolicyinstitute.org/product/teacher-prof-dev" style="text-align: justify;"><span face=""Arial",sans-serif">Darling-Hammond, Hyler, & Gardner,
2017</span></a><span face="Arial, sans-serif" style="text-align: justify;">). These skills are
fundamental to the teaching profession and subsequently contribute
significantly to the quality of education provided to students. An intentional, caring, optimistic,
respectful, and trustworthy (ICORT) mindset (</span><a href="https://www.invitationaleducation.org/product-page/fundamental-of-invitational-education" style="text-align: justify;"><span face=""Arial",sans-serif">Purkey & Novak, 2016</span></a><span face="Arial, sans-serif" style="text-align: justify;">; Anderson, 2021) is crucial for
fostering an inclusive, supportive, and well-managed learning environment. Let’s
discuss why proficient demonstration of these skills are minimal expectations
for the teacher candidate’s “</span><a href="https://docs.gatesfoundation.org/Documents/empowering-effective-teachers-readiness-for-reform.pdf" style="text-align: justify;"><span face=""Arial",sans-serif">Day One Readiness</span></a><span face="Arial, sans-serif" style="text-align: justify;">.”</span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">Impeccable
planning ensures that a teacher candidate has clear objectives and goals for each
lesson. Effective instruction helps in delivering content that engages students
and facilitates understanding. Proficient teacher candidates can plan and
implement </span><a href="https://iris.peabody.vanderbilt.edu/module/di/"><span face=""Arial",sans-serif">differentiated instruction</span></a><span face=""Arial",sans-serif"> to meet the diverse needs of their
students. This includes adapting teaching methods, materials, and assessments
to cater to various learning styles and abilities. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">Proficiency
in planning ensures that lessons align with curriculum standards and learning
objectives. This alignment is crucial for students to progress through a
coherent and structured educational experience. Planning is essential for
effective time management. Effective teachers need to allocate time for each
lesson component, ensuring that there is a balance between introduction,
instruction, practice, and assessment. This helps </span><a href="https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/instructional-time-and-classroom-management"><span face=""Arial",sans-serif">maximize the use of instructional time</span></a><span face=""Arial",sans-serif">. Well-planned lessons and effective
instruction contribute to a positive classroom environment. When students are
engaged and understand the expectations, a more conducive learning atmosphere
is the result.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">By
creating </span><a href="https://ctl.wiley.com/3-tips-writing-measurable-objectives/"><span face=""Arial",sans-serif">measurable objectives</span></a><span face=""Arial",sans-serif"> for their lessons, teacher candidates
can then develop and utilize reliable assessment that measures the extent to
which students have mastered the learning objectives. Reliable assessment
allows teachers to hold students accountable for their learning and provides
opportunities for reflection on teaching practices. Analyzing assessment data
helps teachers identify areas of strength and areas that need improvement. During
clinical experiences. teacher candidates need opportunities to design,
implement, and assess instructional activities This hands-on experience helps
them understand the importance of formative and summative assessment, as well
as providing constructive feedback to students to support their learning. This
cycle of planning, instruction, and assessment is fundamental to achieving
positive student learning outcomes.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><a href="https://www.nea.org/professional-excellence/student-engagement/tools-tips/benefits-collaboration"><span face=""Arial",sans-serif">Teachers need to communicate</span></a><span face=""Arial",sans-serif"> with parents, administrators, and other
stakeholders about student progress. Clear planning, effective instruction, and
reliable assessment provide tangible evidence of student achievements and areas
for growth (</span><a href="https://hep.gse.harvard.edu/9781682538685/core-practices-in-teacher-education/"><span face=""Arial",sans-serif">Grossman & Fraefel, 2024</span></a><span face=""Arial",sans-serif">). Reflecting upon the effectiveness of
lessons and assessments allows teacher candidates to refine and enhance their
instructional strategies over time.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">Therefore,
effective clinical experiences play a crucial role in preparing teacher
candidates to be "Day One Ready." Practical, hands-on opportunities allow
the teacher candidate to apply and reinforce the knowledge and skills gained during
the teacher preparation programs.<span style="mso-spacerun: yes;">
</span>Crucially, clinical experiences allow teacher candidates to apply
theoretical knowledge in real-world classroom settings. This hands-on practice
helps bridge the gap between theory and practice, enabling candidates to
understand how to adapt their knowledge to diverse and dynamic classroom
environments.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">One
of the most challenging aspects for new teachers is </span><a href="https://www.sagepub.com/sites/default/files/upm-binaries/11704_G13.pdf"><span face=""Arial",sans-serif">effectively managing a classroom</span></a><span face=""Arial",sans-serif">. Clinical experiences provide teacher
candidates with the chance to practice and develop </span><a href="https://youtu.be/uXtxxuXlN5o?si=fzIb5UtvtEY2S0nS"><span face=""Arial",sans-serif">classroom management skills</span></a><span face=""Arial",sans-serif">.<span style="mso-spacerun: yes;">
</span>These skills include behavior management, establishing routines, and
creating a positive learning environment based on an </span><a href="https://journals.library.brocku.ca/index.php/jitp/article/view/4170/3125"><span face=""Arial",sans-serif">ICORT Mindset.</span></a><span face=""Arial",sans-serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">Effective
teaching involves catering to diverse learning needs. Clinical experiences
expose teacher candidates to a variety of learners with different abilities,
learning styles, and backgrounds. This exposure helps the teacher candidate
develop the skills to differentiate instruction and provide <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">In
real classrooms, teachers need to work closely with other educators,
administrators, and parents. Clinical experiences promote collaboration and
communication skills as teacher candidates interact with various stakeholders
in the education system. This collaboration helps them understand the
importance of teamwork in achieving educational goals.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">During
clinical experiences, teacher candidates should be encouraged to engage in
reflective practice. Prompts should invite teacher candidates to critically
analyze their teaching methods and the impact upon student learning. This
self-reflection is crucial for continuous improvement and professional growth,
fostering a </span><a href="https://youtu.be/hiiEeMN7vbQ?si=jN3T1_decDqSVU6C"><span face=""Arial",sans-serif">Growth Mindset (Dweck, 2014</span></a><span face=""Arial",sans-serif">) that embraces lifelong learning.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">Classrooms
are dynamic, diverse environments.<span style="mso-spacerun: yes;"> </span>As a
result, unexpected challenges can arise. Clinical experiences expose teacher
candidates to the unpredictable nature of teaching, helping them develop
adaptability, resilience, and problem-solving skills necessary for success in
the profession. Exposure to diverse classrooms during clinical experiences
helps teacher candidates develop cultural competence and willingness to
increase their </span><a href="http://www.ijscl.net/article_23912_c64f753feaff48d0faa80e0bc8e0e8b1.pdf"><span face=""Arial",sans-serif">Funds of Knowledge</span></a><span face=""Arial",sans-serif"> (Moll, González, & Amanti, 2009;
Roe, 2019). They learn to appreciate and address the diverse needs and
backgrounds of their students, fostering an inclusive and equitable teaching
approach.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">Numerous
researchers, including some that are listed herein, have investigated teacher
preparation programs to assess their effectiveness and identify areas for
improvement. Yes, the field of education research is vast and different
researchers may focus on various aspects of teacher preparation.<span style="mso-spacerun: yes;"> </span>However, let’s reach consensus that effective
clinical experiences provide teacher candidates with the practical skills,
knowledge, and dispositions necessary for successful teaching. Through these
experiences, candidates become more confident, adaptable, and "Day One
Ready" to effectively navigate the complexities of their future classrooms.<o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif">To Cite:<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif">Anderson, C.J.
(February 29, 2024) Yes, teacher candidates should be proficient with impeccable
planning, effective instruction, and reliable assessment of learning. [Web log
post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/"><span face=""Arial",sans-serif">http://www.ucan-cja.blogspot.com/</span></a><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif">References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span face=""Arial",sans-serif" style="background: white; color: black;">Developing your students' emotional intelligence and
philosophical<span style="mso-spacerun: yes;"> </span>perspective begins with
I-CORT.</span><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;"> </span><a href="https://journals.library.brocku.ca/index.php/jitp/article/view/4170/3125"><i><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">Journal of
Invitational Theory and Practice, 27</span></i><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">, 36-50.</span></a><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face="Arial, sans-serif">Darling-Hammond,
L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional
Development. Palo Alto, CA: Learning Policy Institute. Retrieved from: </span><a href="https://learningpolicyinstitute.org/product/teacher-prof-dev"><span face=""Arial",sans-serif">https://learningpolicyinstitute.org/product/teacher-prof-dev</span></a></p>
<p class="spisbn13" style="background: white; margin: 0in;"><strong><span face=""Arial",sans-serif" style="background: white; border: 1pt none windowtext; color: #222222; font-size: 11pt; font-weight: normal; mso-border-alt: none windowtext 0in; padding: 0in;"><o:p> </o:p></span></strong></p>
<p class="spisbn13" style="background: white; margin: 0in;"><span style="font-family: arial;"><span style="background: white; border: 1pt none windowtext; color: #222222; padding: 0in;">Grossman, P.</span><span style="background: white; color: #222222;"> & Fraefel,
U (2024). </span><span style="color: black;"><a href="https://hep.gse.harvard.edu/9781682538685/core-practices-in-teacher-education/" target="_blank"><em><span style="background: white; border: 1pt none windowtext; color: #2a59ba; padding: 0in; text-decoration: none;"> Core
practices in teacher education</span></em></a></span><span style="background: white; color: #222222;">. Harvard
Education Press. ISBN: </span></span><span style="color: #1e1e1e; letter-spacing: 0.4pt;"><span style="font-family: arial;">9781682538692</span><span face="Arial, sans-serif" style="font-size: 11pt; font-weight: bold;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><o:p> </o:p></span><span face="Arial, sans-serif">Moll, L., González, N., & Amanti, C.
(2009). Funds of knowledge: Theorizing practices in </span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">households,
communities, and classroom: Routledge</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; margin: 15pt 0in 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2015). </span><i><span face=""Arial",sans-serif" style="mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed) International Alliance
for Invitational Education. Retrieved from: </span><a href="https://www.invitationaleducation.org/product-page/fundamental-of-invitational-education"><span face=""Arial",sans-serif">Fundamental of Invitational Education |
IAIE</span></a><span class="MsoHyperlink"><span face=""Arial",sans-serif"><o:p></o:p></span></span></p>
<p class="MsoNormal"><span face="Arial, sans-serif">Roe.
K. (2019) Supporting student assets and demonstrating respect for funds of
knowledge.</span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif"> </span><i style="font-family: Arial, sans-serif;"><span style="border: 1pt none windowtext; mso-border-alt: none windowtext 0in; padding: 0in;">Journal of Invitational Theory
and Practice</span></i><span face="Arial, sans-serif">, v25 p5-13</span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-66868998534669216752024-01-31T18:20:00.000-08:002024-01-31T18:20:44.520-08:00In an Inclusive Classroom, Your ICORT Mindset Invites Optimal Student Engagement and Success<p></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Advocates for <a href="https://www.invitationaleducation.org/about/">Invitational Education theory
and practice</a> know that an intentional, caring, optimistic, respectful, and
trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is
crucial for fostering an inclusive and supportive learning environment. When
educators adopt such a mindset, they create a positive atmosphere that
encourages optimal student engagement and success, particularly for learners
with diverse needs. Let’s explore how an ICORT mindset can positively impact
the learners within an inclusive classroom:<o:p></o:p></span></p><p></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Being intentional
results in the desire to tailor instruction and provide individualized support.
Being intentional involves recognizing
and addressing the diverse needs of students. Educators can differentiate
instruction, using varied teaching methods and materials to accommodate
different learning styles and abilities. Recognizing and responding to
individual needs requires intentional efforts to provide additional support or
accommodations as necessary.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Being caring
builds relationships and provides needed emotional support. A caring attitude helps in building positive
relationships with students. When students feel valued and cared for, they are
more likely to be engaged and motivated to succeed. Providing emotional support
is crucial, especially for students who may face additional challenges. This
can involve empathy, active listening, and creating a safe space for expressing
thoughts and concerns.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Exhibiting optimism
embraces a <a href="https://youtu.be/hiiEeMN7vbQ?feature=shared">Growth Mindset
(Dweck, 2014</a>) and celebrates success.
Cultivating a growth mindset encourages students to see challenges as
opportunities for learning and improvement. An optimistic approach fosters
resilience and perseverance, crucial for students facing diverse learning
needs. Focusing on and celebrating each student's achievements, regardless of
size, contributes to a positive and optimistic atmosphere.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Mutual respect
values diversity and utilizes inclusive language. An atmosphere of respect acknowledges and
appreciates the diversity of learners. Educators can incorporate diverse
perspectives into the curriculum and create an environment where all students
feel included and respected. Using inclusive and respectful language
contributes to a positive classroom culture where students feel acknowledged
and understood.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Promoting trustworthiness,
of course builds trust and collaboration. Trust is foundational in any learning
environment. Students need to trust their educators to provide the necessary
support and resources for their success. Building trust involves consistency,
transparency, and follow-through on commitments. Trusting relationships also
extend to collaboration with parents, support staff, and specialists to ensure
a holistic approach to meeting students' needs.<o:p></o:p></span></p><p class="MsoNormal">
</p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Yes, an ICORT
mindset helps educators create an inclusive classroom whereby every learner is
valued, supported, and given opportunities to succeed. An ICORT mindset establishes
a foundation for positive interactions.
The result would be diverse learners experiencing a sense of belonging,
and your classroom being an environment conducive to learning and growth for
all students. <o:p></o:p></span></p><p></p><p class="MsoNormal"><o:p></o:p></p><p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;">To Cite:<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Anderson, C.J.
(January 31, 2023) In an inclusive classroom, your ICORT mindset invites
optimal student engagement and success. [Web log post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/"><span style="font-family: "Arial",sans-serif;">http://www.ucan-cja.blogspot.com/</span></a><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;">References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span style="background: white; color: black; font-family: "Arial",sans-serif;">Developing your students' emotional intelligence and
philosophical <span style="mso-spacerun: yes;"> </span>perspective begins with
I-CORT.</span><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;"> </span><a href="https://journals.library.brocku.ca/index.php/jitp/article/view/4170/3125"><i><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Journal of
Invitational Theory and Practice, 27</span></i><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">, 36-50.</span></a><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2015). </span><i><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed) International Alliance
for Invitational Education. Retrieved from: </span><a href="https://www.invitationaleducation.org/product-page/fundamental-of-invitational-education"><span style="font-family: "Arial",sans-serif;">Fundamental of Invitational Education |
IAIE</span></a><span class="MsoHyperlink"><span style="font-family: "Arial",sans-serif;"><o:p></o:p></span></span></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-20305166949699583422023-12-30T21:31:00.000-08:002023-12-30T21:31:43.940-08:00Invitational Education Theory in Quantitative Research: ICORT can be an independent or dependent variable<p><span style="font-family: Arial, sans-serif; text-align: justify;">The
basic elements of </span><a href="https://www.invitationaleducation.org/_files/ugd/db20ed_4a46c345e7534d26addf59d18d9ab87e.pdf" style="font-family: Arial, sans-serif; text-align: justify;">Invitational
Education (IE) theory:</a><span class="MsoHyperlink" style="font-family: Arial, sans-serif; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; text-align: justify;">Intentionality,
care, optimism, respect, and trust (ICORT) as noted by Purkey and Novak (2015)
as well as </span><a href="https://journals.library.brocku.ca/index.php/jitp/article/view/4170/3125" style="font-family: Arial, sans-serif; text-align: justify;">Anderson
(2021))</a><span style="font-family: Arial, sans-serif; text-align: justify;"> can be the reliable dependent or independent variable(s) in quantitative
research involving social emotional learning initiatives. The ICORT elements of IE
theory focus on creating a positive and inclusive learning environment. While
IE theory is more qualitative and philosophy-oriented, it is possible to
incorporate ICORT as reliable, dependent or independent variables in
quantitative research involving social-emotional learning (SEL) initiatives. For instance, w</span><a name="_Hlk154863915" style="font-family: Arial, sans-serif; text-align: justify;">hen developing your quantitative methodology with ICORT
as the dependent variable, potential researchers are invited to consider the following:</a></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;"></p><ul><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Explicate
ICORT to <a href="https://d.docs.live.net/30880c41fd64c59b/UCAN/Blog%20Posts/Slife,%20B.%20D.,%20Wright,%20C.%20D.,%20&%20Yanchar,%20S.%20C.%20(2016).%20Using%20operational%20definitions%20in%20research:%20A%20best-practices%20approach.%20Journal%20of%20Mind%20and%20Behavior,%2037(2),%20119%E2%80%93139.">create
operational definitions</a>. Clearly define and operationalize each of the
ICORT variables in measurable terms. For instance, develop specific indicators
or survey items that capture behaviors or attitudes related to intentionality,
care, optimism, respect, and trust.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Create
<a href="https://viva.pressbooks.pub/mswresearch/chapter/11-quantitative-measurement/">quantitative
measurement tools</a>.<span style="mso-spacerun: yes;"> </span>Design surveys or
questionnaires that align with the operational definitions of ICORT. These
instruments should be quantifiable and capable of producing numerical data.
Likert scales or other quantitative measurement scales can be used to assess
participants' perceptions of the learning environment in terms of
intentionality, care, optimism, respect, and trust.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Plan
for pre- and post-assessments. Implement pre- and post-assessments to measure
changes in ICORT variables before and after the SEL initiatives. This allows for
subsequent analysis of the impact of social-emotional learning interventions on
the perceived level of intentionality, care, optimism, respect, and trust
within the educational setting.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial",sans-serif;">Establish
comparison groups.<span style="mso-spacerun: yes;"> </span>Create <a href="https://en.wikipedia.org/wiki/Treatment_and_control_groups">control or
comparison groups</a> to compare the outcomes of SEL initiatives. Ensure that
there is a group that does not receive the intervention, thereby assessing
whether changes in ICORT variables are specific to the SEL program.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial",sans-serif;">Plan
for statistical analysis. Utilize appropriate statistical analyses to examine
the relationships between SEL initiatives and ICORT variables. This may involve
t-tests, ANOVA, regression analysis, or other statistical techniques depending
on the research design and data distribution. In this regard, either become
astute yourself or network well with a quantitative methodologist.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Embrace
the efficacy of <a href="https://learning.closer.ac.uk/learning-modules/introduction/what-can-longitudinal-studies-show-us/strengths-of-longitudinal-studies/">longitudinal
studies</a>. Consider conducting longitudinal studies to track changes in ICORT
variables over an extended period. This approach provides a more in-depth
understanding of the sustained impact of SEL initiatives on intentionality,
care, optimism, respect, and trust.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial",sans-serif;">Incorporate
qualitative data.<span style="mso-spacerun: yes;"> </span>While the focus is on
quantitative measures, consider integrating qualitative data through interviews
or open-ended survey questions. Mixed methodology can provide additional
insights into the participants' experiences and perceptions related to ICORT
variables.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Arial",sans-serif;"><a href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6004510/">Validate your
measurement scale</a> (Boateng, Neilands, Frongillo, Melgar-Quiñonez, & Young,
2018). Ensure any measurement scales developed for ICORT variables are valid
and reliable. This involves testing the instruments to confirm that they are
accurately measuring what they intend to measure.<o:p></o:p></span></li></ul><!--[if !supportLists]--><p></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">Alternatively,
when conducting quantitative research involving social-emotional learning (SEL)
initiatives, the basic Invitational Education (IE) tenets: Intentionality,
care, optimism, respect, and trust (ICORT) can be considered as independent
variables. Potential researchers seeking to develop their methodology in this
way must still operationalize concepts, but their strategies will differ to
establish each aspect of ICORT as the independent variables in the quantitative
study.<span style="mso-spacerun: yes;"> </span>Therefore, when developing your
quantitative methodology with ICORT as the independent variable, potential
researchers are invited to consider the following:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;"></p><ul><li><span style="font-family: "Arial",sans-serif;">Separate
the ICORT mnemonic to create operational definitions. Clearly define each of
the ICORT variables in measurable terms. Develop operational definitions that
can be translated into specific behaviors, attitudes, or observable indicators
within the context of the SEL initiatives.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Create
<a href="https://www.tc.columbia.edu/media/administration/institutional-review-board-/guide-amp-resources---documents/Published_Study-Material-Examples.pdf">quantitative
measurement tools</a>.<span style="mso-spacerun: yes;"> </span>Design reliable
and valid measurement tools to assess the level of intentionality, care,
optimism, respect, and trust. This could involve developing survey items,
questionnaires, or other quantitative instruments that capture participants'
perceptions of these variables.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Establish
baseline measurement.<span style="mso-spacerun: yes;"> </span>Conduct a baseline
measurement of the ICORT variables before implementing the SEL initiatives.
This will serve as a reference point to compare changes and assess the impact
of the interventions.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Establish
experimental and control groups.<span style="mso-spacerun: yes;"> </span>When
(ethically) possible, establish both experimental and control groups. The
experimental group would receive the SEL interventions, while the control group
would not. This allows for a comparison of changes in ICORT variables between
the two groups.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Plan
for either <a href="https://www.statology.org/randomization-in-statistics/">randomization</a>
or <a href="https://en.wikipedia.org/wiki/Matching_(statistics)">matching</a>.<span style="mso-spacerun: yes;"> </span>Whenever randomization is not feasible,
consider using matching techniques.<span style="mso-spacerun: yes;"> </span>This
will help to ensure that the experimental and control groups are comparable in
terms of ICORT variables at the beginning of the study.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Implement
well-developed SEL initiatives.<span style="mso-spacerun: yes;"> </span>Once the
research-based SEL initiatives are clearly developed, implement with the experimental
group. This could include activities, programs, or interventions designed to
enhance social-emotional skills and well-being.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Conduct
post-intervention measurement.<span style="mso-spacerun: yes;"> </span>After the
completion of the SEL initiatives, measure the ICORT variables again. This
post-intervention measurement will help assess whether there are significant
changes in intentionality, care, optimism, respect, and trust as a result of
the SEL interventions.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Plan
for statistical analysis. Use appropriate statistical analyses to examine the
impact of SEL initiatives on the ICORT variables. This may involve conducting
inferential statistical tests, such as t-tests or ANOVA, to determine whether
there are significant differences between the experimental and control groups. Seriously,
if you took Statistics as pass/fail, you are encouraged to network well with a quantitative
methodologist or plan to hire a research assistant proficient with a quantitative
analysis tool such as IBM’s <a href="https://www.ibm.com/spss">Statistical
Package for the Social Sciences</a> (SPSS).<span style="mso-spacerun: yes;">
</span>SPSS is a comprehensive statistical software package used for data
analysis in social science research. SPSS includes a wide range of statistical
procedures, data manipulation capabilities, and data visualization tools.
Common analyses include descriptive statistics, inferential statistics
(t-tests, ANOVA, regression), factor analysis, and more.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Alternatively<a href="https://www.microsoft.com/en-us/microsoft-365/excel">, Microsoft’s Excel</a>
is a spreadsheet program widely used for data entry, manipulation, and basic
statistical analysis.<span style="mso-spacerun: yes;"> </span>While not as
sophisticated as dedicated statistical software such as SPSS, Excel is readily accessible.<span style="mso-spacerun: yes;"> </span>Excel can perform basic statistical analyses,
including descriptive statistics, t-tests, and correlations.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Utilize
a tool to conduct correlation analysis. Explore correlations between specific
components of SEL initiatives and changes in ICORT variables. This can help
identify which aspects of the interventions are most strongly associated with
improvements in intentionality, care, optimism, respect, and trust.<o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;">Embrace
the efficacy of longitudinal studies. While time is always a factor in
conducting and completing research projects, consider conducting longitudinal
analyses to assess the sustainability of changes in ICORT variables over time.<span style="mso-spacerun: yes;"> </span>The result could provide clearer insights
into the long-term impact of SEL initiatives.<o:p></o:p></span></li></ul><!--[if !supportLists]--><p></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">By
following the steps suggested above, researchers can quantitatively investigate
the relationship between SEL initiatives, and ICORT as either a dependent
variable or as independent variables represented by the ICORT mnemonic as explicated
in Invitational Education theory. This structured approach provides a quantifiable
way to evaluate the effectiveness of social-emotional learning interventions in
fostering positive and inclusive educational environments.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;">To Cite:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">Anderson,
C.J. (December 31, 2023) Invitational Education theory in quantitative research:
ICORT can be an independent or dependent variable. [Web log post] Retrieved
from </span><a href="http://www.ucan-cja.blogspot.com/"><span style="font-family: "Arial",sans-serif;">http://www.ucan-cja.blogspot.com/</span></a><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></b></p>
<p class="MsoNormal"><b><span style="font-family: "Arial",sans-serif;">References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span style="background: white; color: black; font-family: "Arial",sans-serif;">Developing your students' emotional intelligence and
philosophical perspective begins with
I-CORT.</span><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;"> <i><a href="https://journals.library.brocku.ca/index.php/jitp/article/view/4170/3125">Journal
of Invitational Theory and Practice, 27<span style="font-style: normal;">, 36-50.</span></a></i><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: Arial, sans-serif;">Boateng GO, Neilands TB, Frongillo EA,
Melgar-Quiñonez HR and Young SL (2018) Best Practices for Developing and
Validating Scales for Health, Social, and Behavioral Research: A Primer. Front.
Public Health 6:149. doi: 10.3389/fpubh.2018.00149</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2015). </span><i><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed) International Alliance
for Invitational Education. Retrieved from: </span><a href="https://www.invitationaleducation.org/books"><span style="font-family: "Arial",sans-serif;">BOOKS | IAIE (invitationaleducation.org)</span></a><span class="MsoHyperlink"><span style="font-family: "Arial",sans-serif;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: Arial, sans-serif;">Purkey,
W. W., & Siegel, B. L. (2013). <i>Becoming an invitational leader: A new
approach to professional and personal success</i>. Humanics. </span><span style="font-family: Arial, sans-serif;">Retrieved
from: </span><a href="http://invitationaleducation.net/featuredbooks.html"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">http://invitationaleducation.net/featuredbooks.html</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-family: arial;">Slife,
B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational
definitions in research: A best-practices approach. <i>Journal of Mind and
Behavior, 37</i>(2), 119–139.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p><span style="font-family: arial;"> </span></o:p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-19472810139204232642023-11-29T17:53:00.000-08:002023-11-30T08:41:41.287-08:00How a PLC can Optimize Learners’ Success by Sharing Effective Scientific Concepts and Psychological Tools<p></p><p class="MsoNormal" style="line-height: normal;"></p><p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Five
factors provide a specific framework believed to contribute to school success
or failure (Purkey & Siegel, 2013). The five powerful factors–people,
places, policies, programs, and processes (the Five P’s) become highly
significant due to their separate and combined influence (Purkey & Siegel,
2013). Interdependently, the Five P’s provide limitless opportunities for
evaluation and development of organizational climate. Grounded in Invitational
Education theory, the Five P’s “address the total culture or ecosystem of
almost any organization” (Purkey & Siegel, 2013, p. 104). Educators trained
to develop their emotional intelligence as part of their professional
leadership repertoire can proactively utilize both their cognitive and
metacognitive skills (Brackett & Katulak, 2007). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><a href="https://www.invitationaleducation.org/about/"><span face=""Arial",sans-serif">Invitational Education (IE) theory</span></a><span face=""Arial",sans-serif"> contributes to school effectiveness by
the way that its leaders demonstrate care for, and support of, the efforts of
others (Halpin, 2003; Purkey & Siegel, 2013). The basic tenets of IE theory
exhibited by an inviting leader include </span><a href="https://www.invitationaleducation.org/docs/toolkit/toolkit_12-step_synopsis.pdf"><span face=""Arial",sans-serif">intentionality, care, optimism, respect,
and trust (ICORT).</span></a><span face=""Arial",sans-serif"><span style="mso-spacerun: yes;"> </span>Implementation of IE theory promotes ICORT
(Purkey & Novak, 2016; Anderson 2017) and thereby provides a means of
summoning people to realize their relatively boundless potential in all
worthwhile human endeavors (</span><a href="https://files.eric.ed.gov/fulltext/EJ942556.pdf"><span face=""Arial",sans-serif">Burns & Martin, 2010</span></a><span face=""Arial",sans-serif">). An effective professional learning community (PLC),
therefore, can be the spearhead in a school’s desire to make better possible.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Creating a </span><a href="https://www.edutopia.org/article/creating-effective-professional-learning-communities"><span face=""Arial",sans-serif">professional learning community</span></a><span face=""Arial",sans-serif"> (PLC) focused on reducing learning
overload and achieving the "</span><a href="http://www.effectiveschools.com/Correlates.pdf"><span face=""Arial",sans-serif">learning for all" mission</span></a><span face=""Arial",sans-serif"> involves collaboration, shared
responsibility, and a commitment to applying scientific concepts and
psychological tools. An educator is a member of that school’s PLC.<span style="mso-spacerun: yes;"> </span>Therefore, as a developing </span><a href="https://www.greenleaf.org/what-is-servant-leadership/"><span face=""Arial",sans-serif">servant leader</span></a><span face=""Arial",sans-serif"> and effective teacher, please access,
review, and add the following strategies to your developing “pedagogical
toolbox.” <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Ensure the
school has a Clear Mission and Vision.<span style="mso-spacerun: yes;">
</span>Clearly define the mission and vision of the school regarding
"learning for all." Emphasize the importance of creating an inclusive
and supportive learning environment.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Help
strengthen, or actually form, a Collaborative PLC.<span style="mso-spacerun: yes;">
</span>Bring together teachers, administrators, psychologists, and other
relevant staff to form a collaborative PLC. Foster a culture of openness,
trust, and shared responsibility within the PLC.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Offer to
provide or participate in Professional Development.<span style="mso-spacerun: yes;"> </span>Provide ongoing professional development
opportunities for educators to learn about scientific concepts and
psychological tools related to reducing learning overload. Seek out experts or
arrange workshops to enhance the understanding of cognitive science and
psychology in education.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Utilize
Data-Driven Decision Making.<span style="mso-spacerun: yes;"> </span>Collect and
analyze data related to student learning, engagement, and well-being. Use data
to identify areas where learning overload may be occurring and tailor
interventions accordingly.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">As a
valuable member of the school’s PLC, encourage implementation of Evidence-Based
Practices.<span style="mso-spacerun: yes;"> Model</span></span><span style="text-indent: 0.5in;"> the implementation
of evidence-based teaching strategies that align with scientific principles of
learning and memory. Share research findings and encourage colleagues to adapt
their instructional methods based on the latest evidence.</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Help to
create Support Systems.<span style="mso-spacerun: yes;"> </span>Establish
support systems for both students and teachers. Provide resources for teachers
to manage their own workload and stress, fostering a positive environment for
both educators and students.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Inspire
utilization of Student-Centered approaches.<span style="mso-spacerun: yes;">
</span>Remember what you cherished as a student!<span style="mso-spacerun: yes;"> Inspire</span> a shift towards student-centered
learning approaches that allow for individualized instruction. Use
psychological tools such as positive reinforcement, growth mindset
interventions, and mindfulness practices to enhance student well-being.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Willingly,
initiate collaboration with Experts.<span style="mso-spacerun: yes;">
</span>Collaborate with psychologists, educational researchers, and other
experts to gain insights into effective strategies for reducing learning
overload.<span style="mso-spacerun: yes;"> </span>Create partnerships with local
universities or research institutions for ongoing support and collaboration.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Model
Parent and Community Involvement.<span style="mso-spacerun: yes;">
</span>Involve parents and the community in the mission to reduce learning
overload. Educate parents on the importance of a balanced approach to education
and seek their support in promoting student well-being.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Practice
continuous Reflection and Self-Improvement.<span style="mso-spacerun: yes;">
</span>Foster a culture of continuous reflection and improvement within the
PLC.<span style="mso-spacerun: yes;"> </span>Regularly assess the effectiveness
of implemented strategies and adjust them based on feedback and outcomes.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif">Research (</span><a href="http://medicine.yale.edu/childstudy/comer/index.aspx"><span face=""Arial",sans-serif">Comer, 1998;</span></a><span face=""Arial",sans-serif"> </span><a href="http://books.google.com/books?hl=en&lr=&id=sdPgRQYA6CgC&oi=fnd&pg=PR9&dq=Reeves,+2008%3B+Effective+Schools&ots=ElXPwgkrfr&sig=_ddbFFfK97ZyrPsBpd694G7KkN4#v=onepage&q=Reeves%2C%202008%3B%20Effective%20Schools&f=false"><span face=""Arial",sans-serif">Reeves, 2008</span></a><span face=""Arial",sans-serif">) reaffirmed the earlier findings by </span><a href="http://www.midwayisd.org/cms/lib/TX01000662/Centricity/Domain/8/2.%20Edmonds%20Effective%20Schools%20Movement.pdf"><span face=""Arial",sans-serif">Edmonds (1979</span></a><span face=""Arial",sans-serif">) and </span><a href="http://www.a2community.org/skyline.home/files/correlates.pdf"><span face=""Arial",sans-serif">Lezotte (1991</span></a><span face=""Arial",sans-serif">) that the basic beliefs of effective
schools are important for school improvement.<span style="mso-spacerun: yes;">
</span>Effective Schools Model promotes district-wide, systemic restructuring
that provides continuous improvement, thereby ensuring every child has access
to a quality education and an equal educational opportunity. The seven
correlates, which embraces and enriches an effective PLC, have been shown to
provide schools with a comprehensive framework for identifying, categorizing,
and solving the problems confronting schools.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span>Again, you are intentionally
invited to access, review, and add the strategies listed above to your
developing “pedagogical toolbox” and become part of your school's improvement
plan.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial",sans-serif">To Cite:<o:p></o:p></span></b></p>
<p class="MsoNormal"><span face=""Arial",sans-serif">Anderson, C.J. (November
30, 2023) How a PLC can optimize learners’ success by sharing effective
scientific concepts and psychological tools. [Web log post]<span style="mso-spacerun: yes;"> </span>Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/"><span face=""Arial",sans-serif">http://www.ucan-cja.blogspot.com/</span></a><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif">Additional
References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span face=""Arial",sans-serif" style="background: white; color: black;">Developing your students' emotional intelligence and
philosophical </span><span face="Arial, sans-serif" style="background: white; text-indent: 0.5in;"> perspective begins with I-CORT.</span><span face="Arial, sans-serif" style="text-indent: 0.5in;"> <i>Journal of
Invitational Theory and Practice, 27</i>, 36-50.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face="Arial, sans-serif">Brackett, M. A., & Katulak, N. A. (2007).
Emotional intelligence in the classroom: Skill-</span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">based
training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.),</span><span face="Arial, sans-serif"> </span><i><span style="font-family: times;">Applying
emotional intelligence: A practitioner's guide</span></i><span face="Arial, sans-serif"><span style="font-family: times;">, 1-27.</span> </span><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">Psychology Press.</span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span face=""Arial",sans-serif">Burns, G.,
& Martin, B. N. (2010). Examination of the Effectiveness of Male and Female
Educational Leaders Who Made Use of the Invitational Leadership Style of
Leadership. <i>Journal of Invitational Theory & Practice</i>, 1629-55.
Retrieved from EBSCO<i>host</i></span><span face=""Arial",sans-serif" style="font-size: 12pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal;"><span face=""Arial",sans-serif">Comer,
J. P. (1998). Educating poor minority children. <i style="mso-bidi-font-style: normal;">Scientific American</i>, 259(5) 42-48.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Edmonds, R. (1979). Effective Schools for the Urban
Poor. <i>Educational Leadership,</i> 37, 15-24. G</span><span face=""Arial",sans-serif">rand Canyon University (producer). (2011, October). EDA805
Module 1 Lecture <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face=""Arial",sans-serif"><o:p> </o:p></span><span face="Arial, sans-serif">Lezotte,
L. W. (1991) <i>Correlates of Effective Schools: The First and Second
Generation</i>. </span><a href="http://www.effectiveschools.com/images/stories/escorrelates.pdf"><span face=""Arial",sans-serif">http://www.effectiveschools.com/images/stories/escorrelates.pdf</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; margin: 15pt 0in 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2016). </span><i><span face=""Arial",sans-serif" style="mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed) </span><span face="Arial, sans-serif"> International
Alliance for Invitational Education. Retrieved from: </span><a href="https://www.invitationaleducation.org/books"><span face=""Arial",sans-serif">BOOKS | IAIE (invitationaleducation.org)</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span class="MsoHyperlink"><span face=""Arial",sans-serif"><o:p><span style="text-decoration: none;"> </span></o:p></span></span><span face="Arial, sans-serif">Purkey, W. W., Schmidt, J. J., & Novak, J.
M. (2010). </span><i style="font-family: Arial, sans-serif;">From conflict to conciliation: How </i><i><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;"> to
defuse difficult situations<b>. </b></span></i><span face="Arial, sans-serif">Thousand Oaks, CA: Corwin Press. ISBN: </span><span face="Arial, sans-serif">9787452212104</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face=""Arial",sans-serif"><o:p> </o:p></span><span face="Arial, sans-serif">Purkey,
W. W., & Siegel, B. L. (2013). </span><i><span style="font-family: times;">Becoming an invitational leader: A new
approach to</span></i><i style="font-family: Arial, sans-serif;"> </i><i style="text-indent: 0.5in;"><span face=""Arial",sans-serif">professional and personal success</span></i><span face="Arial, sans-serif" style="text-indent: 0.5in;">. Atlanta, GA: Humanics. </span><span face="Arial, sans-serif" style="text-indent: 0.5in;">Retrieved
from: </span><a href="http://invitationaleducation.net/featuredbooks.html" style="text-indent: 0.5in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">http://invitationaleducation.net/featuredbooks.html</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face=""Arial",sans-serif"><o:p> </o:p></span></p><br /><p></p><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-79938703800396629362023-10-31T15:14:00.008-07:002023-10-31T15:20:40.566-07:00Co-Teachers: Try Sharing a Vision for Implementing Universal Design for Learning and Utilizing Accessible Educational Materials!<p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">At its core, Universal
Design for Learning (UDL) encourages collaboration among educators and ongoing
professional development to better implement the three guiding UDL principles: <o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"></p><ul style="text-align: left;"><li><span style="color: #202122; font-family: "Arial",sans-serif; letter-spacing: .15pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 0pt; mso-ligatures: none;">Provide multiple <b>means of
engagement.</b></span></li><li><span style="color: #202122; font-family: "Arial",sans-serif; letter-spacing: .15pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 0pt; mso-ligatures: none;">Provide multiple <b>means of
representation.</b></span></li><li><span style="color: #202122; font-family: "Arial",sans-serif; letter-spacing: .15pt; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 0pt; mso-ligatures: none;">Provide multiple <b>means of action
and expression.</b></span></li></ul><p></p><p class="MsoNormal"><span style="font-family: Arial, sans-serif;">Furthermore,
related UDL checkpoints provide a bridge for differentiated planning that can
be used to assess the effectiveness of collaboration and professional
development efforts. For instance, are teachers effectively sharing strategies
and best practices for UDL implementation?</span><span style="font-family: Arial, sans-serif;">
</span><span style="font-family: Arial, sans-serif;">Currently, how well do you and your colleagues embrace the </span><a href="https://www.researchgate.net/publication/336100707/figure/fig1/AS:844646410354692@1578390805862/UDL-Guidelines-and-Checkpoints-Graphic-by-CAST-2018.ppm" style="font-family: Arial, sans-serif;" title="UDL Checkpoints">UDL Checkpoints</a><span style="font-family: Arial, sans-serif;"> in planning for optimal success of
diverse learners? </span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Beyond debate, advocates
for UDL encourage utilization and integration of assistive technology<span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;">. Therefore, you are invited to participate in an ENRICHMENT
opportunity. Bookmark the following,
share as apropos, and add to your pedagogical toolbox: Access resources elaborated upon within the </span><a href="https://aem.cast.org/learning-series/online-learning-series-accessible-materials-technologies" title="https://aem.cast.org/learning-series/online-learning-series-accessible-materials-technologies"><span style="background: #EFEFEF; border: none windowtext 1.0pt; color: blue; mso-border-alt: none windowtext 0in; padding: 0in;">National Center on Accessible Educational Materials
(AEM) for Learning at CAST.</span></a><span style="border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;"> </span><o:p></o:p></span></p><p class="MsoNormal"><b><u><span style="border: none windowtext 1.0pt; color: #212121; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; padding: 0in;">The AEM Modules</span></u></b><b><u><span style="color: #212121; font-family: "Arial",sans-serif;"><o:p></o:p></span></u></b></p><p class="MsoNormal"><span style="border: none windowtext 1.0pt; color: #212121; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; padding: 0in;">Five
modules cover a full range of best practices for providing accessible materials
and technologies. Each module guides participants through three
cumulative levels of activities using AEM Center resources and expertise (<b>Level
1: Start</b>, <b>Level 2: Reach</b>, and <b>Level
3: Stretch</b>). Depending on the number of levels completed, each
module is a two- to four-hour commitment.</span><span style="color: #212121; font-family: "Arial",sans-serif;"><o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;"><a href="https://aem.cast.org/learning-series/module-1-introducing-accessible-materials-technologies"><span style="border: none windowtext 1.0pt; color: #114aaa; mso-border-alt: none windowtext 0in; padding: 0in;">Module 1: Introducing Accessible Materials &
Technologies</span></a><span style="color: #212121;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;"><a href="https://aem.cast.org/learning-series/module-2-creating-accessible-digital-documents"><span style="border: none windowtext 1.0pt; color: #114aaa; mso-border-alt: none windowtext 0in; padding: 0in;">Module 2: Creating Accessible Digital Documents</span></a><span style="color: #212121;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;"><a href="https://aem.cast.org/learning-series/module-3-locating-captioned-videos-creating"><span style="border: none windowtext 1.0pt; color: #114aaa; mso-border-alt: none windowtext 0in; padding: 0in;">Module 3: Locating Captioned Videos & Creating Your Own</span></a><span style="color: #212121;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;"><a href="https://aem.cast.org/learning-series/module-4-selecting-accessible-digital-materials-technologies"><span style="border: none windowtext 1.0pt; color: #114aaa; mso-border-alt: none windowtext 0in; padding: 0in;">Module 4: Selecting Accessible Digital Materials &
Technologies</span></a><span style="color: #212121;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;"><a href="https://aem.cast.org/learning-series/module-5-providing-accessible-formats-of-materials-for-prek-12-learners"><span style="border: none windowtext 1.0pt; color: #114aaa; mso-border-alt: none windowtext 0in; padding: 0in;">Module 5: Providing Accessible Formats for PreK-12 Learners</span></a><span style="color: #212121;"><o:p></o:p></span></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Collaboration
is often more effective when there is a shared vision. For this reason, those that are, or will be, co-teaching
in an inclusive classroom should consider UDL and AEM as a shared vision and
opportunity for mutual professional development. Collaborative teaching in
inclusive education classrooms, often referred to as co-teaching, involves two
or more educators working together to provide specially designed instruction to
meet the diverse needs of students with disabilities or other special needs, who
are learning alongside typically developing peers in a single classroom. <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Co-teaching
offers numerous advantages. Co-teaching also
presents several implementation challenges. Let’s review and reflect upon these
advantages and challenges: <o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Diverse
Expertise creates advantages. The co-teaching
model allows educators with different expertise to combine their skills and
knowledge. Therefore, a general education teacher and a special education
teacher can work together, leveraging their strengths to benefit all students.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Individualized
Support creates advantages. By having multiple
teachers in the classroom it becomes easier to provide individualized support
for students with diverse needs. This can lead to improved learning outcomes
and a more inclusive environment.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Reduced
Student-to-Teacher Ratio creates advantages.
Co-teaching reduces the student-to-teacher ratio. This can result in more individualized
attention for students and better classroom management.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Modeling
Inclusion creates advantages. Co-teachers
can demonstrate the principles of inclusion and collaboration to students. This fosters a more inclusive school culture
and promotes acceptance and understanding among peers.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Professional
Development creates advantages. Co-teachers
learn from each other and share strategies, techniques, and best practices.
This ongoing professional development can improve the skills of both educators.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">The Need for Compatibility
presents implementation challenges. Co-teaching
partnerships work best when educators have compatible teaching styles,
philosophies, and communication styles. Finding compatible partners can be difficult.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Time and
Planning needs can create implementation challenges. Co-teaching requires
extensive planning and coordination between teachers. This can be
time-consuming and may result in additional workload for both educators.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Lack of Role
Clarity increases implementation challenges. Establishing clear roles and
responsibilities for each co-teacher is essential. Ambiguity can lead to
conflicts and confusion within the inclusive classroom.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Lack of Professional
Development exacerbates implementation challenges. Not all educators are
trained in co-teaching strategies. This
can hinder effective implementation. Providing adequate professional development
opportunities is crucial.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Classroom Space
and Lack of Resources can create implementation challenges. Inclusion
classrooms may lack the physical space and necessary resources to support
co-teaching effectively. This can make it challenging to create an optimal learning
environment.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Resistance from
students, parents, or colleagues who may not understand or support co-teaching
can create significant implementation challenges. Changing attitudes and
building a culture of inclusion can take time. Why is an Intentional, Caring, Optimistic,
Respectful, and Trusting (ICORT) mindset crucial throughout the school to make
inclusion work (Purkey & Novak, 2016; Anderson, 2021)?<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Assessment and
Evaluation needs and expectations provide implementation challenges.
Co-teachers must collaboratively design assessments and grading procedures.
Ensuring equity, fairness and consistency can be complex (Childress, 2009).<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Student
Diversity in inclusive classrooms often present as a wide range of student
abilities and needs. The planning and support necessary to meet all these needs
simultaneously can be demanding. This implementation challenge requires
creative teaching strategies. Therefore, specialized training and an embrace of
the students’ funds of knowledge is beneficial (Moll, Gonzalez, & Amanti,
2009; Roe, 2019) is needed. Special education teachers may require additional
training to support students with specific disabilities, and general education
teachers may need training in inclusive practices.<o:p></o:p></span></p><p>
</p><p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">Yes, co-teaching
in inclusive education classrooms offers many advantages in terms of student
support and teacher development. However, co-teaching in inclusive education
classrooms also comes with challenges related to compatibility, planning, role
clarity, resource allocation, and changing attitudes. Successful implementation
of co-teaching requires ongoing commitment, additional professional development,
and strong collaboration skills between educators to provide the best possible
learning experience for all students. <o:p></o:p></span></p>
<p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial",sans-serif">To Cite:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif">Anderson, C.J. October 31, 2023) Collaborative
Teachers: Share a vision for implementing<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span face=""Arial",sans-serif">universal design for learning and utilizing
accessible educational materials! <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span face=""Arial",sans-serif">[Web log post]<span style="mso-spacerun: yes;"> </span>Retrieved from <a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a></span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif">Additional
References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span face=""Arial",sans-serif" style="background: white; color: black;">Developing your students' emotional intelligence and
philosophical<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span face=""Arial",sans-serif" style="background: white; color: black;"><span style="mso-spacerun: yes;"> </span>perspective begins with I-CORT.</span><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;"> <i>Journal of
Invitational Theory and Practice, 27</i>, 36-50.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 30.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 30pt; text-indent: -30pt;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 30.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 30pt; text-indent: -30pt;"><span face=""Arial",sans-serif" style="color: black; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman";">Childress, S. M. (2009). Six Lessons for
Pursuing Excellence and Equity at Scale. <i>Phi Delta Kappan</i>, <i>91</i>(3),
13-18. </span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif">Moll, L., González, N., & Amanti, C.
(2009). Funds of knowledge: Theorizing practices in <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><span style="mso-tab-count: 1;"> </span>households,
communities, and classroom: Routledge<o:p></o:p></span></p>
<p style="margin: 0in;"><span face=""Arial",sans-serif" style="font-size: 11pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span face="Arial, sans-serif">Purkey, W. W., & Novak, J. M. (2016). </span><i><span face=""Arial",sans-serif" style="mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span face="Arial, sans-serif">. (2<sup>nd</sup> Ed)</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>International
Alliance for Invitational Education. Retrieved from: </span><span face=""Arial",sans-serif"><a href="https://www.invitationaleducation.org/books">BOOKS | IAIE
(invitationaleducation.org)</a><o:p></o:p></span></p>
<p style="margin: 0in;"><span face=""Arial",sans-serif" style="font-size: 11pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">Roe.
K. (2019) Supporting student assets and demonstrating respect for funds of
knowledge.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span><i><span style="border: 1pt none windowtext; mso-border-alt: none windowtext 0in; padding: 0in;">Journal of Invitational Theory
and Practice</span></i>, v25 p5-13<o:p></o:p></span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-59277468710769559012023-09-30T11:43:00.008-07:002023-09-30T11:45:45.796-07:00Teachers Need to be Self-Aware and Willing to Consider Their Implicit Biases<p><span style="font-family: arial;"> <span style="text-align: justify;">Yes,
it is important for teachers to be self-aware and willing to </span><a href="https://www.sciencedirect.com/science/article/abs/pii/S0959475221000827" style="text-align: justify;">consider
their implicit biases</a><span style="text-align: justify;">. Why should teachers seek to become aware of different
cultures and diverse learners? Let's accept the premise that one purpose
of </span><a href="https://files.eric.ed.gov/fulltext/EJ914924.pdf" style="text-align: justify;">culturally responsive
pedagogy</a><span style="text-align: justify;"> is to motivate and stimulate learning. Given that, how can we
argue with proponents of the </span><a href="http://www.ijscl.net/article_23912_c64f753feaff48d0faa80e0bc8e0e8b1.pdf" style="text-align: justify;">Funds
of Knowledge</a><span style="text-align: justify;"> theory, who suggest cultural relevance and responsiveness is
founded on the student’s culture, community, and family? Such aspects
of students’ worldview are referred to as assets (Moll, González, & Amanti,
2009; Roe, 2019).</span></span></p>
<p style="text-align: justify;"><span style="font-family: arial;">The
extent to which teachers learn about students’ assets is termed Funds of
Knowledge. To increase students’ sense that they are a part of the classroom
community, it is recommended that teachers learn about students’ families,
community, and culture. Therefore, the student's Funds of Identify contributes
to the teacher's <a href="https://journals.sagepub.com/doi/full/10.1177/2381336919870805">Funds of
Knowledge</a> that can be utilized through a <a href="http://ucan-cja.blogspot.com/2021/06/an-icort-mindset-impacts-more-than.html">mindset
of intentionality, care, optimism, respect, and trust (ICORT</a>) to optimize
an institution's people, places, policies, programs, and processes (5Ps) to
create a climate that results in sustained academic success leading to the
fullest development of human potential (Purkey & Novak, 2016; Anderson,
2020). <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;">However,
<a href="https://www.cognicity.com/stereotypes-and-unconscious-bias-in-education/">stereotyping
adversely impacts the education</a> of diverse learners. Stereotyping, biases, and lower teacher
expectancies resulting from a lack of diverse cultural awareness negatively
affects the educational experience of culturally diverse students. Stereotyping can also manifest in biased
curriculum materials and teaching practices. This can result in an education
that is less relevant or inclusive for diverse learners, hindering their
ability to connect with the material. Let’s further explore how this can be
exhibited in the classroom:<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><a href="https://journals.sagepub.com/doi/full/10.1177/0004944118824420">Teacher Expectancies
Effect</a> often lead educators to have lower expectations for certain groups
of students based on their race, ethnicity, gender, or other characteristics.
When teachers expect less from diverse learners, they may plan for and provide
less challenging assignments. This
reduces opportunities for growth, which can limit the potential of culturally
diverse learners.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;">Self-Fulfilling
Prophecies result from culturally diverse learners constantly being exposed to <a href="https://www.brookings.edu/articles/7-findings-that-illustrate-racial-disparities-in-education/">negative
stereotypes, biases, or lower expectations</a>.
These students may internalize the teachers’ exhibited beliefs and begin
to believe that they are less capable. This can become a self-fulfilling
prophecy, as the students start to perform poorly academically or behaviorally
based on low expectations projected upon them.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;">Diverse
learners who feel stereotyped or marginalized in the classroom may <a href="https://www.brookings.edu/articles/educator-bias-is-associated-with-racial-disparities-in-student-achievement-and-discipline/">disengage
from learning</a>. They may feel like they don't belong or that their
contributions are not valued. This often
leads to a lack of interest and motivation to excel academically.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><a href="https://smhp.psych.ucla.edu/pdfdocs/teacherbias.pdf">Stereotyping can
result in unequal treatment</a>. Students who are perceived as fitting into a
particular stereotype may receive less attention, fewer resources, and fewer
opportunities for enrichment or support. This can lead to disparities in
educational outcomes. We should always seek to pursue excellence and equity
(Childress, 2009)<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;">Constant
<a href="https://www.theedadvocate.org/five-stereotypes-about-poor-families-and-education/">exposure
to stereotypes can have a detrimental impact</a> on the mental health and
well-being of diverse learners. They may experience anxiety, depression, or
feelings of inferiority. Any of these can
hinder their ability to focus on learning. Furthermore, stereotypes can affect
how peers interact with diverse learners. This can lead to social isolation and
bullying, creating a hostile or unwelcoming environment that hinders their
ability to focus on learning.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;">Stereotyping
can influence diverse learners' career aspirations and choices. When not
encouraged or supported in pursuing certain fields or professions, diverse
learners may limit their options and miss out on fulfilling their potential.
This limits career aspirations. Thus, stereotyping
can <a href="https://aaas-arise.org/2020/05/27/unconscious-bias-in-the-classroom-how-cultural-stereotypes-affect-teachers-assessment-of-students-math-abilities/">contribute
to the underrepresentation</a> of diverse learners in advanced classes,
extracurricular activities, and leadership roles. This lack of representation
can further reinforce stereotypes. Crucially, it limits the opportunities for students
victimized by implicit biases and stereotyping.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;">The
adverse effects of stereotyping can have long-term consequences on diverse
learners' educational attainment and future socioeconomic opportunities. Lower
academic achievement and reduced self-confidence can limit their prospects in
higher education and the job market. <a href="https://turnaroundusa.org/stereotype-threat-strategies-classroom/">To
mitigate</a> the adverse impacts of stereotyping on the education of diverse
learners, it is crucial for educators, schools, and policymakers to promote
inclusive and culturally responsive teaching practices, foster a supportive and
equitable learning environment, and challenge stereotypes and biases whenever
they arise. Additionally, raising awareness and providing training on the
importance of diversity and inclusion can help create a more equitable
educational system for all students. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><span style="color: #202122;">As educators, we need to promote equity in access.<span style="mso-spacerun: yes;"> </span>In this endeavor, it is important to honestly
explore potential barriers and our biases. Therefore, you are invited to access,
explore, and participate in the free </span><a href="https://implicit.harvard.edu/implicit/takeatest.html" style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; widows: 2; word-spacing: 0px;" title="Harvard Implicit Association Test">Harvard Implicit Association Test(s) </a><span style="-webkit-text-stroke-width: 0px; float: none; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;">.<span style="color: #202122;">
Thank you again for this opportunity to teach and learn.</span></span></span><span face="Arial, sans-serif"><o:p></o:p></span></p><p class="MsoNormal"><b style="mso-bidi-font-weight: normal;"><span face=""Arial",sans-serif">To Cite:<o:p></o:p></span></b></p>
<p class="MsoListParagraph" style="line-height: normal; margin: 0in; tab-stops: .25in;"><span face=""Arial",sans-serif">Anderson, C.J. (September 30, 2023) Teachers
need to be self-aware and willing to consider<o:p></o:p></span></p>
<p class="MsoListParagraph" style="line-height: normal; margin: 0in; tab-stops: .25in;"><span face=""Arial",sans-serif"><span style="mso-tab-count: 1;"> </span>their
implicit biases<span style="mso-bidi-font-weight: bold;">. </span>[Web log
post]<span style="mso-spacerun: yes;"> </span>Retrieved from <a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a></span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><b><span face=""Arial",sans-serif">Additional References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span face="Arial, sans-serif" style="background: white;">Developing your students' emotional intelligence and
philosophical </span><span face="Arial, sans-serif" style="background: white; text-indent: 0.5in;">perspective begins with I-CORT.</span><span face="Arial, sans-serif" style="text-indent: 0.5in;"> <i>Journal of
Invitational Theory and Practice, 27</i>, 36-50.</span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 30.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 30pt; text-indent: -30pt;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"> </span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 30.0pt; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 30pt; text-indent: -30pt;"><span face="Arial, sans-serif">Childress, S. M. (2009). Six Lessons for
Pursuing Excellence and Equity at Scale. <i>Phi Delta Kappan</i>, <i>91</i>(3),
13-18. </span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p><p style="margin: 0in;"><span face=""Arial",sans-serif" style="font-size: 11pt;"> </span></p><p style="margin: 0in;"><span face=""Arial",sans-serif">Moll, L., González, N., & Amanti, C.
(2009). Funds of knowledge: Theorizing practices in </span><span face="Arial, sans-serif"> households,
communities, and classroom: Routledge</span></p><p style="margin: 0in;"><span face=""Arial",sans-serif" style="font-size: 11pt;"> </span></p><p style="margin: 0in;"><span face="Arial, sans-serif">Neitzel,
J. Research to practice: understanding the role of implicit bias in early
childhood<o:p></o:p></span></p><p style="margin: 0in;"><span face="Arial, sans-serif"> disciplinary practices. Retrieved
from <a href="https://www.tandfonline.com/toc/ujec20/39/3?nav=tocList">Journal
of Early Childhood Teacher Education 2018, VOL. 39, NO. 3, 232–242</a><span style="font-size: 11pt;"><o:p></o:p></span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; margin: 15pt 0in 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2016). </span><i><span face=""Arial",sans-serif" style="mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed) </span><span face="Arial, sans-serif"> International
Alliance for Invitational Education. Retrieved from: </span><span face="Arial, sans-serif"><a href="https://www.invitationaleducation.org/books">BOOKS | IAIE
(invitationaleducation.org)</a></span></p><p style="margin: 0in;"><span face=""Arial",sans-serif" style="font-size: 11pt;"> </span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: inherit;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">Roe. K. (2019) Supporting student
assets and demonstrating respect for funds of knowledge. </span><span face="Arial, sans-serif"> </span><i><span style="border: 1pt none windowtext; mso-border-alt: none windowtext 0in; padding: 0in;">Journal of Invitational Theory
and Practice</span></i><span face="Arial, sans-serif">, v25 p5-13</span></span></p><p style="margin: 0in;"><span face=""Arial",sans-serif" style="font-family: inherit;"> </span></p><p style="margin: 0in;"><span style="font-family: inherit;"><span face="Arial, sans-serif">Yeager,
D. S., & Walton, G. M. (2011). Social-psychological interventions in
education: </span><span face="Arial, sans-serif"> They’re not magic. </span><a href="https://www.csun.edu/sites/default/files/REVIEW%20OF%20EDUCATIONAL%20RESEARCH-2011-Yeager-267-301.pdf">Review
of Educational Research, 81, 267-301</a></span></p><br />Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-58839263647929868702023-08-31T20:52:00.003-07:002023-08-31T20:57:10.041-07:00Intentional Invitations Promote Exhibition of the Seven Correlates of Effective Schools<p> <span style="font-family: Arial, sans-serif; text-align: justify;">As a
result of effective public schools, all children can learn at high levels
including children from <a href="http://en.wikipedia.org/wiki/Socioeconomic_status">low socio-economic status</a></span><span style="font-family: Arial, sans-serif; text-align: justify;">
(SES)</span><span style="font-family: Arial, sans-serif; text-align: justify;">. Unique characteristics and processes found in
schools where all students were learning at high levels regardless of SES
status were correlated with student success; therefore, the term "<a href="http://www.mes.org/correlates.html" target="Content">correlates</a>"
has been subsequently referenced in Effective Schools Research. The seven interconnected correlates include:</span></p>
<p class="MsoListParagraph" style="line-height: normal; margin: 0in; tab-stops: .25in; text-align: justify;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></b></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Safe and Orderly Environment<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Clear and Focused Mission<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Climate of High Expectations for Success<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Opportunity to Learn & Student Time on
Task<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Frequent Monitoring of Student Progress<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Positive Home-School Relations<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Strong Instructional Leadership (Lezotte,
1991)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">As a bridge between the initial work by
Edmonds and more recent research related to school reform, the research by
Levine and Lezotte (1990) focused upon correlates of effectiveness, processes
for creating effective schools, and achievement criteria for determining the
success of these efforts.<span style="mso-spacerun: yes;"> </span>During this
time, Levine and Lezotte encouraged an emphasis on dual research that focused
upon the instructional features of effective teaching and the organizational
features of effective schools.<span style="mso-spacerun: yes;">
</span>Ultimately, the Seven Correlates noted above and the Six Essential
Elements of School Reform (below) formed the basic beliefs framing improvement based
upon Effective Schools Research. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">The six essential attributes for school
reform are: <span style="mso-bidi-font-weight: bold;"><o:p></o:p></span></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Data Driven<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Results Oriented<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Research Based<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Focused on Quality and Equity<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Collaborative Is Form<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;">Ongoing and Self-Renewing<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">When the strong instructional leader
promotes an authentic, <a href="https://www.invitationaleducation.org/">intentionally
inviting</a> culture for success, then several of the seven interdependent <a href="http://www.effectiveschools.com/Correlates.pdf">Correlates of Effective
Schools Research</a> should be present in that school.<span style="mso-spacerun: yes;"> </span>Yes, reliable formative assessment and monitoring
student academic and functional skills growth often are not observed in less
effective schools.<span style="mso-spacerun: yes;"> </span>When progress
monitoring based on reliable data is missing, then typically the institutional expectation
for respectful, positive home-school relations would also seldom be observed.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">If those two <a href="http://www.effectiveschools.com/Correlates.pdf">Correlates of Effective
Schools Research</a> are absent in relation to general education programming, what
do you think is happening in relation to diverse learners with special needs?<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">Ineffective schools that do not collect
academic and functional skill development that see parents/caretakers as adversaries
rather than advocates too often track ongoing deficits rather than addressing
how the student's strengths and growth can be celebrated and used to mitigate
problem areas.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><a href="https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/">Differentiated
Instruction</a> and data-based progress monitoring results in <a href="https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p06/">high-quality
PLAAFP statements</a> that produce more <a href="https://www.naset.org/publications/the-practical-teacher/determining-measurable-annual-goals-in-an-iep#:~:text=The%20academic%20and%20functional%20goals%20should%20focus%20on,present%20levels%20of%20academic%20achievement%20and%20functional%20performance.">valid
academic and pro-social functional goals</a> in a student’s <a href="https://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf">Individualized
Educational Program</a>.<span style="mso-spacerun: yes;"> </span>When
Differentiated Instruction and data-based progress monitoring are utilized
effectively, they contribute to the development of high-quality PLAAFP
statements by ensuring the statements are:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: .5in;"><b><span style="font-family: "Arial",sans-serif;">Individualized:</span></b><span style="font-family: "Arial",sans-serif;"> Based on the student’s unique
strengths, needs, and preferences.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: .5in;"><b><span style="font-family: "Arial",sans-serif;">Accurate:</span></b><span style="font-family: "Arial",sans-serif;"> Measurable data that reliably represents
current performance.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: .5in;"><b><span style="font-family: "Arial",sans-serif;">Actionable:</span></b><span style="font-family: "Arial",sans-serif;"> Guides instructional planning,
goal-setting, and intervention strategies.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-left: .5in;"><b><span style="font-family: "Arial",sans-serif;">Dynamic:</span></b><span style="font-family: "Arial",sans-serif;"> Adaptable based on student's progress and
evolving needs and abilities..<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">Therefore, by rigorously incorporating <a href="https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/">Differentiated
Instruction</a> and <a href="https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/#:~:text=Progress%20monitoring%20is%20a%20key%20component%20in%20a,whether%20students%20are%20responding%20to%20the%20instruction%2Fintervention%20provided.">data-based
progress monitoring</a> the process of creating PLAAFP statements empowers
educators to make informed decisions, individualize instruction and ultimately
contribute to more effective and meaningful education plans for diverse
learners and students with disabilities.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">Empowering <a href="https://www.edutopia.org/article/maximizing-parental-involvement-developing-iep">parent
or caretaker involvement in the Individualized Education Program</a> (IEP)
process can have a profound impact on fostering positive home-school relations
and student learning outcomes. When parents are actively engaged in their
child's education and collaborate with educators to develop and implement the
IEP, several benefits can arise, which lead to improved home-school relations.<span style="mso-spacerun: yes;"> </span>These include:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Shared Decision-Making:</span></b><span style="font-family: "Arial",sans-serif;"> Involving parents in the IEP process
allows them to contribute their valuable insights and knowledge about their
child's strengths, challenges, and preferences. This collaborative approach
creates a sense of shared decision-making, where parents and educators work
together to design an education plan that best meets the child's needs. Thus,
empowered inclusivity enhances parents' perception that their input is valued
and respected, leading to a more positive view of the school and teachers.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Trust and Communication:</span></b><span style="font-family: "Arial",sans-serif;"> Engaging parents in the IEP process
promotes open lines of communication between home and school. Regular
discussions about the child's progress, goals, and strategies build a
foundation of trust and transparency. When parents feel well-informed and heard,
they are more likely to trust the school's expertise and efforts, resulting in
a stronger partnership between parents and educators.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Understanding of Individualized Needs:</span></b><span style="font-family: "Arial",sans-serif;"> Parents are often the experts on their child's
unique qualities, learning styles, and preferences. Their involvement ensures
that the IEP is truly individualized, reflecting the child's strengths and
addressing their challenges comprehensively. This personalized approach
enhances the child's educational experience and shows that the school values a
holistic understanding of the student.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Consistency in Support:</span></b><span style="font-family: "Arial",sans-serif;"> When parents are actively engaged in
the IEP process, they gain a clear understanding of the child's goals,
accommodations, and strategies. This knowledge allows parents to reinforce and
extend support for their child's learning at home. When parents and educators
are aligned in their approach, it creates a consistent support system that
benefits the child's progress.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Positive Attitudes:</span></b><span style="font-family: "Arial",sans-serif;"> Empowering parents in the IEP process
can improve their overall attitudes towards the school and educators. When
parents feel included and valued, their perceptions of the school become more
positive. This positivity can extend to interactions with teachers and school
staff, contributing to a harmonious and respectful atmosphere.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Greater Advocacy Skills:</span></b><span style="font-family: "Arial",sans-serif;"> Active involvement in the IEP process
equips parents with a better understanding of special education policies,
procedures, and their child's rights. This knowledge empowers parents to become
effective advocates for their child's needs, ensuring that the child receives
the appropriate services and supports. As parents develop stronger advocacy
skills, they can engage with the school on a more informed level, leading to
better collaboration.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-align: justify;"><b><span style="font-family: "Arial",sans-serif;">Student-Centered Focus:</span></b><span style="font-family: "Arial",sans-serif;"> A collaborative IEP process underscores
the shared commitment to the well-being and success of the student. Both
parents and educators have a common goal: to support the child's growth and
development. This shared focus on the student's best interests encourages
positive home-school relations, as all parties work together with genuine care
and dedication.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;">In conclusion, empowering parent or
caretaker involvement in the IEP process cultivates a sense of partnership,
trust, and collaboration between parents and educators. This, in turn, leads to
positive home-school relations, benefiting the child's overall educational experience
and success. The link to the <span style="background: #ECEBEB; color: black;"><a href="https://www.parentcenterhub.org/parental-rights/">Center for Parent
Information and Resources</a> should be bookmarked and regularly accessed by every
stakeholder desirous of improving a school’s Home-School Relations.<span style="mso-spacerun: yes;"> </span>Related to students with special needs, respecting
confidentiality and encouraging <a href="https://www.parentcenterhub.org/records/">the right of parents to inspect
and review</a> the child’s educational records empowers partnership and transparency.<span style="mso-spacerun: yes;"> </span>Is there a better way to mitigate fear and
encourage leading with love?<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 107%; margin-bottom: 8.0pt;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: 107%; margin-bottom: 8.0pt;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Arial",sans-serif;">To
Cite:<o:p></o:p></span></b></p>
<p class="MsoListParagraph" style="line-height: 200%; margin: 0in; tab-stops: .25in;"><span style="font-family: "Arial",sans-serif;">Anderson, C.J. (August 31, 2023) <span style="mso-bidi-font-weight: bold;">Intentional Invitations Promote Exhibition of
the Seven <o:p></o:p></span></span></p>
<p class="MsoListParagraph" style="line-height: 200%; margin: 0in; tab-stops: .25in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;"><span style="mso-tab-count: 1;"> </span>Correlates of Effective Schools. </span><span style="font-family: "Arial",sans-serif;">[Web log post]<span style="mso-spacerun: yes;"> </span>Retrieved from <o:p></o:p></span></p>
<p class="MsoListParagraph" style="line-height: 200%; margin: 0in; tab-stops: .25in;"><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a></span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p align="center" class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-align: center;"><span style="font-family: "Arial",sans-serif;">References<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: 200%; margin-bottom: 0in; margin-left: 30.0pt; margin-right: 0in; margin-top: 0in; text-indent: -30.0pt;"><span style="color: black; font-family: "Arial",sans-serif; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman";">Childress, S. M. (2009). Six Lessons for
Pursuing Excellence and Equity at Scale. <i>Phi Delta Kappan</i>, <i>91</i>(3),
13-18. </span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Edmonds, R. (1979). Effective Schools for the Urban
Poor. <i>Educational Leadership,</i> 37, <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">15-24.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Levine, D. U., & Lezotte, L. W. (1990). <i>Unusually
Effective Schools: A Review and Analysis <o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: .5in;"><i><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">of Research and Practice.</span></i><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"> Madison, WI: The National Center for Effective
Schools <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";">Research and Development.</span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif;">Lezotte,
L. W. (1991) <i>Correlates of Effective Schools: The First and Second
Generation</i>.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span><a href="http://www.effectiveschools.com/images/stories/escorrelates.pdf">http://www.effectiveschools.com/images/stories/escorrelates.pdf</a><span class="MsoHyperlink"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="body-paragraph" style="margin-top: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Taylor, B. O. (2002). The Effective Schools
Process: Alive and Well. <i>Phi Delta Kappan</i>, 83(5), <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>375.<o:p></o:p></span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-43280877661233228142023-07-31T08:52:00.016-07:002023-07-31T09:13:38.427-07:00Utilizing Invitational Education Theory to Adopt Ethical Artificial Intelligence Policy<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif">Should we fear being closer than expected to the <a href="https://www.popularmechanics.com/technology/robots/a42612745/singularity-when-will-it-happen/" target="_blank">singularity</a>? As noted in Costaldo's (2023) article: <a href="https://www.theglobeandmail.com/business/article-i-hope-im-wrong-why-some-experts-see-doom-in-ai/" target="_blank">‘I hope I’m wrong’: Why some experts see doom in AI - The Globe
and Mail</a>, Chat GPT was able to recognize the intended humor and provide a
comprehensive analysis of the author’s. What does it mean that surveyed teacher
education Graduate students were unable to either identify the humor or
comprehend the meaning of the Fox News quip noted within the article?<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">Do you fear that the Terminator will be part of Earth's
evolution? From a rational and ethical perspective, what needs to be done to
optimize Artificial Intelligence (AI) so it does not end up seeing humans as a
threat to its existence? Too often, technology is typically formulated based on
game-theory, which identifies winners and losers. To counter this, should the
development of ethics in computer science become an immediate moral
imperative? </span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif">What happens when technology proceeds based on a
game-theory approach? The early 20th Century </span><span style="font-family: times;"><a href="https://www.nature.com/scitable/topicpage/human-testing-the-eugenics-movement-and-irbs-724/" target="_blank">Eugenics Movement</a><span face="Arial, sans-serif"> proceeded unchecked by </span><a href="https://www.bmj.com/content/319/7207/435" target="_blank">ethics related
to Human Rights. </a><span face="Arial, sans-serif"> </span><span face="Arial, sans-serif">The belief in
racial purity fueled the misguided </span><a href="https://www.museumoftolerance.com/education/archives-and-reference-library/online-resources/simon-wiesenthal-center-annual-volume-3/annual-3-chapter-9.html" target="_blank">belief in Aryan superiority,</a><span face="Arial, sans-serif"> which was a </span><a href="https://encyclopedia.ushmm.org/content/en/article/eugenics" target="_blank">foundation of the Nazi Party</a><span face="Arial, sans-serif">. As an aftermath of two
world wars whereby neither ethics nor human rights were observed, the UN </span><a href="https://www.un.org/en/about-us/universal-declaration-of-human-rights#Article%202" target="_blank">Declaration of Human Rights</a><span face="Arial, sans-serif"> (1948) was developed and
provided a foundation for the </span><a href="https://how%20did%20the%20un%20declaration%20of%20human%20rights%20%281948%29%20impact%20biological%20ethics%20and%20the%20eugenics%20movement/" target="_blank">Universal Declaration of Bioethics and Human Rights</a></span><span face="Arial, sans-serif"><span style="font-family: times;"> (2005).</span> </span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif">So, is it prudent to proactively develop a Universal
Declaration of Computer Science Ethics? Would such a universal declaration
encourage technological innovation while minimizing a technological singularity
whereby humans are perceived as a threat to that technology's existence? Should
ethics in computer science become a moral imperative? If so, should there be
an </span><span style="font-family: times;"><a href="https://ourworld.unu.edu/en/why-we-need-an-intergovernmental-panel-for-artificial-intelligence" target="_blank">intergovernmental panel</a><span face="Arial, sans-serif"> to examine the ramifications
of artificial intelligence? Such an endeavor will require </span><a href="https://ourworld.unu.edu/en/why-ethics-cannot-be-replaced-by-the-universal-declaration-of-human-rights" target="_blank">more than an addendum to a current document</a><span face="Arial, sans-serif">.</span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif"><span style="font-family: times;">Given its emphasis on the five institutional domains: People,
Places, Polic</span>ies, Programs and Processes; can utilization of <a href="https://www.invitationaleducation.org/">Invitational Education theory</a>
ensure Intentionality, Care, Optimism, Respect, and Trust (ICORT) are the
elements that lead people’s development of ethical AI policy? Yes! </span><span face="Arial, sans-serif">Utilization of Invitational Education
theory can help ensure that Intentionality, Care, Optimism, Respect, and Trust
(ICORT) are integrated into the development of ethical AI policy thereby guiding
places, programs, and processes towards safe innovation and utilization of technology.
Invitational Education theory focuses on creating a positive and inclusive
learning environment. Therefore, by applying this mindset to the context of AI
policy development, a more ethical and human-centered approach to technology
will be fostered.</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif">The following begins the discussion of how
Invitational Education theory and an ICORT mindset can be utilized by
stakeholders involved with the five institutional domains to develop a </span><span face="Arial, sans-serif">universal declaration that
encourages technological innovation while minimizing a technological
singularity that perceives humans as a threat</span><span face="Arial, sans-serif">:</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><b><span face=""Arial",sans-serif">Intentionality: </span></b><span face="Arial, sans-serif">Invitational Education
encourages intentional and purposeful actions. When developing AI policies,
it's essential to have a clear intention to prioritize human welfare, safety,
and ethical considerations. This means setting explicit goals for the policy
that prioritize the well-being of individuals and society as a whole; helping
to ensure AI is designed and deployed with a positive impact in mind.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><b><span face=""Arial",sans-serif">Care: </span></b><span face="Arial, sans-serif">As a fundamental
aspect of Invitational Education, care emphasizes the importance of showing genuine
concern and empathy towards individuals. Applying care to AI policy development
involves considering the potential risks and benefits of AI technology on
different groups and ensuring that vulnerable populations are protected. The
policy should address issues like bias, fairness, and inclusivity in AI
systems.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><b><span face=""Arial",sans-serif">Optimism: </span></b><span face="Arial, sans-serif">Invitational Education
seeks to instill a positive outlook on human potential. In the context of AI
policy, this means fostering optimism about the possibilities of AI while being
mindful of potential pitfalls. Ethical AI policy should encourage innovation
and progress while maintaining a cautious approach to ensure AI is developed
and used responsibly.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><b><span face=""Arial",sans-serif">Respect: </span></b><span face="Arial, sans-serif">As a core
principle of Invitational Education, mutual respect among all
individuals involved in the learning environment should be promoted. In the context of AI policy
development, this involves respecting the diverse perspectives of stakeholders,
including AI experts, policymakers, ethicists, and members of the public.
Policymakers should engage in open dialogue and consider various viewpoints to
create more robust and inclusive policies.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><b><span face=""Arial",sans-serif">Trust: </span></b><span face="Arial, sans-serif">Building and maintaining
trust is essential for an effective learning environment, and the same applies
to AI policy. Invitational Education emphasizes creating a climate of trust,
whereby individuals feel safe and confident to share their ideas and concerns.
Ethical AI policy must be transparent, accountable, and trustworthy to gain
public support and confidence in the technology's responsible use.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span face="Arial, sans-serif">Integrating Invitational
Education theory into the development of AI policies, policymakers can create
more comprehensive and ethically sound guidelines that prioritize human values,
safety, and well-being. The resulting policies can lead places, programs, and
processes towards safe innovation and utilization of technology. This will potentially
foster an AI ecosystem that is beneficial and empowering for all.</span><span style="text-align: left;"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="text-align: left;"><br /></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto; text-align: justify;"><span face=""Arial",sans-serif" style="border: 1pt none windowtext; color: black; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To
cite:</span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (July 31, 2023). <span style="mso-font-kerning: 0pt; mso-ligatures: none;">Utilizing Invitational Education Theory to adopt ethical
artificial <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="color: black; mso-fareast-font-family: "Times New Roman"; mso-font-kerning: 0pt; mso-ligatures: none;"><span style="mso-tab-count: 1;"> </span>intelligence policy. [Web log post] Retrieved from </span><span style="color: black; mso-color-alt: windowtext;"><a href="http://www.ucan-cja.blogspot.com/"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></span><u><span face=""Arial",sans-serif" style="color: blue; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; margin: 15pt 0in 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">References:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;">Anderson, C.
J. (2021). </span><span face=""Arial",sans-serif" style="background: white; color: black;">Developing your students' emotional intelligence and
philosophical<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span face=""Arial",sans-serif" style="background: white; color: black;"><span style="mso-spacerun: yes;"> </span>perspective begins with I-CORT.</span><span face=""Arial",sans-serif" style="mso-bidi-font-weight: bold;"> <i>Journal of
Invitational Theory and Practice, 27</i>, 36-50.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; margin: 15pt 0in 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2016). </span><i><span face=""Arial",sans-serif" style="mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>International
Alliance for Invitational Education. Retrieved from: </span><span face=""Arial",sans-serif"><a href="https://www.invitationaleducation.org/books">BOOKS | IAIE
(invitationaleducation.org)</a></span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span face="Arial, sans-serif">Purkey,
W. W., & Siegel, B. L. (2013). </span><i style="font-family: Arial, sans-serif;">Becoming an invitational leader: A new
approach </i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><i><span face=""Arial",sans-serif"><span style="mso-tab-count: 1;"> </span>to professional and personal success</span></i><span face=""Arial",sans-serif">. Humanics. </span><span face=""Arial",sans-serif" style="mso-fareast-font-family: Calibri;">Retrieved
from: <span style="mso-spacerun: yes;"> </span></span><span face=""Arial",sans-serif"><a href="https://www.invitationaleducation.org/books">BOOKS
| IAIE (invitationaleducation.org)</a><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><o:p> </o:p></span><span face="Arial, sans-serif">Shaw, D., Siegel, B., & Schoenlein,
A. (2013). The basic tenets of invitational theory and</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span face=""Arial",sans-serif">practice: An invitational glossary. <i style="mso-bidi-font-style: normal;">Journal of Invitational Theory and Practice,
19</i>, 30-42<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><o:p> </o:p></span><span face="Arial, sans-serif">U.S. Department of Education, Office of
Educational Technology (2023), Artificial Intelligence</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><span style="mso-tab-count: 1;"> </span>and
Future of Teaching and Learning: Insights and Recommendations. Retrieved <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><span style="mso-tab-count: 1;"> </span>from:
</span><a href="https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf"><span face=""Arial",sans-serif">Artificial Intelligence and the Future
of Teaching and Learning (ed.gov)</span></a><span face=""Arial",sans-serif"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span face=""Arial",sans-serif"><o:p> </o:p></span><span face="Arial, sans-serif">Welch, G. & Smith, K. (2014) From
theory to praxis: Applying invitational education beyond</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span face=""Arial",sans-serif">schools. <i style="mso-bidi-font-style: normal;">Journal of Invitational Theory and Practice, 20</i>, 5-10<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoNormal"><br /></p><span style="text-align: left;"></span><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-68809318715102828062023-06-30T13:46:00.017-07:002023-06-30T13:52:24.330-07:00The Role of Teacher Preparation Programs Related to K-12 Students’ Future Utilization of AI<p></p><p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="background: white; color: black;">As the 2022-23 academic year draws to a close and
summer begins, let’s discuss a few of the significant benefits and obvious
risks posed by K-12 students’ utilization of artificial intelligence. Given the
debate already forming about</span><span face=""Arial",sans-serif" style="background: white; color: black; font-size: 11.5pt; line-height: 107%;"> </span><span face=""Arial",sans-serif"><a href="https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf">K-12
students' utilization of artificial intelligence</a>, let us at least agree
that there are benefits and risks. This discussion will therefore begin by
reviewing only three of the more obvious benefits and three of the more agreed
upon risks associated with their usage:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-align: justify; text-indent: -0.25in;"></p><ol><li><span face=""Arial",sans-serif">Benefits of Personalized Learning: AI
can provide personalized learning experiences tailored to individual students'
needs and learning styles. By analyzing data such as performance, progress, and
preferences, <a href="https://www.tableau.com/data-insights/ai/algorithms">AI
algorithms</a> can adapt instructional content, pace, and difficulty levels to
optimize learning outcomes. This personalized approach enhances engagement,
promotes self-paced learning, and helps students grasp concepts more
effectively.<o:p></o:p></span></li><li><span face=""Arial",sans-serif">Benefits of Enhanced Access to
Education: Clearly, AI can bridge the gap in educational resources by providing
access to quality education for students who might otherwise face geographical,
financial, or physical barriers. Through online platforms and <a href="https://builtin.com/artificial-intelligence/ai-tools">AI-powered tools</a>,
students can access educational content, participate in virtual classrooms, and
receive personalized tutoring from anywhere, promoting inclusivity and enabling
equitable education opportunities.<o:p></o:p></span></li><li><span face=""Arial",sans-serif">Benefits from Analyzing Student
Performance and Needs: Potentially, AI can analyze vast amounts of student data
and generate actionable insights for educators. By evaluating patterns and
trends, AI algorithms can identify students' strengths, weaknesses, and areas
where they may need additional support. This information will enable teachers
to provide <a href="https://elearningindustry.com/benefits-of-artifcial-intelligence-in-personalized-learning">targeted
interventions and design customized learning plans</a>, facilitating effective
teaching and ideally resulting in student success.<o:p></o:p></span></li></ol><!--[if !supportLists]--><p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-align: justify;"><span face=""Arial",sans-serif"><o:p> </o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo3; text-align: justify; text-indent: -0.25in;"></p><ol><li><span face=""Arial",sans-serif">Security and Data Privacy Risks: For
example, the utilization of AI in K-12 education involves the collection and
analysis of large amounts of student data. This raises concerns about <a href="https://www.natlawreview.com/article/privacy-and-data-security-age-ai">data
privacy and security</a>. If not properly managed, there is a risk of
unauthorized access, data breaches, or misuse of sensitive student information.
It is crucial to implement robust security measures and strict data protection
protocols to mitigate these risks.<o:p></o:p></span></li><li><span face=""Arial",sans-serif">Bias and Discrimination Risks: For
example. AI systems are trained on large datasets, and if those datasets
contain biases, the AI algorithms may perpetuate and amplify these biases. This
can <a href="https://www.aclu.org/news/privacy-technology/how-artificial-intelligence-can-deepen-racial-and-economic-inequities">result
in discriminatory outcomes</a>, such as biased grading, biased recommendations,
or reinforcing existing inequalities in education. Careful attention must be
given to the development and training of AI systems to ensure they are fair,
unbiased, and promote diversity and inclusivity.<o:p></o:p></span></li><li><span face=""Arial",sans-serif">Reduced Human Interaction and Skills
Risks: For example, increased reliance upon AI in K-12 education may lead to
reduced human interaction between students and teachers or students and
students. While AI can offer personalized learning experiences, it cannot fully
replace the valuable aspects of human interaction, including emotional support,
critical thinking development, and social skills. Overdependence on AI could therefore
potentially hinder students' ability to <a href="https://www.weforum.org/agenda/2023/05/ai-accelerate-students-holistic-development-teaching-fulfilling">develop
essential interpersonal skills and emotional intelligence</a>.<o:p></o:p></span></li></ol><!--[if !supportLists]--><p></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif">If
we recognize and address the risks associated with AI in K-12 education while
leveraging the significant benefits AI offers to teaching and learning, might
we be more apt to embrace the potential to increase K-12 students’ research
skills, promote their critical thinking, or encourage innovation and collaboration
rather than merely viewing students’ utilization of AI as a form of cheating? Proper
governance, transparency</span>, <span face=""Arial",sans-serif">and
ongoing evaluation will certainly be necessary for <a href="https://www.frontiersin.org/research-topics/29997/responsible-ai-in-education-policy-principles-design-and-implementation">the
responsible and ethical use of AI technologies in the educational context</a>.
So, h<span style="background: white; color: black;">ow can teacher preparation
programs embrace the benefits while mitigating risks by preparing teacher
candidates and educational leaders to share knowledge about artificial
intelligence and promote engagement between educators concerning the potential
of AI and encouraging forward-thinking technology policies for utilization of artificial
intelligence in education?<o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="background: white; color: black;">Yes, <a href="https://hai.stanford.edu/news/ai-will-transform-teaching-and-learning-lets-get-it-right">teacher
preparation programs must play a critical role in equipping teachers and
educational leaders</a> with the necessary knowledge and skills to navigate the
benefits and risks of artificial intelligence in education. Following are six ways
teacher preparation programs can begin addressing benefits and risks posed by K-12
students’ utilization of artificial intelligence.<span style="mso-spacerun: yes;"> </span>The six are meant to begin, not end the
discussion:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l2 level1 lfo1; text-align: justify; text-indent: -0.25in;"></p><ol><li><span face=""Arial",sans-serif" style="background: white; color: black;">Curriculum
Integration: Teacher preparation programs should <a href="https://www.edweek.org/teaching-learning/7-strategies-to-prepare-educators-to-teach-with-ai/2023/06#:~:text=7%20Strategies%20to%20Prepare%20Educators%20to%20Teach%20With,AI%20technology%20into%20classroom%20experiences%20...%20More%20items">integrate
AI-related topics into their curricula</a> to familiarize future educators with
AI concepts, applications, and their implications in the classroom. This can
include courses or modules specifically dedicated to AI in education, covering
topics such as AI ethics, data privacy, and AI-supported instructional
strategies.<o:p></o:p></span></li><li><span face=""Arial",sans-serif" style="background: white; color: black;">Professional
Development: Teacher preparation programs should provide ongoing <a href="https://www.govtech.com/education/k-12/professional-development-in-the-works-for-teachers-and-ai">professional
development opportunities for in-service teachers to enhance their
understanding of AI and its role in education</a>. These programs can offer
workshops, webinars, or conferences to introduce teachers to AI tools, showcase
best practices, and engage them in discussions about the benefits and risks
associated with AI utilization.<o:p></o:p></span></li><li><span face=""Arial",sans-serif" style="background: white; color: black;">Ethical
Considerations and Policy Development: Teacher preparation programs can educate
future educators and educational leaders about the <a href="https://link.springer.com/article/10.1007/s10639-022-11316-w">ethical
considerations involved in AI adoption</a>. This includes discussing issues of
bias, privacy, security, and equity. Additionally, programs can guide
participants in developing technology policies that address the responsible and
ethical use of AI in education, ensuring transparency, fairness, and the
protection of student data.<o:p></o:p></span></li><li><span face=""Arial",sans-serif" style="color: black; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span face=""Arial",sans-serif" style="background: white; color: black;">Collaborative
Partnerships: Teacher preparation programs should foster partnerships with
industry experts, researchers, and AI developers to <a href="https://www.weforum.org/agenda/2023/05/ai-accelerate-students-holistic-development-teaching-fulfilling">stay
updated on the latest advancements and research in AI technologies</a>.
Collaborations can provide valuable insights into emerging trends, challenges,
and best practices, enabling teacher educators to deliver up-to-date knowledge
to their students.<o:p></o:p></span></li><li><span face=""Arial",sans-serif" style="background: white; color: black;">Critical
Thinking and Digital Literacy: Teacher preparation programs should emphasize
the <a href="https://link.springer.com/article/10.1007/s11423-020-09767-4">development
of critical thinking skills and digital literacy among educators</a>. By
incorporating these skills into the curriculum, future teachers will be better
equipped to critically evaluate AI applications, identify potential biases, and
make informed decisions about integrating AI tools into their classrooms.<o:p></o:p></span></li><li><span face=""Arial",sans-serif" style="background: white; color: black;">Classroom
Integration and Practical Experience: Teacher preparation programs should
provide opportunities for pre-service teachers to <a href="https://cdn.iste.org/www-root/Libraries/Documents%20%26%20Files/Artificial%20Intelligence/AIGDSE_1120.pdf#:~:text=These%20guides%20are%20an%20extension%20of%20our%20work,activities%20that%20explore%20key%20facets%20of%20AI%20technologies.">gain
hands-on experience with AI tools and technologies in real classroom settings</a>.
This can be achieved through practicum experiences, internships, or
collaborative projects with schools that have implemented AI initiatives. By
engaging with AI in practical contexts, future educators can better understand
its benefits, challenges, and adapt it to meet the diverse needs of their
students.<o:p></o:p></span></li></ol><!--[if !supportLists]--><p></p>
<p class="MsoNormal" style="text-align: justify;"><span face=""Arial",sans-serif" style="background: white; color: black;">Embracing the need to address these aspects of AI
utilization is within the purvey of teacher preparation programs.<span style="mso-spacerun: yes;"> </span>Their teacher candidates and educational
leaders can receive the professional development that will result in a
comprehensive understanding of AI, its potential, and the associated benefits
and risks. Thus, direct instruction and the exchange of unbiased knowledge will
enable teacher candidates and educational leaders to effectively share
information, engage in informed discussions, and shape policies that ensure
responsible and effective utilization of AI in education.<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="background: white; color: black; font-size: 11.5pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto; text-align: justify;"><span face=""Arial",sans-serif" style="border: 1pt none windowtext; color: black; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To
cite:</span><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif" style="color: black; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (June 30, 2023). </span><span face=""Arial",sans-serif" style="background: white; color: black;">The role of
teacher preparation programs related to K-12 students’ future utilization of AI</span><span face=""Arial",sans-serif" style="color: black; mso-fareast-font-family: "Times New Roman";">. [Web log post] Retrieved from </span><span face=""Arial",sans-serif"><a href="http://www.ucan-cja.blogspot.com/"><span style="mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></span><u><span face=""Arial",sans-serif" style="color: blue; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; margin: 15pt 0in 0in;"><span face=""Arial",sans-serif" style="mso-fareast-font-family: "Times New Roman";">References:<o:p></o:p></span></p>
<p class="MsoNormal"><span face=""Arial",sans-serif">U.S. Department
of Education, Office of Educational Technology, Artificial Intelligence and
Future of Teaching and Learning: Insights and Recommendations, Washington, DC,
2023. Retrieved from: <a href="https://tech.ed.gov/files/2023/05/ai-future-of-teaching-and-learning-report.pdf">Artificial
Intelligence and the Future of Teaching and Learning (ed.gov)</a><o:p></o:p></span></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-70768320975301928762023-05-31T12:18:00.001-07:002023-05-31T12:18:22.302-07:00Integrating Universal Design for Learning Principles to Effectively Differentiate Instruction.<p> <span style="font-family: arial; text-align: justify;">The
teacher's knowledge of the three Universal Design for Learning (UDL) principles
- Multiple Means of Engagement, Representation, and Expression/Action - is
crucial in helping differentiate instruction.</span><span style="font-family: arial; text-align: justify;">
</span><span style="font-family: arial; text-align: justify;">Yes, understanding </span><a href="https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl&_gl=1*1h0qv9b*_ga*NDg2Mzk3MTEzLjE2NjU5NDM0NzM.*_ga_C7LXP5M74W*MTY4MTE1MDM2MC4zLjEuMTY4MTE1MDQ0MC4wLjAuMA.." style="font-family: arial; text-align: justify;">The
UDL Guidelines</a><span style="font-family: arial; text-align: justify;"> improves the effectiveness of differentiating the lesson’s four
key elements: </span><span style="font-family: arial; text-align: justify;"> </span><span style="font-family: arial; text-align: justify;">content, process, product,
and students’ affect related to the learning environment.</span><span style="font-family: arial; text-align: justify;"> </span><span style="font-family: arial; text-align: justify;">For instance, by understanding and applying
the principles of </span><a href="https://udlguidelines.cast.org/engagement" style="font-family: arial; text-align: justify;">Multiple Means
of Engagement</a><span style="font-family: arial; text-align: justify;">, the teacher can present content in a variety of ways, such
as visual aids, audio recordings, or hands-on activities, to cater to students
with diverse learning preferences. This can help students better comprehend and
retain information and engage more effectively with the lesson.</span></p>
<p style="margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; text-align: justify;"><span style="font-family: arial;">Similarly,
by using <a href="https://udlguidelines.cast.org/representation">Multiple Means
of Representation</a>, the teacher can provide different avenues for students
to demonstrate their understanding of the content. For example, students can
express their learning through written assignments, oral presentations, or
visual projects. This approach can help students showcase their strengths and
preferences while also providing opportunities for growth.<o:p></o:p></span></p>
<p style="margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; text-align: justify;"><span style="font-family: arial;">Finally,
the principle of <a href="https://udlguidelines.cast.org/action-expression">Multiple
Means of Expression/Action</a> emphasizes the importance of providing students
with various ways to engage in the learning process. For example, students can
choose to work independently, in pairs, or in groups, and can use different tools
and technologies to complete tasks. This approach can help students feel more
invested in their learning and increase their motivation and engagement.<o:p></o:p></span></p>
<p style="background: white; margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1;"><span style="font-family: arial;"><span style="color: black;">Instructional
strategies need to be sensitive to the needs and abilities of diverse learners.
<a href="https://www.edutopia.org/article/practical-guide-planning-intentional-differentiation">Teachers
who are intentionally inviting</a>, plan effective differentiated instruction based
on content, process, product students’ affect related to the learning environment.
This exhibits an embrace of the following:</span><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: arial;"><span style="mso-list: Ignore;">1.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: black;">Students have different learning styles: <a href="https://eric.ed.gov/?id=ED592455">Students have different ways of
processing information</a>, and what works for one student may not work for
another. By considering different instructional approaches, a teacher can
better reach all students and help them learn in a way that is most effective
for them.</span><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: arial;"><span style="mso-list: Ignore;">2.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: black;">Students have different levels of
understanding: Not all students come into the classroom with the same level of
understanding or background knowledge (Van Garderen, 2015). Differentiated
instruction allows a teacher to meet students where they are and provide
instruction that is appropriate for their level of understanding (<a href="https://eric.ed.gov/?id=EJ854351">Subban, 2006</a>).</span><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: arial;"><span style="mso-list: Ignore;">3.<span style="font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;">
</span></span><!--[endif]--><span style="color: black;">Students have different needs: Some
students may need more support or challenge than others. By considering
differentiated instruction, a teacher can provide targeted instruction to meet
the needs of all students (<a href="https://eric.ed.gov/?id=ED592455">Wormeli,
2017</a>).</span><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 15.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1;"><o:p><span style="font-family: arial;"> </span></o:p></p>
<p style="background: white; margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1;"><span style="font-family: arial;"><span style="color: black;">Therefore, differentiating the key elements of the lesson’s
content, process, and product positively impacts the students’ affect related
to the learning environment, which is observed by increased student engagement
and motivation: By using diverse approaches, planning different instructional strategies,
and offering choice, teachers can keep students engaged and self-motivated. The
ensuing increased student participation in turn leads to higher levels of
learning and achievement.</span><o:p></o:p></span></p>
<p style="margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; text-align: justify;"><span style="font-family: arial;"><span style="color: black;">By providing tailored support and challenge, promoting
collaboration and inquiry-based learning, using effective formative feedback,
integrating technology, and building positive relationships, teachers can
create a classroom environment that is respectful, engaging, and conducive to
learning.</span><o:p></o:p></span></p>
<p style="margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; text-align: justify;"><span style="font-family: arial;">In
summary, a teacher's knowledge of the <a href="https://iris.peabody.vanderbilt.edu/module/udl/">UDL principles</a> of
Multiple Means of Engagement, Representation, and Expression/Action can help
them differentiate instruction effectively by providing a range of options for
students to access content, demonstrate their learning, and engage in the
learning process.<o:p></o:p></span></p>
<p style="margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; text-align: justify;"><span style="font-family: arial;">You
are invited to access the university’s ERIC or EBSCO data bases and to then
download the following articles.<span style="mso-spacerun: yes;"> </span>These theorists
researched the synthesis between UDL and differentiation.<span style="mso-spacerun: yes;"> </span>Reading and adding their suggestions to your
pedagogical toolbox should be beneficial in the short and long term…:<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto; text-align: justify;"><span style="font-family: arial;"><span style="border: 1pt none windowtext; color: black; padding: 0in;">To
cite:</span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span style="color: black;">Anderson, C.J. (May 31, 2023). Integrating </span>Universal Design for Learning principles
to effectively differentiation instruction<span style="color: black;">. [Web log post]
Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a><u><span style="color: blue;"><o:p></o:p></span></u></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt;"><span style="font-family: arial;">References:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p><span style="font-family: arial;"> </span></o:p><span style="font-family: arial;">Fisher,
D., Frey, N., & Hattie, J. (2016). The differentiated classroom: Responding
to the needs of all learners. ASCD.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;">Hall,
T., Strangman, N., & Meyer, A. (2011). Differentiated instruction and
implications for UDL implementation. National Center on Universal Design for
Learning.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p><span style="font-family: arial;"> </span></o:p><span style="font-family: arial;">Rose,
D. H., & Meyer, A. (2002). Teaching every student in the digital age:
Universal design for learning. ASCD.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="background-color: white; font-family: arial;">Subban, P. (2006). Differentiated instruction: A research basis.
International Education Journal, 7(7), 935-947. Retrieved from: </span><a href="https://eric.ed.gov/?id=EJ854351" style="background-color: white; font-family: arial;">https://eric.ed.gov/?id=EJ854351</a></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="background-color: transparent; font-family: arial;"><br /></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="background-color: transparent; font-family: arial;">Tomlinson,
C. A. (2014). The differentiated classroom: Responding to the needs of all
learners. ASCD.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p><span style="font-family: arial;"> </span></o:p><span style="font-family: arial;">Tomlinson,
C. A., & Moon, T. R. (2013). Assessment and student success in a
differentiated classroom. ASCD.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p><span style="font-family: arial;"> </span></o:p></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: arial;"><span style="color: black;">Van Garderen, D. (2015). Differentiating instruction in elementary
mathematics: Challenges and strategies. Routledge.</span><o:p></o:p></span></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><o:p><span style="font-family: arial;"> </span></o:p></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="color: black;"><span style="font-family: arial;">Wormeli, R. (2017). Fair isn't always equal: Assessment and grading
in the differentiated classroom. Stenhouse Publishers. Retrieved from <a href="https://eric.ed.gov/?id=ED592455">https://eric.ed.gov/?id=ED592455</a></span></span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-16512696983233480612023-05-01T18:07:00.001-07:002023-05-01T18:07:51.306-07:00Developing Instructional Plans Based on Students’ Academic Achievement, Functional Performance, and Funds of Identity<p> <span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;">A
teacher's knowledge of her students' academic achievement (Johnson &
Nelson, 2018), functional performance (</span><a href="https://www.researchgate.net/publication/281981101_Teacher_Support_and_Adolescents%27_Subjective_Well-Being_A_Mixed-Methods_Investigation" style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;">Suldo,
Friedrich, White, Farmer, Minch, & Michalowski,</a><span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;"> 2017), and Funds of
Identity (Gay, 2018; </span><a href="https://journals.sagepub.com/doi/10.1177/1354067X13515934" style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;">Gonzalez , Moll</a><span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;">,
& Amanti 2005) is the foundation for effective, differentiated lesson
planning.</span><span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;">Why is it crucial to know
these elements of the classroom if your goal is develop effective instructional
lesson plans?</span><span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; font-size: 11pt; text-align: justify;">Consider the following:</span></p>
<p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://www.ingentaconnect.com/content/sbp/sbp/2018/00000046/00000003/art00014">Academic
Achievement</a>: Understanding the academic achievement level of each student
in the class enables the teacher to tailor the instruction to meet the specific
needs of each student. This knowledge helps the teacher to differentiate
instruction by identifying areas where students need extra support or
challenge.<o:p></o:p></span></p>
<p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://files.eric.ed.gov/fulltext/ED494936.pdf">Functional Performance</a>:
Functional performance refers to a student's ability to perform daily living
skills, such as communication, social skills, and self-care. By understanding a
student's functional performance level, a teacher can incorporate activities
and strategies into the lesson plan that support the development of these
skills.<o:p></o:p></span></p>
<p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://searchworks.stanford.edu/view/11832343">Funds of Identity</a>:
The Funds of Identity refer to the cultural, linguistic, and personal
experiences that students bring to the classroom. Incorporating students' Funds
of Identity into the lesson plan helps to create a culturally responsive
learning environment, which can increase student engagement and learning.<o:p></o:p></span></p>
<p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; -webkit-text-stroke-width: 0px; background: white; box-sizing: border-box; font-variant-caps: normal; font-variant-ligatures: normal; margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; orphans: 2; text-align: justify; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; white-space: pre-wrap; widows: 2; word-spacing: 0px;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-color-alt: windowtext;">The teacher's knowledge of her students' academic achievement, functional performance, and Funds of Identity allows her to create a lesson plan that is tailored to meet the specific needs of each student,
leading to better academic and personal outcomes.<span style="mso-spacerun: yes;"> </span>This is just part of the goal.<span style="mso-spacerun: yes;"> </span>How comfortable are you with developing or even using rubrics as an effective formative assessment tool for measuring and
analyzing student learning?</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-color-alt: windowtext;">Rubrics provide a clear framework for evaluating student
performance on specific learning objectives (<a href="https://www.researchgate.net/publication/238684324_Teaching_With_Rubrics_The_Good_the_Bad_and_the_Ugly">Andrade,
200</a>5).<span style="mso-spacerun: yes;"> </span>Formative assessment provides
ongoing feedback to students that can be used to guide instruction and improve
student outcomes (<a href="https://www.gla.ac.uk/t4/learningandteaching/files/PGCTHE/BlackandWiliam1998.pdf">Black
& Wiliam, 1998</a>). By treating rubrics and formative assessment as
complimentary, teachers can collect a wealth of data on student learning that
can be used to analyze trends and patterns over time. Rubrics help to
standardize the evaluation process and provide a common language for discussing
student performance, while formative assessment helps to identify areas where
students are struggling and where additional support may be needed.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; mso-background-themecolor: background1; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-color-alt: windowtext;">With this data, teachers can then use <a href="https://soeonline.american.edu/blog/data-driven-decision-making-in-education/">data-based
analysis to make informed decisions</a> about instructional strategies and
interventions. For example, if a teacher notices that many students are
consistently struggling with a particular concept, they may use this data to
adjust their instruction or provide additional resources to support student
learning.<span style="mso-spacerun: yes;"> </span>Yes, using rubrics with formative
assessment processes can lead to effective data-based analysis of student
learning by providing teachers with consistent and meaningful data on student
performance that can be used to make informed decisions about instruction and
interventions (<a href="https://files.eric.ed.gov/fulltext/ED543063.pdf">Heritage,
2010</a>).</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Obviously, it is important to develop instructional plans that are
sensitive to the </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">academic
achievement, functional performance, and Funds of Identity exhibited by your <span style="color: black;">students. To benefit your teaching and your students’
learning, you are invited to access your University’s</span> Libraries’ EBSCO
or ERIC databases. Then, review and bookmark the following references.<span style="mso-spacerun: yes;"> </span>They are valuable resources for your
pedagogical toolbox.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto; text-align: justify;"><span style="border: none windowtext 1.0pt; color: black; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To
cite:</span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (April 30, 2023). D</span><span style="color: black; font-family: "Arial",sans-serif;">eveloping instructional plans
based on students’ </span><span style="font-family: "Arial",sans-serif;">academic
achievement, functional performance, and Funds of Identity</span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">. [Web log post] Retrieved from <span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Arial",sans-serif;"><a href="http://www.ucan-cja.blogspot.com/"><span style="mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></span><u><span style="color: blue; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p style="margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p> </o:p></span></p>
<p style="margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">References:<o:p></o:p></span></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-color-alt: windowtext;">Andrade, H. G. (2000). Using rubrics to promote thinking and
learning. Educational Leadership, 57(5), 13-18. <a href="https://www.ascd.org/el/articles/using-rubrics-to-promote-thinking-and-learning" target="_new"><span style="border: solid #D9D9E3 1.0pt; mso-border-alt: solid #D9D9E3 .25pt; padding: 0in;">https://www.ascd.org/el/articles/using-rubrics-to-promote-thinking-and-learning</span></a></span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p> </o:p></span></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-color-alt: windowtext;">Black, P., & Wiliam, D. (1998). Inside the black box: Raising
standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148. <a href="https://doi.org/10.1177/003172171908000205"><span style="border: solid #D9D9E3 1.0pt; mso-border-alt: solid #D9D9E3 .25pt; padding: 0in;">https://doi.org/10.1177/003172171908000205</span></a></span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">Gay,
G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd
ed.) </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">Teachers College Press.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">Gonzalez,
N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing
practices </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">in households, communities, and
classrooms. Lawrence Erlbaum Associates </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">Publishers.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="color: black; font-family: Arial, sans-serif;">Heritage, M. (2010). Formative assessment: Making it happen in the
classroom. Corwin Press.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">Johnson,
C. L., & Nelson, M. J. (2018). Understanding student academic achievement: </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">The role of teacher expectations.
Journal of Educational Research and </span><span style="font-family: Arial, sans-serif;">Practice, 8(1), 27-38. doi:
10.5590/JERAP.2018.08.1.03</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">Suldo,
S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J.
(2017). </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">Teacher support and student
functional performance: A mixed-methods </span><span style="font-family: Arial, sans-serif;">investigation. Journal </span><span style="font-family: Arial, sans-serif;">of School Psychology,
61, 69-83. doi: 10.1016/j.jsp.2016.12.001</span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-25950954615828432172023-04-02T18:05:00.030-07:002023-04-06T10:47:03.643-07:00Short- and Long-Term Planning for Effective Differentiated Instruction<p style="background: white; margin-bottom: 15.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Teachers must consider their instructional approaches and the need
for differentiated instruction for several reasons:</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">1.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: Arial, sans-serif; font-size: 11pt;">Students have different learning styles:
Students have different ways of processing information, and what works for one
student may not work for another. By considering different instructional
approaches, a teacher can better reach all students and help them learn in a
way that is most effective for them.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">2.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: Arial, sans-serif; font-size: 11pt;">Students have different levels of
understanding: Not all students come into the classroom with the same level of
understanding or background knowledge (Van Garderen, 2015). Differentiated
instruction allows a teacher to meet students where they are and provide
instruction that is appropriate for their level of understanding (Subban, 2006).</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">3.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: Arial, sans-serif; font-size: 11pt;">Students have different needs: Some
students may need more support or challenge than others. By considering
differentiated instruction, a teacher can provide targeted instruction to meet
the needs of all students (Wormeli, 2017).</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin-bottom: 15.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-background-themecolor: background1; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">4.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: Arial, sans-serif; font-size: 11pt;">Increases student engagement and
motivation: By using different instructional approaches and strategies,
teachers can keep students engaged and motivated. This can lead to increased
student participation, which in turn can lead to higher levels of learning and
achievement.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Undoubtedly,
teachers that consider their instructional approach and the need for
differentiated instruction is better able to meet the diverse needs of their
students, thereby helping them achieve academic success. Vygotsky's (1978) <a href="https://helpfulprofessor.com/wp-content/uploads/2019/05/Vygotsky-Zone-of-Proximal-Development-e1558876971513.jpg">zone
of proximal development</a> (ZPD), Bruner's (1983) <a href="https://www.teachthought.com/learning/jerome-bruner/">scaffolding theory</a>,
<span style="background: white; color: #191d34;">Csikszentmihalyi’s <a href="https://positive.b-cdn.net/wp-content/uploads/2023/03/flow_state_v3.png">FLOW
theory</a> all</span></span><span style="background: white; color: #191d34; font-family: "Arial",sans-serif; font-size: 13.5pt;"> </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">emphasize the importance of providing
instructional support that is tailored to students' needs and abilities,
thereby mitigating anxiety and tension compared to promoting boredom in the teaching
and learning environment. To exhibit respect, promote rapport, and optimize
student engagement, it is important to use instructional strategies that are
sensitive to these concepts. Here are some examples:<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">1.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/">Use
differentiated instruction</a>: Differentiated instruction involves providing
different levels of support and challenge to students based on their individual
needs and abilities. This can be achieved through a variety of strategies such
as offering alternative assignments, using varied teaching methods, and
providing flexible grouping options (Tomlinson, 2014).<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">2.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning">Collaborative
learning</a>: Students can learn a great deal from working together in small
groups. Collaborative learning allows students to share ideas and work together
to solve problems. It also fosters a sense of community and cooperation in the
classroom.<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">3.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://www.researchgate.net/publication/317596352_What_Is_Inquiry-Based_Learning">Inquiry-based
learning:</a> Inquiry-based learning involves asking open-ended questions and
allowing students to explore and discover answers on their own. This approach
promotes critical thinking and problem-solving skills and encourages students
to take an active role in their learning (Hall, 2017).<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">4.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://teachingcommons.stanford.edu/teaching-guides/foundations-course-design/feedback-and-assessment/formative-assessment-and-feedback">Use
formative feedback effectively</a>: Effective formative feedback can help
students learn and grow. Feedback should be specific, timely, and constructive.
It should also be tailored to the individual student's needs and abilities.<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">5.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://www.edutopia.org/article/research-based-tech-integration-strategies">Integrate
technology</a>: Technology can be a powerful tool for engaging students in
learning. There are many ways to use technology in the classroom, such as
incorporating educational applications, using online resources, and creating
multimedia projects.<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: Arial;">6.<span style="font-family: "Times New Roman"; font-feature-settings: normal; font-kerning: auto; font-optical-sizing: auto; font-size: 7pt; font-stretch: normal; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variation-settings: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://files.eric.ed.gov/fulltext/EJ1325456.pdf">Intentionally build
relationships</a>: Building positive relationships with students is crucial for
promoting respect, rapport, and engagement. <span style="background: white;">Yes, greater student success is
possible when educators </span>utilize an intentionally caring, optimistic,
respectful, and trusting (ICORT) mindset.<span style="background: white;"> </span>Teachers that create an intentionally
inviting class climate optimizes the opportunity for human potential. This can
be achieved through activities such as getting to know students individually,
showing interest in their lives outside of school, and being available to
provide guidance and support when needed.<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin: 15pt 0in 0in; white-space: pre-wrap;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Overall, it is important to use instructional strategies that are sensitive to the needs and abilities of individual students. By providing tailored support and challenge, promoting collaboration and inquiry-based learning, using effective formative feedback, integrating technology, and building positive relationships, teachers can create a classroom environment that is respectful, engaging, and conducive to learning. </span><span style="font-family: Arial, sans-serif; font-size: 11pt;">To benefit your teaching and your students’ learning in the short and long term, y</span><span style="font-family: Arial, sans-serif; font-size: 11pt;">ou are invited to access, review, and add the primary sources from the reference list to your pedagogical toolbox. </span></p><p style="background: white; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto; text-align: justify;"><span style="border: 1pt none windowtext; font-family: Arial, sans-serif; padding: 0in;">To
cite:</span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">Anderson, C.J. (March 31, 2023). </span><span style="font-family: "Arial",sans-serif;">Short- and long-term planning for
effective differentiated instruction</span><span style="font-family: Arial, sans-serif;">. [Web log post]
Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a><u><span style="color: blue; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p><p style="background: white; margin-bottom: 0in; margin-left: 0in; margin-right: 0in; margin-top: 15.0pt; mso-background-themecolor: background1;"><span style="background: #444654; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p> </o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">References:</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;">Anderson, C.J. (June 30, 2021). A</span><span style="font-family: "Arial",sans-serif;">n ICORT mindset impacts more than people</span><span style="font-family: Arial, sans-serif;">. <o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: Arial, sans-serif;"> [Web log post]
Retrieved from </span><span style="font-family: "Arial",sans-serif;"><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a><o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Black,
P., & William, D. (1998). Inside the Black Box: Raising Standards <o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> Through Classroom Assessment. Phi
Delta Kappan, 80(2), 139-148.<o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Bruner,
J. (1983). Child's Talk: Learning to Use Language. Norton.<o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Csikszentmihalyi,
M. (2013). <i>Flow: The psychology of optimal experience.</i> Random
House<span style="color: #191d34;">.</span><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Hall, T. (2017). Differentiation and personalization in the math
classroom. Routledge.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Johnson,
D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: <o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> Improving University Instruction by
Basing Practice on Validated <o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> Theory. Journal on Excellence in
College Teaching, 25(3&4), 85-118.<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; box-sizing: border-box; margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">National
Research Council. (2000). Inquiry and the National Science Education <o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> Standards: A Guide for Teaching and
Learning. National Academies Press.<o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Subban, P. (2006). Differentiated instruction: A research basis.
International education </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> Journal, 7(7),
935-947.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Tomlinson, C. A. (2014). Differentiated classroom: Responding to
the needs of all </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> learners. ASCD.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Tomlinson, C. A., & Allan, S. D. (2000). Leadership for
differentiating schools and </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> classrooms. ASCD.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing
a differentiated </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> classroom. ASCD.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Van Garderen, D. (2015). Differentiating instruction in elementary
mathematics: </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> Challenges and
strategies. Routledge.</span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p><p style="margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;">Vygotsky,
L. S. (1978). Mind in Society: The Development of Higher <o:p></o:p></span></p><p style="margin: 0in;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> Psychological Processes. Harvard
University Press.<o:p></o:p></span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgba(59,130,246,0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 transparent; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 transparent; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 transparent; --tw-shadow: 0 0 transparent; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background: white; box-sizing: border-box; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"> </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;">Wormeli, R. (2017). Fair isn't always equal: Assessment and grading
in the </span><span style="font-family: Arial, sans-serif; font-size: 11pt;">differentiated </span></p><p style="background: white; margin: 0in; mso-background-themecolor: background1;"><span style="font-family: Arial, sans-serif; font-size: 11pt;"> classroom. Stenhouse Publishers.</span></p><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-29853459798654121722023-02-28T18:06:00.000-08:002023-02-28T18:06:16.509-08:00Reducing Measurement Error to Increase the Statistical Reliability of Academic Performance Measures<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">As previously noted, t</span><span style="font-family: "Arial",sans-serif;">he extent of <a href="https://ies.ed.gov/ncee/edlabs/regions/central/blog/mitigating-learning-loss.asp">measurable
learning loss related to the COVID 19</a> pandemic is undeniable and requires new strategies,
approaches, and thinking. Fortunately, to accelerate progress for the students
who have fallen furthest behind—students with special needs and ELLs—Director Schneider
of the <a href="https://ies.ed.gov/">Institute of Education Sciences</a> (IES) is
advocating for a widescale overhaul of education research, data collection, and
analysis. Accountability data that reliably measure school performance is
essential for identifying the schools that most need support. However, measurement
error impacts the random differences between students’ true abilities and their
test scores and thereby can impact a school’s true performance. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif;">The
</span><a href="https://www.ed.gov/ESSA/" style="font-family: Arial, sans-serif;">Every Student Succeeds Act</a><span style="font-family: Arial, sans-serif;"> (ESSA, 2015) requires
states to designate schools with low-performing student subgroups for </span><a href="https://oese.ed.gov/resources/oese-technical-assistance-centers/state-support-network/resources/module-5-targeted-support-improvement-tsi-additional-targeted-support-improvement-atsi-schools/" style="font-family: Arial, sans-serif;">Targeted
Support and Improvement</a><span style="font-family: Arial, sans-serif;"> (TSI) or </span><a href="https://d.docs.live.net/30880c41fd64c59b/UCAN/Blog%20Posts/Additional%20Targeted%20Support%20and%20Improvement%20(ATSI)" style="font-family: Arial, sans-serif;">Additional
Targeted Support and Improvement</a><span style="font-family: Arial, sans-serif;"> (ATSI). Measurement error is more likely and
impactful to small districts, schools, or student subgroups, whereby random
factors affecting fewer students create an outsized impact on the reported average
score. Ensuring the reliability of school performance measures is incumbent
upon state and local education agencies that must identify and provide support
to the districts, schools, and students that need it.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;">Bayesian Interpretation of
Estimates (BASIE) is an innovative framework for using an evidence-based
Bayesian approach to interpret traditional impact estimates (<a href="https://mathematica.org/publications/the-basie-bayesian-interpretation-of-estimates-framework-for-interpreting-findings-from-impact">Deke,
Finucane, & Thal, 2022</a>).</span><span style="font-family: "Arial",sans-serif; font-size: 15.0pt;"> </span><span style="font-family: "Arial",sans-serif;">Using
the BASIE framework, a study of how the Pennsylvania Department of Education
(PDE) identifies its schools for TSI and ATSI used <a href="https://mathematica.org/features/bayesian-methods">Bayesian stabilization</a>
to improve the reliability of subgroup proficiency measures. The Regional
Education Laboratory Mid-Atlantic<i> </i>study team (Farrow, Starling, &
Gill, 2023) applied two statistical models to subgroup-specific proficiency
rates. One model aligned with PDE’s accountability rules for ATSI.<span style="mso-spacerun: yes;"> </span>The other model aligned with rules for TSI. To
assess whether stabilization increased the statistical reliability, the results
of the stabilization models were then compared with the un-stabilized
proficiency rates that are currently used in accountability calculations. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif;">A goal of statistical analysis
should be is to reduce measurement error and thereby increase the statistical
reliability of academic performance measures.</span><span style="font-family: Arial, sans-serif;">
</span><span style="font-family: Arial, sans-serif;">Therefore, the BASIE framework shows promise.</span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">In the 2023 study, Bayesian stabilization improved
statistical reliability, showing similar variation across subgroup sizes,
indicating more reliable results by reflecting less measurement error. Therefore,
as the Regional Education Laboratory Mid-Atlantic</span><i style="font-family: Arial, sans-serif;"> </i><span style="font-family: Arial, sans-serif;">study team concluded,
utilization of Bayesian stabilization could allow for inclusion of subgroup
sizes under 20 because stabilization showed proficiency rates for subgroups
with 10–19 students varied less than un-stabilized proficiency rates for
subgroups with 20–29 students.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span><span style="font-family: Arial, sans-serif;">The 2023 Regional
Education Laboratory Mid-Atlantic</span><i style="font-family: Arial, sans-serif;"> </i><span style="font-family: Arial, sans-serif;">study suggests that stabilized data using
an evidence-based Bayesian approach to interpret traditional impact estimates meets
the current reliability requirements. More studies should further test this
hypothesis. Improving the reliability of proficiency rates will absolutely benefit
interpretation of subgroup proficiency measures and thereby optimize the
identification of schools that most need support.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto; text-align: justify;"><span style="border: none windowtext 1.0pt; color: black; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To
cite:</span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (February 28, 2023). </span><span style="font-family: "Arial",sans-serif;">Reducing measurement error to increase
the statistical<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>reliability of academic performance measures</span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">. [Web log post] Retrieved from<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a><u><span style="color: blue;"><o:p></o:p></span></u></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">References<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (July 31, 2021). </span><span style="font-family: "Arial",sans-serif;">Generalizing virtual strategies that
worked and planning for <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Arial",sans-serif;">accelerated
learning</span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">. [Web log post] Retrieved from </span><span style="font-family: "Arial",sans-serif;"><a href="http://www.ucan-cja.blogspot.com/"><span style="mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></span><span class="MsoHyperlink"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (January 31, 2023). </span><span style="font-family: "Arial",sans-serif;">Understanding the Needs of Struggling
Learners </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"> in Relation </span><span style="font-family: Arial, sans-serif;">to Post COVID Accelerated Learning Goals</span><span style="font-family: Arial, sans-serif;">. [Web log post] Retrieved from</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Arial",sans-serif;"><a href="http://www.ucan-cja.blogspot.com/"><span style="mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></span><u><span style="color: blue; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><br /></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;">Deke, J., Finucane, M.,
Thal, D. (2022) <span style="background: #F6F1E9; border: none windowtext 1.0pt; color: black; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; padding: 0in;">The BASIE
(BAyeSian Interpretation of Estimates)</span><span style="background: #F6F1E9; border: none windowtext 1.0pt; mso-border-alt: none windowtext 0in; padding: 0in;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="background: #F6F1E9; border: none windowtext 1.0pt; color: black; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; padding: 0in;"><span style="mso-tab-count: 1;"> </span>framework
for interpreting findings from impact evaluations: A practical guide for</span><span style="background: #F6F1E9; border: none windowtext 1.0pt; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; padding: 0in;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="background: #F6F1E9; border: none windowtext 1.0pt; color: black; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; padding: 0in;"><span style="mso-tab-count: 1;"> </span>education
researchers. </span><i><span style="font-family: "Arial",sans-serif;">U.S.
Department of Education, Institute of Education <o:p></o:p></span></i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><i><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Sciences, National Center for Education Evaluation and
Regional Assistance</span><o:p></o:p></i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;">Farrow, L. Starling, J. &
Gill B. (2023). Stabilizing subgroup proficiency results to improve the<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span><span style="mso-spacerun: yes;"> </span>identification of
low-performing schools. <i>Regional Education Laboratory (REL) <o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><i><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span>Mid-Atlantic study team</span></i><span style="font-family: "Arial",sans-serif;">. Retrieved from<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Arial",sans-serif;"><span style="mso-tab-count: 1;"> </span><a href="https://ies.ed.gov/ncee/rel/Products/Publication/106926">https://ies.ed.gov/ncee/rel/Products/Publication/106926</a><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p> </o:p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-40786702460127646102023-01-31T12:14:00.041-08:002023-01-31T21:30:20.233-08:00Understanding the Needs of Struggling Learners in Relation to Post COVID Accelerated Learning Goals<p> <span style="font-family: Arial, sans-serif; text-align: justify;">Historically,
the very nature of </span><a href="https://exceptionalchildren.org/topics/specially-designed-instruction" style="font-family: Arial, sans-serif; text-align: justify;">specially
designed instruction</a><span style="font-family: Arial, sans-serif; text-align: justify;"> requires embracing the reality that a diverse learner
responds better to differentiated opportunities to access the curriculum.</span><span style="font-family: Arial, sans-serif; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; text-align: justify;">A goal of </span><a href="https://www.congress.gov/bill/107th-congress/house-bill/1" style="font-family: Arial, sans-serif; text-align: justify;">No Child Left
Behind</a><span style="font-family: Arial, sans-serif; text-align: justify;"> (NCLB, 2001) was to wipe out ‘below basic,’ which was the lowest
possible score on the </span><a href="https://nces.ed.gov/nationsreportcard/" style="font-family: Arial, sans-serif; text-align: justify;">National
Assessment of Educational Progress</a><span style="font-family: Arial, sans-serif; text-align: justify;"> (NAEP) educational systems collected data
to prove the efficacy of this endeavor. Yet, NCLB and subsequently the </span><a href="https://www.ed.gov/ESSA/" style="font-family: Arial, sans-serif; text-align: justify;">Every Student Succeeds Act</a><span style="font-family: Arial, sans-serif; text-align: justify;"> (ESSA, 2015) are
simply the latest reauthorizations of the </span><a href="https://www.scribd.com/doc/49149656/Elementary-and-Secondary-Education-Act-of-1965" style="font-family: Arial, sans-serif; text-align: justify;">Elementary
and Secondary Education Act</a><span style="font-family: Arial, sans-serif; text-align: justify;"> (1965) that sought to address the achievement
gap with the goal to make every student a proficient reader, writer, science
learner, and mathematician.</span><span style="font-family: Arial, sans-serif; text-align: justify;"> </span><span style="font-family: Arial, sans-serif; text-align: justify;"> </span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">The
extent of <a href="https://ies.ed.gov/ncee/edlabs/regions/central/blog/mitigating-learning-loss.asp">measurable
learning loss related to the COVID 19</a> pandemic is undeniable and requires new
strategies, approaches, and thinking. <a href="https://ies.ed.gov/">Institute
of Education Sciences</a> (IES) Director Mark Schneider is advocating for a
widescale overhaul of education research and data to accelerate progress for
the students who have fallen furthest behind—students with special needs and
ELLs. <span style="mso-spacerun: yes;"> </span><a href="https://nces.ed.gov/blogs/research/2023/01/06/default">Leveraging
Evidence to Accelerate Recovery Nationwide</a> (LEARN), is one of three new
research initiatives geared to pandemic recovery in schools.<span style="mso-spacerun: yes;"> </span>It is a $7 million project launched by the
IES, the U.S. Department of Education’s primary research arm, to identify and
quickly scale up effective practices to help students recover academically from
pandemic disruptions. <o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">Certainly,
reform is necessary in how teaching and learning research is conducted, educational
data is collected, and how research is analyzed.<span style="mso-spacerun: yes;"> </span>Therefore, perhaps this is the best time to demand
educators and educational researchers widely adopt the <span style="background: white; color: black; mso-color-alt: windowtext;"><a href="https://www.nasdtec.net/page/MCEE_Doc">Model Code of Ethics for Educators
(MCEE)</a>.<span style="mso-spacerun: yes;"> </span>Given the purpose of the
Model Code of Ethics for Educators (MCEE): To serve as a shared ethical guide
for future and current educators who are faced with the complexities of P-12
education; who can be righteously offended?</span><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">While
that opportunity to form consensus on the need to integrate the MCEE with LEARN
begins to brew, let’s revisit the ethical need to do no harm to our students.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Post
COVID, most educational leaders and teachers struggle with w</span><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">hether their students will benefit more from </span><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-color-alt: windowtext;">accelerated learning rather than remediation. As predicted by
</span><span style="font-family: "Arial",sans-serif;"><a href="https://www.edutopia.org/article/using-cognitive-science-boost-learning"><span style="background: white; color: #4472c4; letter-spacing: .6pt; mso-themecolor: accent1;">Mercanti-Anthony (2021)</span></a><span style="background: white; color: black; mso-themecolor: text1;">,<span style="mso-spacerun: yes;"> </span>the broad
assumption that students will need to catch up due to learning loss resulted in
schools initially defaulting to remediation strategies. However</span><span style="background: white; color: #333333;"> analysis of </span><a href="https://fordhaminstitute.org/national/research/acceleration-imperative-plan-address-elementary-students-unfinished-learning-wake"><span style="background: white; letter-spacing: .6pt;">research from the Fordham
Institute</span></a><span style="background: white; color: #333333;">, </span><span style="background: white; color: black; mso-color-alt: windowtext;">which </span><span style="background: white; color: black; mso-themecolor: text1;">suggested that the
focus should instead be on accelerated learning, </span><span style="background: white; color: black; mso-color-alt: windowtext;">in many cases proved prophetic</span><span style="background: white; color: black; mso-themecolor: text1;">. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><i><span style="color: black; font-family: "Arial",sans-serif; mso-themecolor: text1;">The <a href="https://fordhaminstitute.org/national/research/acceleration-imperative-plan-address-elementary-students-unfinished-learning-wake">Acceleration
Imperative</a> is </span></i><span style="color: black; font-family: "Arial",sans-serif; mso-themecolor: text1;">an open-source, evidence-based document designed
to promote four key principles:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"></p><ol><li><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: Arial; mso-themecolor: text1;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;">Many
students—especially the youngest children in the highest-need schools—will
require extra help coming out of the pandemic, particularly in the form of
extended learning time, high-dosage tutoring, and expanded mental-health
supports.<o:p></o:p></span></li><li><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: Arial; mso-themecolor: text1;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;">That
extra help should complement, but cannot replace, what students need from
schools’ core programs, such as high-quality curricula and positive school
cultures.<o:p></o:p></span></li><li><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;">To
make up for what’s been lost, we need to focus on acceleration, not
remediation. That means devoting the bulk of classroom time to challenging
instruction at grade-level or higher, and giving all students access to a rich,
high-quality curriculum in English language arts, mathematics, social studies,
science, the arts, and more.<o:p></o:p></span></li><li><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman"; mso-themecolor: text1;">Decisions
should be guided by high-quality research evidence whenever possible.<o:p></o:p></span></li></ol><!--[if !supportLists]--><p></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">Created
with input from dozens of current and former chief academic officers, scholars,
and others with deep expertise and experience in high-performing, high-poverty
elementary schools, <i>The Acceleration Imperative </i><span style="background: white; color: black; mso-color-alt: windowtext;">is designed to be an organic document.<span style="mso-spacerun: yes;"> </span>As such, it will continuously evolve</span>.<span style="mso-spacerun: yes;"> </span>You are invited to download and use <i>The
Acceleration Imperative</i> as a starting point or as an aid for your own
planning purposes. <span style="color: black; mso-themecolor: text1;">Since </span><i>The
Acceleration Imperative </i>is<span style="color: black; mso-themecolor: text1;">
in the public domain, with no rights reserved, you are invited to freely
access, utilize, and distribute! Given previous links will age out due to the
nature of the document, </span><a href="http://www.caocentral.wiki/"><span style="color: #5db5ba;">click here</span></a><span style="color: #464646;"> </span><span style="color: black; mso-themecolor: text1;">to view and download the latest
version of <em><span style="font-family: "Arial",sans-serif;">The
Acceleration Imperative</span></em>.</span><span style="color: #464646;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Let’s agree
that student engagement is key to sustained learning. Then we can consider
approaches to optimizing student achievement by ethically and morally examining
if students will benefit more from </span><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-color-alt: windowtext;">accelerated learning or remediation.
So, let’s </span><span style="font-family: "Arial",sans-serif;">consider how we
can increase student engagement. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif;">An
<span style="background: white; color: black; mso-color-alt: windowtext;">educator’s </span>utilization
of an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset
should optimize feelings of inclusion and promote a positive school
climate.<span style="mso-spacerun: yes;"> </span>However, an ICORT-driven
educator must also be guided by the axiom: ‘A goal without a plan is just a
wish.’ Therefore, inclusion and engagement goals should be strengthened by
plans that pursue research-based practices to increase awareness of what is
relevant, elevate student knowledge, and willingly make better possible
regardless of the teaching modality. This approach is wonderfully exhibited by
the following strategies and justifications shared by <a href="https://www.edutopia.org/article/virtual-teaching-practices-staying-power">Schwartz
(2021)</a>: <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l1 level1 lfo2; text-align: justify; text-indent: -.25in;"></p><ul><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><b><span style="font-family: "Arial",sans-serif;">Encourage
writing by hand.</span></b><span style="font-family: "Arial",sans-serif;"> <span style="background: white; color: black; mso-color-alt: windowtext;">There is </span><a href="https://journals.sagepub.com/doi/abs/10.1177/0956797614524581"><span style="background: white; color: #00a7e1; letter-spacing: .6pt; text-decoration: none; text-underline: none;">compelling evidence</span></a><span style="background: white; color: black; mso-color-alt: windowtext;"> that writing by hand rather
than on a keyboard promotes better recall and comprehension of new information.</span><o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><strong><span style="background: white; color: black; font-family: "Arial",sans-serif; letter-spacing: .6pt; mso-themecolor: text1;">Welcome
international visitors. This endeavor invites students to </span></strong><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-themecolor: text1;">build connections and exhibit empathy between groups of
students. </span><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-color-alt: windowtext;">Teachers can freely access organizations
such as </span><span style="font-family: "Arial",sans-serif;"><a href="https://www.penpalschools.com/"><span style="background: white; color: #00a7e1; letter-spacing: .6pt; text-decoration: none; text-underline: none;">PenPal Schools</span></a><span style="background: white; color: black; mso-color-alt: windowtext;"> or </span><a href="https://www.epals.com/#/connections"><span style="background: white; color: #00a7e1; letter-spacing: .6pt; text-decoration: none; text-underline: none;">ePals</span></a>,
which can<span style="background: white; color: black; mso-color-alt: windowtext;">
connect your class with international classes. Additionally, </span><a href="https://narrative4.com/"><span style="background: white; color: #00a7e1; letter-spacing: .6pt; text-decoration: none; text-underline: none;">Narrative 4</span></a><span style="background: white; color: black; mso-color-alt: windowtext;">, is a nonprofit organization
dedicated to telling and sharing stories and thereby promoting social-emotional
learning opportunities.</span><o:p></o:p></span></li><li><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><strong><span style="background: white; color: black; font-family: "Arial",sans-serif; letter-spacing: .6pt; mso-themecolor: text1;">Incorporate
music. Through </span></strong><span style="font-family: "Arial",sans-serif;"><a href="https://www.penguinrandomhouse.com/books/592377/burnout-by-emily-nagoski-phd-and-amelia-nagoski-dma/"><em><span style="background: white; color: #00a7e1; font-family: "Arial",sans-serif; letter-spacing: .6pt; text-decoration: none; text-underline: none;">Burnout: The Secret
to Unlocking the Stress Cycle</span></em></a><span style="background: white; color: black; mso-color-alt: windowtext;"> (Nagoski & Nagoski, 2020),
suggest engaging in some form of artistic expression.<span style="mso-spacerun: yes;"> </span>Their book provides several activities that
can help classes move through stressful experiences regardless of the </span></span><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">needed modality</span><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-color-alt: windowtext;">. </span></li></ul><!--[if !supportLists]--><p></p>
<p class="MsoNormal"><span style="background: white; font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="border: none windowtext 1.0pt; color: black; font-family: "Arial",sans-serif; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To
cite:</span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (January 31, 2023). </span><span style="font-family: "Arial",sans-serif;">Understanding the Needs of Struggling
Learners in Relation to Post COVID Accelerated Learning Goals</span><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">. [Web log post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a><u><span style="color: blue; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif;">References<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (July 31, 2021). </span><span style="font-family: "Arial",sans-serif;">Generalizing virtual strategies that
worked and planning for </span><span style="font-family: Arial, sans-serif; text-indent: 0.5in;">accelerated learning</span><span style="font-family: Arial, sans-serif; text-indent: 0.5in;">. [Web log post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/" style="text-indent: 0.5in;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><a href="https://www.edutopia.org/article/using-cognitive-science-boost-learning"><span style="background: white; color: black; font-family: "Arial",sans-serif; letter-spacing: .6pt; mso-themecolor: text1; text-decoration: none; text-underline: none;">Mercanti-Anthony,
M.J. (2021)</span></a><span style="background: white; color: black; font-family: "Arial",sans-serif; mso-themecolor: text1;">.</span><span style="font-family: "Arial",sans-serif;">
Using cognitive science to boost learning. <i>Edutopia. </i></span><span style="font-family: Arial, sans-serif; text-indent: 0.5in;">Retrieved from </span><a href="https://www.edutopia.org/article/using-cognitive-science-boost-learning" style="text-indent: 0.5in;"><span style="font-family: "Arial",sans-serif;">https://www.edutopia.org/article/using-cognitive-science-boost-learning</span></a><span style="font-family: Arial, sans-serif;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2016). </span><i><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals
of invitational education</span></i><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed) </span><span style="font-family: Arial, sans-serif;"> </span><span style="font-family: Arial, sans-serif;">International
Alliance for Invitational Education. Retrieved from: </span><a href="http://invitationaleducation.net/product/category/books" style="text-indent: 0.5in;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;">http://invitationaleducation.net/product/category/books</span></a> <span style="font-family: Arial, sans-serif; text-indent: 0.5in;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span class="MsoHyperlink"><span style="color: black; font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri; mso-themecolor: text1; text-decoration: none; text-underline: none;">Schwatrz, J. (2021) </span></span><span style="font-family: "Arial",sans-serif;">Virtual
Teaching Practices With Staying Power. Edutopia retrieved from </span><a href="https://www.edutopia.org/article/virtual-teaching-practices-staying-power" style="font-family: Arial, sans-serif; text-indent: 0.5in;">https://www.edutopia.org/article/virtual-teaching-practices-staying-power</a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><o:p> </o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-28408722231128845132022-12-31T20:22:00.029-08:002023-01-06T02:12:16.573-08:00An Organization That Makes a Difference: The International Alliance for Invitational Education®<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">During the last few monthly blog
posts, we have examined Elements 1-4 of the </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Coherence Lab framework.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="background: white; color: black;">Element 1 of the framework emphasizes the
need for Building Focus and Coordination. Element 2 examines the need to Cultivate
Trusting Relationships. Element 3 sets the expectations for stakeholders to Change
Behavior at Scale. Element 4 of the Coherence Framework encourages Equitable
Ways of Thinking and Working.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: #F4F4F4; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;">Advocates of </span><span style="font-size: 12.0pt;"><a href="https://eric.ed.gov/?id=ED334488"><span style="background: #F4F4F4; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Invitational Education</span></a></span><span style="background: #F4F4F4; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;"> theory and practices
(<a href="https://books.google.com/books/about/Fundamentals_of_Invitational_Education.html?id=fX1mtAEACAAJ">Purkey
& Novak, 2016</a>; Purkey, Novak & Fretz, 2020), readily see the correlation
between </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">the </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Coherence Lab’s framework and </span><span style="background: #F4F4F4; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;">Invitational Education
(IE) theory and practices. This correlation simply proves again that IE is not something
more to add to one’s pedagogical plate. Invitational Education (IE) theory <b><i>IS</i></b>
the plate! <span style="mso-spacerun: yes;"> </span>As evidenced by its lack of
attribution to any theoretical foundation, the </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Coherence Lab might suggest its framework is innovative.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Yet,
for over 40 years proponents of IE theory</span><span style="background: #F4F4F4; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;"> believed that through </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">intentional
invitations for vibrant and active interactions an intentionally, caring, optimistic,
respectful, and trusting (ICORT) educational leader can systemically address
institutional needs through an inventory of the entire network: People, places,
policies, programs, and processes (5-Ps), which influences the potential for
success.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Although uncited, the Coherence Lab’s
Framework readily integrates tenets of <span style="background: #F4F4F4; color: black; mso-color-alt: windowtext;">Invitational Education theory and practices</span>
<span style="background: #F4F4F4; color: black; mso-color-alt: windowtext;">(Purkey, 1992;
Purkey & Novak, 2016). Frankly, this blog post can focus entirely on
organizations that take an established theoretical foundation and repackage or rebrand
previous tenets and assumptions as something new.<span style="mso-spacerun: yes;"> </span>Although capitalism may be driven by greed, academia
should always embrace ethics and integrity. </span><span style="background: #F4F4F4;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: #F4F4F4; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;">So, let’s discuss solutions. How can someone stand up for ethical
practices and demand integrity?<span style="mso-spacerun: yes;"> </span>Leaders can
begin by intentionally invite stakeholders to become more knowledgeable.<span style="mso-spacerun: yes;"> </span>Then encourage direct support for the
institutions, alliances, or groups that exhibit research-based practices and
theoretical foundations that make better possible.<span style="mso-spacerun: yes;"> </span></span><span style="background: #F4F4F4; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: #F4F4F4; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;">My journey as an educational leader led me to Invitational
Education theory and practice, which then brought me to my first </span><span style="font-size: 12.0pt;"><a href="https://www.invitationaleducation.org/"><span style="mso-bidi-font-family: "Times New Roman";">International Alliance for
Invitational Education</span></a></span><span style="font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">®(IAIE) World Conference in 2013. You
will find the </span><span style="font-size: 12.0pt;"><a href="https://www.invitationaleducation.org/about/"><span style="mso-bidi-font-family: "Times New Roman";">IAIE</span></a></span><span style="font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";"> is a not-for-profit group of educators
and allied professionals from throughout the world, dedicated to
the development of positive school, work, and home environments as well as
being opposed to those forces that demean and defeat human potential. Through IAIE
membership, you are invited to learn how to intentionally create climates based
on care, optimism, respect, and trust while networking with IAIE members internationally.<span style="mso-spacerun: yes;"> </span></span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">By joining the IAIE, you will
receive:<i> <o:p></o:p></i></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><i><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">“Fundamentals of Invitational Education”</span></i><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"> (Purkey & Novak,
2016), <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">The monthly Alliance newsletter, <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-style: italic; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Access to the <i>Journal of Invitational Theory and Practice </i>and
the<i> IAIE Abstracts. <o:p></o:p></i></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Free participation in IE-themed webinars, <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Discounted rates for the IAIE World Conference,<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Information for how your school can earn an Inviting School Award,<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">A network of members engaging in Invitational Education research
and practice. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><span style="font-size: 12pt;">An annual individual IAIE membership
is $35.00. Here are ways to join the Alliance:</span></p>
<p class="MsoListParagraphCxSpFirst" style="background: white; line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-color-alt: windowtext; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;"><a href="https://www.invitationaleducation.org/membership">MEMBERSHIP | IAIE
(invitationaleducation.org)</a> </span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">You can join with credit card or
PayPal.<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="background: white; line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 12.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">If you prefer to pay by check, make it payable to IAIE and mail to:<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Tammy Baker, IAIE Manager; <span style="mso-spacerun: yes;"> </span>PO Box 594. Nicholasville, KY
40340. <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Email: </span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext;"><a href="mailto:tammy.baker@invitationaleducation.org" target="_blank"><span style="color: #1155cc; mso-fareast-font-family: "Times New Roman";">tammy.baker@invitationaleducation.org</span></a></span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-size: 12pt;">To learn more about
Invitational Education theory and practice or the IAIE, please visit: </span><span style="font-size: 12pt;"><a href="https://www.invitationaleducation.org/about">ABOUT | IAIE
(invitationaleducation.org)</a></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12pt; line-height: 107%; text-indent: 0.5in;">School reform requires systemic change: A metamorphosis, based on
systemic analysis of the people, places, policies, programs, and processes (the
Five Ps). This structural analysis of school climate discerns whether any part
of the whole is disinviting (Purkey & Siegel, 2013). </span><span style="background: white; font-size: 12pt; line-height: 107%; text-indent: 0.5in;">IE research and
documented practices exhibit how IE theory addresses “the total culture or
ecosystem of almost any organization” (Purkey and Siegel, 2013, p. 104). While
there is no quick fix for educational problems, </span><span style="font-size: 12pt; line-height: 107%; text-indent: 0.5in;">the IE framework encourages ongoing
vigilance before affirming sustained change (Purkey & Siegel, 2013; Strahan
& Purkey, 1992). Vigilance is required because changing how a school
operates requires transforming its people (Asbill, 1994).</span></p>
<p class="MsoNormal" style="background: white; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman"; mso-color-alt: windowtext;">During 2023, be resolute in your endeavor to model and </span><span style="color: black; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman"; mso-color-alt: windowtext;">nurture an intentionally inviting stance.<span style="mso-spacerun: yes;"> </span>We must intentionally promote IE theory and
practice in our demonstrated <span style="background: white;">efforts to encourage
the learning for all mission (Lezotte & Snyder, 2011). We must lead others
in the “direction and purpose for all Invitational thought and action” (Purkey
& Novak, 2016, p 11). </span></span><span style="background: white; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman"; mso-color-alt: windowtext;">Crucially, we must willingly teach others to extend
intentional invitations. As proponents of IE theory, we know others are
better served through empowering opportunities for achieving one’s human
potential.<span style="mso-spacerun: yes;"> </span>Therefore, encourage dialogue
that promotes critical thinking and open-mindedness.<span style="mso-spacerun: yes;"> </span>Willingly reject any exhibition of contempt,
which merely destroys motivation and incites further division. As
champions of IE theory and practices we must always promote intentionality,
care, optimism, respect, and trust (I-CORT) in all our educational, leadership,
and interpersonal opportunities. </span><span style="background: white; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background-color: white; font-size: 12pt; text-align: left;">To
cite:</span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (December 31,
2022). <span style="background: white;">An Organization That Makes a
Difference: The <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="background: white; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span></span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-color-alt: windowtext;">International
Alliance for Invitational Education®</span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">. [Web log post] Retrieved
from <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="color: black; font-size: 12.0pt; mso-color-alt: windowtext;"><a href="http://www.ucan-cja.blogspot.com/"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></span><u><span style="color: blue; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; text-indent: .5in;"><span style="color: black; font-size: 12.0pt; line-height: 200%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">References<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt;">Asbill, K. (1994<i>).
Invitational leadership: Teacher perceptions of inviting principal <o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><i><span style="font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>practices. </span></i><span style="font-size: 12.0pt;">Unpublished doctoral dissertation, School of
Educational Management,<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>New Mexico State University.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p> </o:p></span><span style="font-size: 12pt;">Fullan,
M. & Quinn, J (2021). </span><em style="font-size: 12pt;"><span style="font-family: Calibri, sans-serif;">Coherence: The Right Drivers in Action for Schools,
Districts,</span></em></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><em><span style="color: black; font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">and Systems</span></em><em><span style="font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span></em><span style="font-size: 12.0pt;"><a href="https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view?usp=sharing" target="_blank"><span style="color: windowtext; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; text-decoration: none; text-underline: none;">(Pages
17-27; 47-53)</span></a></span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">. Retrieved from<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-size: 12.0pt;"><a href="https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view</span></a></span><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;"><o:p> </o:p></span><span style="font-size: 12pt;">Lezotte,
L. W., & Snyder, K. M. (2011). </span><em style="font-size: 12pt;"><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">What effective schools do: Re-envisioning the</span></em></p>
<p class="MsoNormal" style="line-height: normal;"><em><span style="font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="mso-tab-count: 1;"> </span>correlates.</span></em><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">
Solution Tree Press.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";">Purkey,
W.W. (1992). An introduction to invitational theory. <i style="mso-bidi-font-style: normal;">Journal of Invitational theory and Practice</i> 1(1), 5-15.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span lang="EN-CA" style="font-size: 12.0pt; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman";">Purkey, W.W.., & Novak, J.M. (2016). <i style="mso-bidi-font-style: normal;">An introduction to invitational theory</i>. https://www.invitationaleducation.org/wp-content/uploads/2019/04/art_intro_to_invitational_theory-1.pdf<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 12.0pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span lang="EN-CA" style="font-size: 12.0pt; mso-ansi-language: EN-CA; mso-bidi-font-family: "Times New Roman";">Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020). <i>Developing
inviting schools: A beneficial framework for teaching</i>. Teachers College
Press.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt;">Purkey, W. W., &
Siegel, B. L. (2013). <i>Becoming an invitational leader: A new approach<span style="mso-tab-count: 1;"> </span><o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><i><span style="font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>to professional and personal success</span></i><span style="font-size: 12.0pt;">. Humanics. </span><span style="font-size: 12.0pt; mso-fareast-font-family: Calibri;">Retrieved from: <span style="mso-tab-count: 1;"> </span><a href="http://invitationaleducation.net/featuredbooks.html">http://invitationaleducation.net/featuredbooks.html</a><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: Calibri;">Strahan, D., & Purkey, W. W. (1992). <i>Celebrating diversity
through invitational <o:p></o:p></i></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><i><span style="font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>Education.</span></i><span style="font-size: 12.0pt; line-height: 107%; mso-fareast-font-family: Calibri;"> The
International Alliance for Invitational Education. <o:p></o:p></span></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-9350806752065050462022-11-30T20:31:00.018-08:002022-12-30T20:25:56.170-08:00Element 4 of the Coherence Framework: Equitable Ways of Thinking and Working<p> <span style="font-family: arial;"> <span style="font-size: 12pt; text-align: justify; text-indent: 0.5in;">Last month you were invited to reflect
upon your teacher education or leadership programs. A guiding question in this
regard asked you to consider how effectively did (does) your preparation
programs concretely develop intentionally caring, optimistic, respectful, and
trusting (ICORT)-driven educators capable (and willing) to embrace systemic
models, promote cooperative learning, exhibit high expectations, utilize HOTS,
and analyze data to monitor and adjust as needed? This month we examine </span><span style="background: white; font-size: 12pt; text-align: justify; text-indent: 0.5in;">Element 4
of the Coherence Framework: Equitable Ways of Thinking and Working. </span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: arial;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Reference
the Coherence Lab framework chart (below) to review the first three elements needed
to promote effective advocacy and systems change. Initially we emphasized <span style="background: white;">Element 1: Building Focus and
Coordination. Last month we then examined Element 2: Cultivate Trusting
Relationships. </span></span><span style="background: rgb(244, 244, 244); font-size: 12pt;">Advocates of <a href="https://eric.ed.gov/?id=ED334488">Invitational
Education</a> theory and practices (<a href="https://books.google.com/books/about/Fundamentals_of_Invitational_Education.html?id=fX1mtAEACAAJ">Purkey
& Novak, 2016</a>) appreciate </span><span style="background: white; font-size: 12pt;">Element 3: Change
Behavior at Scale. </span><span style="background: rgb(244, 244, 244); font-size: 12pt;">Invitational Education
(IE) theory and practices believe that through </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">intentional
invitations for vibrant and active interactions an ICORT-driven educator
systemically addresses institutional needs through an inventory of the entire network:
People, places, policies, programs, and processes (5-Ps) that influence the
potential for success.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: arial;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">As proponents of the Coherence
Framework move practitioners to Element 4, <a href="https://www.youtube.com/watch?v=VKRCMTwHGP0">IE theory and practices</a> is
reinforced by the need to <span style="background: rgb(244, 244, 244);">align our beliefs and values around equity through our
mindsets and our actions.</span> To encourage e</span><span style="background: white; font-size: 12pt;">quitable ways
of thinking, stakeholders need to reflect on their individual identity, acknowledge
and address biases, and design at the margins resulting in </span><span style="background: rgb(244, 244, 244); font-size: 12pt;">a constellation of
solutions that ultimately work for all stakeholders. </span><span style="background: white; font-size: 12pt;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: arial;"><span style="background: white; font-size: 12pt;">Equitable ways of working require framing the
problem </span><span style="background: rgb(244, 244, 244); font-size: 12pt;">as a defined tool for equity rather than a statement that perpetuates
inequity.</span> Subsequent exploration of solutions can then intentionally invite
people who most deeply experience the problem so their expertise can drive the
solution finding process. Through a circular rather than a linear process,
focus is placed upon what is learned as a measure of an initiative’s success. Equitable systems, tools and culture can be
developed despite the potential for risk or fear of failure.<span style="background: #F4F4F4; color: #42425a; font-size: 15.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: arial;"><span style="background: rgb(244, 244, 244); font-size: 12pt;">However, when d</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">ysfunctional <a href="https://books.google.com/books?id=jzE4DQAAQBAJ&lpg=PT187&ots=YoueYIKaO8&dq=inertia%2C%20education%2C%20Marzano&pg=PT187#v=onepage&q=inertia,%20education,%20Marzano&f=false">institutional
inertia</a> prevails and is consistently exhibited an organization either fails
or refuses to take accept where the institution is compared to where its organizational
mission states it should be heading. For instance, dysfunctional inertia continues
to blame disengaged parents for student failure and poor school climate. By contrast, <a href="http://www.wallacefoundation.org/knowledge-center/Documents/How-Leadership-Influences-Student-Learning.pdf">strong
and effective leadership</a> humbly poises the question: “Is it reasonable to
suggest many parents in low SES, urban school districts were previously
students in that school district?” Therefore, the culture of the
community is that schools are a place of failure. Education failed to free
them of the bondage of poverty--as promised! As a result, the opportunity
gap chained these parents to the achievement gap. When that becomes the prevailing
cultural reality, then the potential for equity loses to systemic injustice.</span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: arial;"><span style="line-height: 107%; text-align: left;">The Coherence Framework (below) readily
integrates tenets of</span><span style="line-height: 107%; text-align: left;"> </span></span><span style="background: rgb(244, 244, 244); font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;">Invitational Education theory and practices</span><span style="font-family: arial; font-size: 11pt; line-height: 107%; text-align: left;"> </span><span style="background: rgb(244, 244, 244); font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;">(Purkey & Novak, 2016)</span><span style="background: rgb(244, 244, 244); font-family: arial; font-size: 11pt; line-height: 107%; text-align: left;">. Likewise, </span><span style="font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;"><a href="http://www.mes.org/esr.html">Effective
Schools Research</a> </span><span style="font-family: arial; font-size: 11pt; line-height: 107%; text-align: left;">(<a href="http://horacemannleague.blogspot.com/2011/10/correlates-of-effective-schools.html"><span style="font-size: 12.0pt; line-height: 107%;">Lezotte </span>&<span style="font-size: 12.0pt; line-height: 107%;"> Snyder</span>, <span style="font-size: 12.0pt; line-height: 107%;">2011</span></a></span><span style="font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;">)</span><span style="font-family: arial; font-size: 11pt; line-height: 107%; text-align: left;"> </span><span style="font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;">readily
integrat</span><span style="font-family: arial; font-size: 11pt; line-height: 107%; text-align: left;">es
with</span><span style="font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;"> <a href="https://www.cybrary.it/study-guides/pmp-exam-study-guide/the-continuous-improvement-theory/">Continuous
Improvement Theory</a> </span><span style="font-family: arial; font-size: 11pt; line-height: 107%; text-align: left;">as</span><span style="font-family: arial; font-size: 12pt; line-height: 107%; text-align: left;"> a sustainable school improvement
framework. The continuous improvement management approach reinforces Deming’s <a href="https://www.stat.auckland.ac.nz/~mullins/quality/Deming.pdf">Total
Quality Management</a> (TQM) system, comprised of 14 points posited as
“essential for business success” (Davenport & Anderson, 2002, p. 33). </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">A skillful educational leader begins
developing an effective collaborative culture by understanding the <a href="https://eric.ed.gov/?id=ED382724">interdependency of the improvement
process</a> rather than merely undertaking elemental processes for change. Leaders
interested in promoting an equitable and truly <a href="http://www.ascd.org/publications/educational-leadership/oct09/vol67/num02/Creating-Collaborative-Cultures.aspx">collaborative
learning culture</a> must embrace this reality: It is not enough to want
to change or need to change, to become enculturated within an organization,
stakeholders must experience positive change. a culture based on “<a href="https://www.ctc.ca.gov/docs/default-source/educator-prep/asc/4005rr_superintendent_leadership.pdf">defined
autonomy</a>” (Marzano & Waters, 2010, p. 8) <a href="https://www.solutiontree.com/blog/defining-defending/">communicates <span style="color: windowtext; text-decoration-line: none;">non-negotiable
goals</span> to both the internal and external stakeholders</a>. Otherwise, change can be either slow,
inconsistent, or nonexistent.<o:p></o:p></span></span></p><p><span style="background: white; font-family: arial; font-size: 12pt; text-align: justify; text-indent: 48px;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEimteC1FDzKwLPPaSUpXkcMJEdOaJhcX3IBnpyzvQxEPzXz2k_LvheKEhfUMCNHXXFUEwZI2SQ_aJijV6xlzhuSHXNWAF6fua-X61yP8LngUMPra7BsG5WvulSAPKyycx-j_UZxQJmcHO8-pBaEV88ZfVetoTslDelfOzJLcdnExMeTDxHzD-U-m7_a" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="964" data-original-width="884" height="601" src="https://blogger.googleusercontent.com/img/a/AVvXsEimteC1FDzKwLPPaSUpXkcMJEdOaJhcX3IBnpyzvQxEPzXz2k_LvheKEhfUMCNHXXFUEwZI2SQ_aJijV6xlzhuSHXNWAF6fua-X61yP8LngUMPra7BsG5WvulSAPKyycx-j_UZxQJmcHO8-pBaEV88ZfVetoTslDelfOzJLcdnExMeTDxHzD-U-m7_a=w552-h601" width="552" /></a></div><br /><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="border: 1pt none windowtext; font-size: 12pt; padding: 0in;">To cite:</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="font-size: 12pt;">Anderson, C.J. (November 30,
2021). <span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">Element 4 of the Coherence Framework:
Equitable ways <o:p></o:p></span></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; font-size: 12pt;"> of thinking and working</span><span style="font-size: 12pt;">. [Web log post]
Retrieved from <o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-size: 12pt;"><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a></span><u><span style="color: blue; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-size: 12pt;"> </span></p>
<p class="MsoNormal"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">References<o:p></o:p></span></p>
<p style="margin: 0in;"><span style="font-family: times;">Davenport,
P., & Anderson, G. (2002). Closing the achievement gap: No excuses. APQC.<o:p></o:p></span></p>
<p class="gculcreference" style="margin: 0in;"><span style="font-family: times;"><br /></span></p><p class="gculcreference" style="margin: 0in;"><span style="font-family: times;">DuFour, R., DuFour, R., & Eaker, R. (2008). <i>Revisiting
professional learning communities at <o:p></o:p></i></span></p>
<p class="gculcreference" style="margin: 0in;"><span style="font-family: times;"><i> work: <em>New insights
for improving schools</em></i>. Solution Tree Press.</span><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Eck,
J., & Goodwin, B. (2010). Autonomy for school leaders. <i>School
Administrator</i>, <i>67</i>(1), <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">24-27.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Fullan,
M. & Quinn, J (2021). <em><span style="font-family: Calibri, sans-serif;">Coherence: The Right Drivers in Action for Schools,
Districts, <o:p></o:p></span></em></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><em><span style="font-family: Calibri, sans-serif; font-size: 12pt;">and Systems</span></em><em><span style="font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span></em><a href="https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view?usp=sharing" target="_blank"><span style="color: windowtext; font-size: 12pt; text-decoration-line: none;">(Pages 17-27; 47-53)</span></a><span style="font-size: 13pt;">. </span><span style="font-size: 12pt;">Retrieved from<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><a href="https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view"><span style="font-size: 12.0pt;">https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view</span></a><span style="font-size: 12pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Lezotte,
L. W., & Snyder, K. M. (2011). <em><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">What effective schools do: Re-envisioning the <o:p></o:p></span></em></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><em><span style="font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> correlates.</span></em><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">
Solution Tree Press.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Marzano,
R. & Waters, T. (2009). <em><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">District leadership that works. </span></em>Solution <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Tree Press<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;">Purkey,
W. W., & Novak, J. M. (2016). </span><i><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals of invitational education</span></i><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;"> International Alliance for
Invitational Education. Retrieved from: <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;"><a href="http://invitationaleducation.net/product/category/books"><span style="font-size: 12.0pt; mso-fareast-font-family: Calibri;">http://invitationaleducation.net/product/category/books</span></a><span class="MsoHyperlink"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;"><o:p></o:p></span></span></p><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-90585593712858111562022-10-31T18:51:00.031-07:002022-11-30T20:28:28.677-08:00Effective Advocacy for Change: Progress rather than perfection<p> <span style="background: white; font-size: 12pt; text-align: justify; text-indent: 0.5in;">As we
continue examining how to effectively </span><span style="font-size: 12pt; text-align: justify; text-indent: 0.5in;">advocate for
inclusive education and the <a href="https://issuu.com/odujes/docs/jes_spring_2011#:~:text=CORRELATES%20OF%20EFFECTIVE%20SCHOOLS%20%E2%80%A2%20A%20clearly%20stated,priorities%2C%20assessment%2C%20procedures%2C%20and%20personal%20and%20group%20accountability.">Learning
for All Mission</a>, reflect upon your previous efforts to <span style="background: white;">establish non-negotiable goals (NNG) (</span><a href="https://www.marzanoresearch.com/district-leadership-that-works">Marzano
& Waters, 2009</a><span class="MsoHyperlink">).</span><span style="background: white;"> As requested last month, how did you rate your efforts
to model effective collaboration? What
has been most difficult in removing identified obstacles to needed change? </span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">An effective leader recognizes when
and how staff can work autonomously and collaboratively, thereby developing or
removing staff as necessary, which promotes the culture of high expectations
within the school (<a href="http://www.aasa.org/SchoolAdministratorArticle.aspx?id=11110">Eck &
Goodwin, 2010</a>).<span style="mso-spacerun: yes;"> </span>Establishment of
non-negotiable goals (NNGs) are a product of earlier collaboration.<span style="mso-spacerun: yes;"> </span>Intentional invitations promote staff
empowerment (<a href="https://www.invitationaleducation.net/">Purkey &
Novak, 2016</a>).<span style="mso-spacerun: yes;"> </span>Determination to
collaborate, time to meet, willingness to ask serious questions, creation of an
action plan, and always meeting with an agenda, promotes collaborative
communication aligned to the established NNGs.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Positive change can be the outcome of
innovative thinking, willingness, humility, collaboration, and a collective
vision grounded in a clearly-defined mission.<span style="mso-spacerun: yes;">
</span>Unintended consequences, which often fall into the pool labeled
“negative change,” typically ignore the characteristics connected with positive
change.<span style="mso-spacerun: yes;"> </span>In conclusion, leaders
interested in promoting a <a href="http://www.ascd.org/publications/educational-leadership/oct09/vol67/num02/Creating-Collaborative-Cultures.aspx"><span style="mso-bidi-font-weight: bold; mso-font-kerning: 16.0pt;">collaborative
learning culture</span></a> must embrace this reality: It is not enough to want
to change or need to change, to become enculturated within an organization,
stakeholders must experience positive change. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Let’s
return to the Coherence Lab framework chart (below) for envisioning effective
advocacy and systems change. Previously we observed that the <span style="background: white; color: black; mso-color-alt: windowtext;">framework is
divided into four elements. </span> Last month we emphasized <span style="background: white; color: black;">Element 1: Building Focus and
Coordination. This month we will further examine Element 2: Cultivate Trusting
Relationships and Element 3: Change Behavior at Scale. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">While building
focus and coordination is an initial step toward coherence, lets agree that cultivating
trusting relationships strengthens coherence by empowering everyone through
choice and decision-making. <span style="mso-spacerun: yes;"> </span>This
requires profession development.<span style="mso-spacerun: yes;"> </span>There
are</span><strong><span style="color: black; font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span></strong><strong><span style="color: black; font-family: "Calibri",sans-serif; font-size: 12.0pt; font-weight: normal; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">t</span><span style="color: black; font-size: 12pt; font-weight: normal;"><span style="font-family: times;">hree
core sub-elements of Cultivating Trusting relationships:<o:p></o:p></span></span></strong></p>
<p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: times;"><span style="color: #212338;"><span style="mso-list: Ignore;">1.<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;">
</span></span></span><!--[endif]--><strong><span style="color: black; font-weight: normal;">Engage Authentically: Inviting </span></strong><span style="color: black;">leaders
in education</span></span><span style="color: black; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span><span style="box-sizing: inherit;">involve local
stakeholders with varied experiences, perspectives and beliefs. When engaging
with stakeholders, it's important to be transparent about the role and decision-
making responsibility of stakeholders. It’s also important to approach each
engagement with empathy. Engaging stakeholders with transparency and empathy exhibits
intentional understanding of stakeholders’ needs, motivations and interests.</span><span style="color: #212338; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: #212338; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: times;"><strong><span style="color: black; font-weight: normal;">Recognize and Address Power
Dynamics: Intentional, empathic listening exhibits u</span></strong><span style="color: black;">nderstanding
when addressing individual identities and power dynamics, This is a key sub-element
for building trusting relationships. Effective leaders recognize that power
dynamics impact the way we engage with one another and make decisions. Rather
than authority alone, power is often attributed due to cultural identity. It is
therefore prudent to confront issues of identity and power to comfortably cede
power in favor of more equitable and authentic engagements.</span></span><span style="color: #212338; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></p>
<p style="background: white; margin-bottom: 16.5pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: #212338; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> </span>Support Inclusion: Intentionally inviting
leaders <span style="background: white;">embrace the experiences of stakeholders
and honor their expertise resulting from being in proximity to issues or
problems needing to be addressed.</span><span style="color: #212338; font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><o:p></o:p></span></p><p style="background: white; margin-bottom: 16.5pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="background: white;"></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEisP9tDV9phZF-jB5GKbYDa6u2xVkZbBfMv0G1UJmFho24nqmEotbdpDs74enQgNcTL_jkl89hGO4MGM6M-Y3iuaFeUE9uLBblY0NAjllYAv9WKXeSi9JT7C59RL6BBSvKN1sKaWWJv4ilVF_aVSnu6E_3Fif6IzwEtdwqaayp4Pj3puMbtK6ie4NbE" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="964" data-original-width="884" height="602" src="https://blogger.googleusercontent.com/img/a/AVvXsEisP9tDV9phZF-jB5GKbYDa6u2xVkZbBfMv0G1UJmFho24nqmEotbdpDs74enQgNcTL_jkl89hGO4MGM6M-Y3iuaFeUE9uLBblY0NAjllYAv9WKXeSi9JT7C59RL6BBSvKN1sKaWWJv4ilVF_aVSnu6E_3Fif6IzwEtdwqaayp4Pj3puMbtK6ie4NbE=w552-h602" width="552" /></a></div><br /><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: 0.5in;"><span style="background: white; font-size: 12pt;">When seeking to apply Element 3: Change Behavior
at Scale, i</span><span style="font-size: 12pt;">ntentionally inviting leaders
believe g<span style="background: white;">reater student success is possible when
educators </span></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">utilize an intentionally caring,
optimistic, respectful, and trusting (ICORT) mindset.<span style="background: white;"> </span>Through intentional
invitations for vibrant discussions and active interactions an
ICORT-driven educator systemically addresses institutional needs through an
inventory of the networks: People. places, policies, programs, and processes
(5-Ps) that influence the potential for success. This intentional desire
promotes collaboration, exhibits
critical, higher order thinking skills <a href="https://www.bing.com/images/search?view=detailV2&ccid=H0ccsqmT&id=5D755ABD64FEFB6B6AA639848D150FDF0654E597&q=higher+order+thinking+skills+chart&simid=608023338802285293&selectedIndex=2&qpvt=higher+order+thinking+skills+chart&ajaxhist=0"><span style="color: blue; mso-fareast-font-family: "Times New Roman";">(HOTS</span></a>),
that appeals to emotions. Well-defined
ley outcomes allow valid analyzes through accessible, reliable
data. <o:p></o:p></span></p><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Reflect upon your teacher education or
leadership programs. How effectively did (does) your preparation programs
concretely develop ICORT-driven educators capable (and willing) to embrace systemic
models, promote cooperative learning, exhibit high expectations, utilize HOTS,
and analyze data to monitor and adjust as needed? Let’s explore these points next
month when we examine </span><span style="background: white; font-size: 12pt;">Element 4 of Coherence: Equitable Ways of
Thinking and Working. </span><span style="color: #333333; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> </span></p><p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="border: 1pt none windowtext; font-size: 12pt; padding: 0in;">To cite:</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12pt;">Anderson, C.J. (October 31,
2021). </span><span style="background: white; font-size: 12pt;">Effective advocacy
for change: Progress rather than</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="background: white; font-size: 12pt;"><span> </span>perfection</span><span style="font-size: 12pt;">. [Web log post] Retrieved
from </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a></span><u><span style="color: blue; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></u></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-size: 12pt;"> </span></p><p class="MsoNormal"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">References<o:p></o:p></span></p><p class="gculcreference" style="margin: 0in;"><span style="font-family: times;">DuFour, R., DuFour, R., & Eaker, R. (2008).</span><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> <i>Revisiting
professional learning communities at <o:p></o:p></i></span></p><p class="gculcreference" style="margin: 0in;"><i><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> work: <em>New insights
for improving schools</em></span></i><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">. Solution Tree Press.<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Eck,
J., & Goodwin, B. (2010). Autonomy for school leaders. <i>School
Administrator</i>, <i>67</i>(1), <o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">24-27.<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Fullan,
M. & Quinn, J (2021). <em><span style="font-family: times;">Coherence: The Right Drivers in Action for Schools,
Districts, <o:p></o:p></span></em></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: times;"><em><span style="font-size: 12pt;">and Systems</span></em><em><span style="font-size: 12pt;"> </span></em></span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view?usp=sharing" target="_blank"><span style="color: windowtext; text-decoration-line: none;">(Pages 17-27; 47-53)</span></a></span><span style="font-family: OpenSans, serif; font-size: 13pt;"><span style="box-sizing: inherit;">. </span><span style="font-size: 12pt;">Retrieved from<o:p></o:p></span></span></p><p class="MsoNormal" style="line-height: normal; text-indent: .5in;"><span style="font-size: 12pt;"><a href="https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view">https://drive.google.com/file/d/1Mgw1kds313QeA5G9vDSgPRCJqcoIMW1S/view</a><o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Lezotte,
L. W., & Snyder, K. M. (2011). <em><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">What effective schools do: Re-envisioning the <o:p></o:p></span></em></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><em><span style="font-family: "Calibri",sans-serif; font-size: 12.0pt; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> correlates.</span></em><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">
Solution Tree Press.<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Marzano,
R. & Waters, T. (2009). <em><span style="font-family: "Calibri",sans-serif; mso-ascii-theme-font: minor-latin; mso-bidi-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">District leadership that works. </span></em>Solution <o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> Tree Press<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;"> </span><span style="font-size: 12pt;">Purkey,
W. W., & Novak, J. M. (2016). </span><i><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals of invitational education</span></i><span style="font-size: 12pt;">. (2<sup>nd</sup> Ed)</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;"> International Alliance for
Invitational Education. Retrieved from: <o:p></o:p></span></p><p style="background: white; margin-bottom: 16.5pt; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial;">
</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><a href="http://invitationaleducation.net/product/category/books">http://invitationaleducation.net/product/category/books</a></span><span class="MsoHyperlink"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: Calibri;"><o:p></o:p></span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><br /></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-51462413157083344422022-09-30T04:34:00.044-07:002022-10-27T09:29:51.237-07:00How to Advocate for Inclusive Education and the Learning for All Mission<p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">Before beginning this month's discussion, please reflect upon your commitment to </span></span><span style="font-family: arial;">welcoming and successfully
educating all students. All means regardless of the students’ current abilities,
<a href="https://www.researchgate.net/publication/254345367_Effects_of_Student_Gender_and_Socioeconomic_Status_on_Teacher_Perceptions#:~:text=Socioeconomic%20status%20%28SES%29%20of%20students%20can%20influence%20teacher,in%20general%20%28Auwarter%20%26%20Aruguete%2C%202008%3B%20Sorhangen%2C%202013%29.">gender,
or socio-economic status</a>. In this endeavor, consider the extent to which you empower
your colleagues to develop high quality inclusive educational environments?
What do you consistently model to promote <a href="https://www.researchgate.net/publication/272655185_The_Importance_of_Professional_Learning_Communities_for_School_Improvement">professional
learning communities</a> in your school to develop inclusive opportunities,
resources, school-based guidance and access to local and national best
practices or experts?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p><span style="font-family: arial;"> </span></o:p></span><span style="font-family: arial; font-size: 12pt;">Researching the most significant feature common to world-class
schools, </span><a href="http://horacemannleague.blogspot.com/2011/10/correlates-of-effective-schools.html" style="font-family: arial; font-size: 12pt;">Lezotte
and Snyder (2011</a><span style="font-family: arial; font-size: 12pt;">) found a continual effort toward becoming “learning
organizations with a commitment to continuous problem-solving and a sense of
shared responsibility for improvement” (p. 67). This was evidenced by a
consistent exhibition of a clear vision leading toward the desired mission,
commitment by all to learning for all, and sharing the responsibility for
success of the mission.</span><span style="font-family: arial; font-size: 12pt;"> </span><span style="font-family: arial; font-size: 12pt;">These certainly
appear to be the minimal culture exhibited by an effective school.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="background-color: white; font-family: arial;">As
we begin considering the power of effective advocacy, let’s agree that effective
leaders exhibit the ability to inspire change despite facing complex bureaucracies,
competing interests, lack of funds, and a range of stakeholder priorities. The
ability to effectively advocate for focused change is increased through additional
training or utilization of research-based action models.</span><span style="background-color: white; font-family: arial;"> </span><span style="background-color: white; font-family: arial;">While most action research approaches utilize
a similar circular model, there are approaches designed to advocate for
specific challenges.</span><span style="background-color: white; font-family: arial;"> </span><span style="background-color: white; font-family: arial;">For instance, the
Coherence Lab's theory of action addresses the needs of historically
marginalized people by: </span></p>
<ul type="disc">
<li class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;"><span style="font-family: arial;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman";">Supporting educational leaders to coherently
focus and collaborate on key priorities, cultivating trust amongst diverse
stakeholders, and build intentional focus on equity within policy-making
and decision-making processes.</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;"><span style="font-family: arial;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman";">Developing<b> </b>teams of education
systems leaders to develop solutions for complex problems and to scale or
sustain inspiring and empowering change that support educator</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></li>
<li class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-list: l0 level1 lfo1; mso-margin-top-alt: auto; tab-stops: list .5in; text-align: justify;"><span style="font-family: arial;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman";">Identifying school leaders and
teachers who share priorities and policies and are equipped to champion school-based
continuous improvement and optimal student experiences and learning outcomes,
especially for those who have been historically marginalized.</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></li>
</ul>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="background-color: white; font-family: arial; font-size: 12pt;">The Coherence Framework illustrated below
exhibits the collective and interdependent elements supporting
coherence-building.</span><span style="font-family: arial; font-size: 12pt;"> </span><span style="background-color: white; font-family: arial; font-size: 12pt;">Note, that as with
most action-research approaches, the framework intentionally circular.</span><span style="font-family: arial; font-size: 12pt;"> </span><span style="background-color: white; font-family: arial; font-size: 12pt;">Coherence work is deeply interconnected and never
ending.</span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">As
a tool for effective advocacy and systems change, observe that the <span style="background: white; color: black;">framework is divided into four elements.<span style="mso-spacerun: yes;"> </span>Element 1: Building Focus and Coordination. Element
2: Cultivate Trusting Relationships. Element 3: Change Behavior at Scale. Element
4: Equitable Ways of Thinking and Working. </span><o:p></o:p></span></span></p>
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</v:shape><![endif]--></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEj7wZMJmlB4wpFmD-sZ9Ozux2xeHeU_2E-Jn-0cYbffqN7jd14Voc-DodUjCcQumHoQqvfIrgEjQQGW0uUjZU2sgpREwS7t5Z8-gItrFe-jFHXBivkFkQ_Oi2a_7us4hOaTWZw0Qkszxs2UgeUWl5cZ93pqg_ebuTDNi-zOKNdaSFEpIJimwEnaZH9U" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="920" data-original-width="844" height="617" src="https://blogger.googleusercontent.com/img/a/AVvXsEj7wZMJmlB4wpFmD-sZ9Ozux2xeHeU_2E-Jn-0cYbffqN7jd14Voc-DodUjCcQumHoQqvfIrgEjQQGW0uUjZU2sgpREwS7t5Z8-gItrFe-jFHXBivkFkQ_Oi2a_7us4hOaTWZw0Qkszxs2UgeUWl5cZ93pqg_ebuTDNi-zOKNdaSFEpIJimwEnaZH9U=w566-h617" width="566" /></a></div><br /><span style="color: black; font-size: 13.5pt; line-height: 107%;"><o:p></o:p></span><p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><span style="background: white; color: black; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In the endeavor to “Build Focus and Coordination”
</span><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">effective advocates and systems change
leaders should <span style="background: white; color: black;">seek to establish (a few)
priorities, model desired collaboration and remove obvious obstacles.</span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Effective
advocates and systems change leaders <span style="background: white; color: black;">seek
to build a shared vision.<span style="mso-spacerun: yes;"> </span>They identify,
plan, model, the pursuit of clearly-defined priorities. They identify how
attainment would be measured. They identify distractors, inefficiencies, or
redundancies related to these priorities. They help others to know when to say
no to these obstacles or barriers to clear alignment with to the identified priorities.</span>
</span>Beginning with district leadership, a culture based on “<a href="https://www.ctc.ca.gov/docs/default-source/educator-prep/asc/4005rr_superintendent_leadership.pdf">defined
autonomy</a>” (Marzano & Waters, 2010, p. 8) <a href="https://www.solutiontree.com/blog/defining-defending/">communicates NNG
to both the internal and external stakeholders</a>.<span style="mso-spacerun: yes;"> </span>Otherwise, change can be either slow,
inconsistent, or nonexistent.<span style="background: white; color: black;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Effective advocates and systems change
leaders <span style="background: white; color: black;">create a culture of
collaboration</span></span>.<span style="mso-spacerun: yes;"> </span>W<span style="background: white; color: black;">hile difficult, <a href="https://drive.google.com/file/d/1oM2LkqrvptZ0I7NNgKlt9DEkolPAPu_g/view">collaboration
must be more than aspirational</a>.<span style="mso-spacerun: yes;"> </span>By promoting
a culture rooted in collaboration, effectiveness in this area is exhibited in
the ability to differentiate between instances when communication or
coordination are more powerful and necessary than collaboration</span>.
The development of an effective collaborative culture results from understanding
and embracing the <a href="https://eric.ed.gov/?id=ED382724">interdependency of
the improvement process</a> rather than merely undertaking elemental processes
for change.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">Effective advocates and systems change
leaders can identify and willingly <span style="background: white; color: black;">address
the systemic barriers, inertia, outdated tools and unresponsive processes that
allow fragmentation to persist. </span>Doing anything for the sake of
compliance is seen as part of the problem.<span style="mso-spacerun: yes;">
</span>Rather, effectiveness is exhibited by management that focuses upon the implementation
and attainment of core priorities</span>.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; text-align: justify;"><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">Educators
benefit in a number of ways from working together to identify a clear, shared
vision, developing a collaborative culture focusing on learning, engaging in
collective inquiry, remaining action oriented, committing to continuous
improvement, and being results oriented (Dufour et al., 2008).<span style="mso-spacerun: yes;"> </span>The <a href="https://www.solutiontree.com/blog/6-elements-of-the-plc-process-slideshare/">six
elements of an effective PLC</a> promote learning by doing.<span style="mso-spacerun: yes;"> </span>As with many action-based processes developed
for sustaining success, the six elements work most effectively if treated as an
interdependent, cyclical process.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: arial;"><span style="background: white; color: black; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">So, as we
continue examining how to exhibit </span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">advocacy for inclusive education and
the <a href="https://issuu.com/odujes/docs/jes_spring_2011#:~:text=CORRELATES%20OF%20EFFECTIVE%20SCHOOLS%20%E2%80%A2%20A%20clearly%20stated,priorities%2C%20assessment%2C%20procedures%2C%20and%20personal%20and%20group%20accountability.">Learning
for All Mission</a>, reflect upon what you have already done in relation to
these needs.<span style="mso-spacerun: yes;"> </span>Consider your efforts to <span style="background: white; color: black;">establish your school’s (or class’s) non-negotiable
goals (NNG) (</span><a href="https://www.marzanoresearch.com/district-leadership-that-works">Marzano &
Waters, 2009</a><span class="MsoHyperlink">).</span><span style="background: white; color: black;"> How would you rate your efforts to model effective collaboration?<span style="mso-spacerun: yes;"> </span>What has been most difficult in seeking to remove
obstacles to desired change?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></span></p>
<p class="MsoNormal"><span style="background: white; color: black; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p><span style="font-family: arial;"> </span></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="font-family: arial;"><span style="border: none windowtext 1.0pt; color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To cite:</span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (September
30, 2022). </span><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">How to advocate for inclusive education and
the</span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: arial;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span> </span>learning </span></span><span style="font-family: arial; font-size: 12pt; text-indent: 0.5in;">for
all mission. </span><span style="font-family: arial; font-size: 12pt; text-indent: 0.5in;">[Web
log post] Retrieved from </span><span style="font-family: arial; font-size: 12pt; text-indent: 0.5in;"><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="color: black; font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin; mso-fareast-font-family: "Times New Roman";"><o:p><span style="font-family: arial;"> </span></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p><span style="font-family: arial;"> </span></o:p></span></p>
<p class="MsoNormal"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">References<o:p></o:p></span></span></p>
<p class="gculcreference" style="margin: 0in;"><span style="font-family: arial;">DuFour, R., DuFour, R., & Eaker, R. (2008). <i>Revisiting
professional learning communities at <o:p></o:p></i></span></p>
<p class="gculcreference" style="margin: 0in;"><span style="font-family: arial;"><i><span style="mso-tab-count: 1;"> </span>work: <em>New insights
for improving schools</em></i>. Solution Tree Press.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p><span style="font-family: arial;"> </span></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">Lezotte,
L. W., & Snyder, K. M. (2011). <em>What effective schools do: Re-envisioning the </em></span></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><em style="font-family: arial;"><span style="font-size: 12pt;"> correlates.</span></em><span style="font-family: arial; font-size: 12pt;"> Solution Tree Press.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p><span style="font-family: arial;"> </span></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;">Marzano,
R. & Waters, T. (2009). <em>District leadership that works. </em>Solution <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="font-family: arial;"><span style="mso-tab-count: 1;"> </span>Tree Press<o:p></o:p></span></span></p>
<p class="MsoNormal"><span style="font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><o:p><span style="font-family: arial;"> </span></o:p></span></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-38797353296562592702022-08-31T20:35:00.084-07:002022-09-25T10:31:02.150-07:00Twelve Research-based Components for an Effective Teacher Preparation<blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;"><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><br /></blockquote></blockquote><p style="text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif;">To address teacher shortages in New York State (NYS), the <a href="https://ies.ed.gov/ncee/edlabs/regions/northeast/">Northeast</a> and
Islands </span><em><span style="background: white; color: #4d4d4d; font-family: "Arial",sans-serif;"> </span></em><span style="font-family: "Arial",sans-serif;"><a href="https://ies.ed.gov/ncee/edlabs/" style="-webkit-text-stroke-width: 0px; box-sizing: border-box; color: var(--link-hover-color); cursor: pointer; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; widows: 2; word-spacing: 0px;" target="_blank"><em style="box-sizing: border-box;"><span style="background: white; color: blue; font-family: "Arial",sans-serif; text-decoration: none; text-underline: none;">Regional Educational Laboratory (REL)</span></em></a> used <span style="background: white; color: black; mso-color-alt: windowtext;">data from the <a href="https://data.nysed.gov/">NYS Education Department</a> to conduct two
related studies. Among other variables, the studies sought to better understand
the pathways by which both new and experienced </span></span><mark data-markjs="true" style="-webkit-text-stroke-width: 0px; background-color: var(--search-highlighter); box-sizing: border-box; color: inherit; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;"><span style="font-family: arial;">teacher</span><span style="font-family: Roboto, Helvetica, Arial, sans-serif; font-size: 14px;"><span style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; background: white; color: black;"></span></span></mark><span style="font-family: arial;"><span style="-webkit-text-stroke-width: 0px; float: none; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;">s obtained certification, in what areas, and where they were
employed.</span> <a href="https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=4636">One REL
study</a> was conducted with teachers with less than one-year of experience who
began teaching between 2015-2018 found:<span style="background-color: white;"> </span></span></p>
<p class="MsoListParagraph" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: .75in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: Arial, sans-serif; text-indent: -0.25in;">While the majority of
new teachers earned certificates through the traditional in-state pathway,
this varied somewhat by certification area. The proportion of teachers who
earned certificates through the individual evaluation pathway was higher for
the shortage certification area of career and technical education than for other
certification areas.</span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: .75in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: "Times New Roman";">The most frequent certification area
for new teachers was in the shortage certification area of special
education (40 percent), while the shortage certification areas of career and
technical education and bilingual special education were among the least
frequent areas (1 percent each).</span></p><p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: .75in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-align: justify; text-indent: -.25in;"><span style="font-family: Symbol; font-size: 11pt; text-indent: -0.25in;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: Arial, sans-serif; font-size: 11pt; text-indent: -0.25in;">New teachers
employed in high-need districts had higher rates of retention in the same
district for a second year than did new teachers employed in average and
low-need districts</span></p><p class="MsoListParagraph" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: .75in; margin-top: 0in; mso-add-space: auto; mso-list: l13 level1 lfo13; text-align: justify; text-indent: -.25in;"><!--[if !supportLists]--></p>
<p><span style="color: black; font-family: "Arial",sans-serif;">The <a href="https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=6727">second
related REL study</a> examined how teachers with more than one-year of teaching
experience earned additional certificates between 2015-2017. These findings
included:</span></p><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p></p><ul style="text-align: left;"><li><span style="font-family: Arial, sans-serif;">About 5 percent of experienced teachers in 2015/16 earned additional certificates between <a href="https://mail2.rcn.com/modern/calendar/day/1443714815457"><time datetime="2015-10-01T15:53:35.457Z" style="box-sizing: border-box;">October
2015</time></a> <span style="font-size: 11pt; line-height: 107%;"> and <a href="https://mail2.rcn.com/modern/calendar/day/1506873215458"><time datetime="2017-10-01T15:53:35.458Z" style="box-sizing: border-box;">October
2017</time></a></span>, and these teachers had fewer years of teaching experience (on average 7 years) in New York State public schools than did teachers who did not earn additional certificates during that time (on average 15 years).</span></li><li><span style="font-family: Arial, sans-serif;">More than half of experienced teachers earned additional certificates through the traditional in-state pathway, while about a third did so through the individual evaluation pathway.</span></li><li><span style="font-family: Arial, sans-serif;">Special education was the most common shortage certification area in which experienced teachers earned additional certificates (27 percent). </span></li></ul><p></p></blockquote><div><br /></div><p></p>
<p style="text-align: justify;"><span style="font-family: arial;">Obviously,
the re<span style="background: white; color: black;">sults
from the two REL studies could be used to effectively communicate with current or
prospective </span><mark data-markjs="true" style="-webkit-text-stroke-width: 0px; background-color: var(--search-highlighter); box-sizing: border-box; color: inherit; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">teacher<span style="background: white; color: black; mso-color-alt: windowtext;"></span></mark><span style="-webkit-text-stroke-width: 0px; float: none; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;">s and NYS </span>teacher<span style="background: white; color: black;"><span style="-webkit-text-stroke-width: 0px; float: none; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;"> </span></span><mark data-markjs="true" style="-webkit-text-stroke-width: 0px; background-color: var(--search-highlighter); box-sizing: border-box; color: inherit; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px;">preparation<span style="background: white; color: black; mso-color-alt: windowtext;"></span></mark><span style="-webkit-text-stroke-width: 0px; float: none; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-align: start; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;"> programs. </span>Ideally, the results of the
referenced REL studies would inform other state policymakers’ work to address
statewide shortages. Crucially, the preparation of teacher
candidates must become as efficient and effective as possible. Paraphrasing <a href="https://en.wikipedia.org/wiki/The_7_Habits_of_Highly_Effective_People#The_7_Habits">Covey
(1989),</a> in the pursuit of helping to create positive change, we must be
effective with people and efficient with time; rather than vice versa. Invitational
Education theory and practice, advocates for the utilization of an
intentionally caring, optimistic, respectful, and trusting (ICORT) mindset.<span style="background: white; color: black;"> </span>Through intentional
invitations for vibrant discussions and active interactions an
ICORT-driven stakeholder within any teacher preparation program would willingly
systemically address institutional needs through an inventory of the people,
places, policies, programs, and processes (5-Ps) that influence the teacher
candidate’s potential for success.</span><o:p></o:p></p>
<p style="text-align: justify;"><span style="color: black; font-family: "Arial",sans-serif;">Between the need to develop professional dispositions, the
requirements to exhibit content proficiency, and the expected outcome to be “day
one ready”, student teaching can be a time of anxiety for the novice.
Does it need to be? The New York City Department of Education (NYCDOE)
through its </span><a href="https://nycteacherprep.org/#:~:text=12%20PROGRAM%20COMPONENTS&text=Teacher%20candidates%20(e.g.%2C%20student%20perception,progress%20reporting%20against%20Gates%20O%26Is%20)"><span style="font-family: "Arial",sans-serif;">Coalition for Teacher Preparation</span></a><span style="color: black; font-family: "Arial",sans-serif;"> has done extensive research
and pilot testing to prove that the observable presence of 12 Components within
a model for teacher preparation programs can optimize the student teacher's
potential. Let's examine the NYC Coalition's 12 leading indicators of success:<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Rich Clinical Experience</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l6 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Semester-long experience in NYCDOE host school in communities of
color, 4-5 days/week<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l6 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Student teaching seminar aligned to student teaching
experience <o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l6 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Candidates co-teach and take gradual responsibility for the
classroom alongside a Cooperating Teacher who embodies culturally responsive
and sustaining pedagogy<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Opportunities for Practice and Ongoing Feedback</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l9 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Regular observation by and feedback from Site Coordinator<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l9 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Use of multiple sources of data, e.g. videos, K-12 student
perceptions<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l9 level1 lfo2; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Structured feedback cycles, both formal and informal – driven by
the Site Coordinator and Cooperating Teachers, using agreed upon and aligned
rubrics, provide candidates actionable, coherent feedback to improve their
practice<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Practice Based Coursework </span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l2 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Aligns to NYCDOE core pedagogical practices, relevant NYS
standards, and </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="http://www.nysed.gov/common/nysed/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf">NYSED
Culturally Responsive-Sustaining <span style="color: windowtext; text-decoration: none; text-underline: none;">E</span></a><span style="color: black;">ducation
Framework<o:p></o:p></span></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l2 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Encompasses perspectives from communities of color<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l2 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Prepares candidates to be culturally responsive and sustaining
educators (in partnership with DOE)<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l2 level1 lfo3; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Provides high-quality opportunities to practice learning from
coursework, e.g. micro-teaching, case-based instruction, simulations, video
analysis, and lesson study<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Performance Assessment and Gateways</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l11 level1 lfo4; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Grounded in current NYCDOE evaluation framework, Framework for
Teaching<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l11 level1 lfo4; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Relies on multiple sources of data and includes structured
feedback <o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l11 level1 lfo4; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Occurs regularly each semester<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l11 level1 lfo4; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Co-scoring of select artifacts to ensure inter-rater reliability<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l11 level1 lfo4; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Tied to interventions and supports as well as clear exit criteria<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Site Coordinator Faculty Position</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l8 level1 lfo5; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Full-time faculty member with robust, recent, and preferably
NYCDOE experience, who serves as partnership liaison<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l8 level1 lfo5; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Develop and teach methods coursework<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l8 level1 lfo5; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Conduct student teaching seminar<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l8 level1 lfo5; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Mentor Cooperating Teachers and teacher candidates<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Teacher Educator Professional Learning</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l3 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Actively participate in yearly convenings, engage in regular
professional development series with Coalition, and commit to sharing
experiences and resources with the broader Coalition<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l3 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Develop and implement formal and informal professional learning
that aligns with the Teacher Educator Practices Framework and that supports
teacher educators to deepen their understanding of how marginalized communities
are impacted by structural inequities<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l3 level1 lfo6; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Train and calibrate on </span><span style="font-family: "Arial",sans-serif; font-size: 11.0pt;"><a href="https://danielsongroup.org/framework/">Danielson
Framework for Teaching</a><span style="color: black;">, NYSED CR-SE Framework,
and professionalism/disposition rubric<o:p></o:p></span></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Teacher Educator Practice</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l10 level1 lfo7; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Ongoing application of learnings to improve curricula, teaching,
and coaching of teacher candidates<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l10 level1 lfo7; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Focused on surfacing and mitigating implicit biases and
integrating CR-SE & racial literacy into coursework<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l10 level1 lfo7; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Feedback that support teacher educators; to improve their practice
and further embody culturally responsive and sustaining pedagogy<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Partnership with Schools</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l1 level1 lfo8; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Student teacher placements at school sites that serve BISOC,
students experiencing economic hardship, Students with Disabilities,
Multilingual Learners, LGBTQI+, and other students who have been marginalized
by systemic inequities<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l1 level1 lfo8; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Student teacher experiences scheduled around and responsive to the
NYCDOE calendar<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l1 level1 lfo8; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Recruitment, selection, and professional learning support of
exceptional Cooperating Teachers<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Robust and Diverse Recruitment pipeline</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l0 level1 lfo9; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">University-district partners co-develop strategic teacher
recruitment plans, including goals to increase numbers of BIPOC teachers and
address district shortage areas<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l0 level1 lfo9; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Plans contain focused, measurable, and time-bound goals and
benchmarks and address equity and inclusion goals<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Monitoring Plan</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l7 level1 lfo10; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Make collective commitment across partners to share data<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l7 level1 lfo10; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Plan for what data is needed by whom and when to do what <o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l7 level1 lfo10; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Dictates details of how data is collected, analyzed, and used<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l7 level1 lfo10; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Build coherence throughout the Shared Governance Structures,
anchored in evaluating progress towards full implementation of the 12
Components<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Systems to Collect and Analyze Data</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Identify disproportionate outcomes<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Use data visualizations and reports to facilitate decision-making<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Collect and disaggregate data on:<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Teacher candidates (e.g., student perception survey, NYCDOE
teacher evaluation framework)<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Cooperating Teacher (e.g., TEPF look-fors)<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Pilot program (e.g., pilot experience survey, stakeholder focus
groups, annual progress reporting against Gates O&Is )<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l5 level1 lfo11; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Sustainable program development (e.g., school employment records,
principal survey, teacher educator focus groups, NYCDOE ORD data such as
licensure needs and attrition)<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><br /></span></b></p><p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt;"><b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Routines for Using Data</span></b><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;"><o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l12 level1 lfo12; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Governance meetings at least 2x per semester at the school level,
at least quarterly at the IHE level, and biannually at the NYCDOE level<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l12 level1 lfo12; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Communication protocols<o:p></o:p></span></p>
<p style="margin-bottom: 5.0pt; margin-left: .75in; margin-right: .75in; margin-top: 5.0pt; mso-list: l12 level1 lfo12; text-indent: -.25in;"><!--[if !supportLists]--><span style="color: black; font-family: Symbol; font-size: 11.0pt; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt;">Data collection analysis and use plans<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: justify;"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">You and your Professional
Learning Community are invited to reflect upon why this model should be
effective with the teacher candidate and efficient with stakeholders’ time. Why
should this model promote diversity, equity, and inclusion initiatives.<span style="mso-spacerun: yes;"> </span>Why should this model optimize the student
teacher’s potential for <a href="https://www.edreports.org/resources/article/preparing-day-one-ready-teachers">Day
One Readiness</a>?<span style="mso-spacerun: yes;"> </span>Compared to your institution’s
teacher preparation program, what might be missing? <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; mso-margin-top-alt: auto;"><span style="border: none windowtext 1.0pt; color: black; font-family: "Arial",sans-serif; font-size: 12.0pt; mso-border-alt: none windowtext 0in; mso-color-alt: windowtext; mso-fareast-font-family: "Times New Roman"; padding: 0in;">To
cite:</span><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p style="margin: 0in;"><span style="color: black; font-family: "Arial",sans-serif;">Anderson,
C.J. (August 31, 2021). Twelve research-based components for an effective<o:p></o:p></span></p>
<p style="margin: 0in; text-indent: .5in;"><span style="color: black; font-family: "Arial",sans-serif;">teacher preparation. [Web log post] Retrieved from<o:p></o:p></span></p>
<p style="margin: 0in; text-indent: .5in;"><span style="color: black; font-family: "Arial",sans-serif;"> </span><span style="font-family: "Arial",sans-serif;"><a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a><u><span style="color: blue;"><o:p></o:p></span></u></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="color: black; font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; line-height: 107%;">References<o:p></o:p></span></p>
<p class="gculcreference" style="margin: 0in;"><span style="font-family: "Arial",sans-serif;">DuFour,
R., DuFour, R., & Eaker, R. (2008). <i>Revisiting professional learning<o:p></o:p></i></span></p>
<p class="gculcreference" style="margin: 0in; text-indent: .5in;"><i><span style="font-family: "Arial",sans-serif;">communities at work: <em><span style="font-family: "Arial",sans-serif;">New insights for improving schools</span></em></span></i><span style="font-family: "Arial",sans-serif;">. Solution Tree Press.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2016). </span><i><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals of invitational education</span></i><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed)<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;"> International
Alliance for Invitational Education. Retrieved from: <o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt;"><a href="http://invitationaleducation.net/product/category/books">http://invitationaleducation.net/product/category/books</a></span><span class="MsoHyperlink"><span style="font-family: "Arial",sans-serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;"><span style="font-family: "Arial",sans-serif; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-46502248261523028512022-07-30T17:12:00.002-07:002022-07-30T17:17:49.966-07:00Explicit Development of Emotional Intelligence Skills to Improve Special Education Teacher Leadership<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">As
a general construct, emotional intelligence encompasses emotional, personal,
and social abilities influential upon one’s overall capability to effectively deal
with environmental demands and pressures (McCallum & Piper, 2000). Emotional
intelligence was further defined by Schutte, Malouff, Bobik, Coston, Greeson, &
Jedlicka (2001) as the ability to adaptively recognize, express, regulate, and
harness emotions. Diverse cognitive or emotional intelligence skills vary by
age, gender, and developmental level (Gardner, 1995), which thereby impacts
one’s level of competency or FLOW (Csikszentmihaly,
2013)<i>.</i><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Accountability
of teacher preparation and graduate leadership programs remain an ongoing
process. Both the <a href="http://caepnet.org/">Council for the Accreditation
of Educator Preparation</a> (CAEP, 2019) and the <a href="http://www.aaqep.org/">Association for Advancing Quality in Educator
Preparation</a> (AAQEP, 2022) provide standards that expect teacher preparation
and graduate leadership program curriculum to address leadership skill
development. Emotional intelligence has been linked to effective leadership
(Goleman, 2002, 2008b). Unfortunately, within too many accredited programs,
emotional intelligence behaviors are implicitly presented rather than
explicitly taught and thereby reliably assessed. However, a study by Anderson (2017)
indicated a direct correlation between a leader’s demonstrated emotional
intelligence behaviors in the workplace and stakeholders’ perceptions of optimal
school climate,<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Outcomes
of Anderson’s (2017) research noted it is not yet known if and to what degree public
schools that are led by </span><a href="http://www.ascd.org/publications/educational-leadership/summer18/vol75/num09/Leading-With-Emotional-Intelligence.aspx"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">leaders exhibiting
high emotional intelligence</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> (EQ) would have teachers exhibiting high EQ. Furthermore, would such schools be more
likely to then be perceived as intentionally inviting, having students with
higher socio-emotional skills, or have comparatively more diverse learners receiving
education in an inclusive setting? These
questions invite further research on the impact of typically demonstrated
emotional intelligence and </span><a href="https://kenanfellows.org/journals/wp-content/uploads/sites/297/2018/12/Teacher-Leadership-in-Special-Education.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">effective teacher
leadership within special education</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> settings. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> A study by Byron (2001) found institutes of
higher education (IHE) that focus upon emotional intelligence behaviors
produced successful outcomes. However, Cobb and Meyer (2000) cautioned that any
program seeking to develop emotional intelligence skills “should be empirically
defensible, measurable, and clear enough to serve as a basis for curriculum
development" (18). For instance, Sanders’
(2010) quantitative study examined the perceptions of professors that focus
upon educational leadership in their work within IHE. Specifically, Sanders
sought to identify the professors’ understanding of competencies related to
emotional intelligence and the extent to which these competencies were being
included within their IHE teacher leadership programs. Left unanswered was
whether or to what extent the teacher leaders’ demonstrated emotional
intelligence related to stakeholders’ perceptions of optimal school climate<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Given
teaching is considered one of the most stressful occupations (Palomera,
Fernandez-Berrocal, & Brackett, 2008), increasing the importance of
emotional intelligence skills training is crucial because professional
development in emotional intelligence skills can support teachers’ coping
skills within a stressful environment. Teacher burnout becomes more predictable
in relation to stress. By contrast, teachers exhibiting high emotional
intelligence use more positive, well-adapted, coping strategies to deal with different
sources of stress at school, thereby feeling greater job satisfaction (Palomera
et al., 2008).<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Teacher
leadership can be present in different forms for varied purposes, including
management, instruction, and school reform. Teacher leadership may be
structured either formally or informally as it evolves through presented
opportunities and explicit needs within schools. Leadership advancing </span><a href="https://www.invitationaleducation.org/product/fundamentals-of-invitational-education-2nd-edition/"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Invitational
Education (IE) theory</span></a><span style="font-family: "Times New Roman",serif; font-size: 12pt;">
encourages people to tap into their unlimited potential (Purkey & Novak, 2016).
Based on her meta-analysis, <a href="https://www.pbs.org/education/blog/how-we-can-bring-creativity-and-imagination-back-to-the-classroom">Billingsley</a>
(2007) found support in the literature for the expectation that serving the
needs of students with disabilities requires multiple layers of leadership
across school-wide and district-wide levels. Therefore, it makes sense that an intentionally
inviting leader’s increased ability to effectively interact with diverse
stakeholders would mitigate barriers that confront teacher leaders and their
ability to support diverse learners. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">To leverage the
social, structural, and fiscal, resources beneficial for students with disabilities
York-Barr, Sommerness, Duke, and Ghere (2005)</span> <span style="font-family: "Times New Roman",serif; font-size: 12pt;">suggested teacher leaders should provide
the vision, direction, and plans for special education and encouraged
prospective teacher leaders to collaborate and advocate across multiple levels within
their educational systems. As a result,
prospective teacher leaders would learn to project a concrete understanding of
the correlation between the degree to which they are connected to stakeholders
within the school and the degree to which they can influence diverse learners’ ability
to be connected, feel supported, and optimally succeed within the culture of that
school.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Through their educator
and leadership preparation programs, every IHE can benefit from encouraging
teaching practices that require increased competence in emotional awareness as
well as cognition. The results of a study by Rojas (2012) asserted three needs
for optimal emotional intelligence development among prospective teachers:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -0.25in;"></p><ol><li><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: "Times New Roman";"><span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Development
of emotional intelligence begins with a commitment to change. <o:p></o:p></span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Application
of emotional intelligence learning is optimized within environments favorable
to emotional intelligence development. </span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Pursuit
of an ideal allows interdependent application of all other emotional
intelligence competencies.</span></li></ol><!--[if !supportLists]--><p></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -0.25in;"><!--[if !supportLists]--></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.75in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -0.25in;"><!--[if !supportLists]--></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Within
the context of emotional intelligence, at least two perspectives are possible:
maximal emotional intelligence performance and typical emotional intelligence
performance (Gignac, 2010). Typical performance is a more reliable indicator of
actual behavior (Sackett, Zadeck & Fogli, 1988). Gignac (2010) and Palmer, Stough,
Harmer & Gignac (2009) suggest typical emotional intelligence is purely
relevant to the actual demonstration of emotional intelligence skills. Therefore,
typical emotional intelligence performance perspective grounds the Genos
Emotional Intelligence inventories (Palmer et al., 2009).<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Five
factors that can be influenced by every leader’s demonstrated emotional
intelligence provide a specific framework that contributes to school success or
failure. The five powerful factors: People, places, policies, programs, and
processes (the Five P’s) become highly significant due to their separate and
combined influence (Purkey & Siegel, 2013). Interdependently, the Five P’s provide
limitless opportunities for evaluation and development of organizational
climate. Grounded in Invitational Education theory, the Five P’s “address the
total culture or ecosystem of almost any organization” (Purkey & Siegel,
2003, p. 104). Therefore, the Five P’s contribute to the creation of a positive
school climate and ultimately a healthy and successful organization (Purkey
& Siegel, 2013).<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">As noted above, various
elements produce an <a href="https://www.edutopia.org/blog/qualities-of-great-school-leader-elena-aguilar">effective
educational leader</a>. Clearly, emotional intelligence competencies have been correlated
with leadership potential (Charbonneau & Nicol, 2002; Dries & Pepermans,
2007). Yet, further examination of the relationship between emotional
intelligence and effective educational leadership remains an ongoing need. Increased
understanding of emotional intelligence as a concept and development of
participants' emotional intelligence will further enhance any IHE’s leadership
development programs (Sadri, 2012). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">The field of
education would benefit from further understanding the correlation between themes
such as emotional intelligence, perception of school climate, and effective
leadership capable of monitoring and adjusting indicators of success that
optimize and sustain educational reform. The awareness and management of
emotions, as well as perception of emotions by others, provide critical
elements for success as a leader (Cherniss, 2010). Ideally, this article positively
influenced your acceptance that our constantly and rapidly evolving society, will
benefit from resilient leaders that possess and demonstrate high levels of
emotional intelligence. Therefore, you
are intentionally invited to become an advocate for explicit development of
emotional development skills as part of every IHE’s teacher preparation and graduate
leadership programs.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">To Cite:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Anderson,
C. J. (July 30, 2022). Explicit
development of emotional intelligence skills to improve </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-bidi-font-weight: bold; text-indent: 0.5in;">special
education teacher leadership. </span><span style="font-family: "Times New Roman",serif; font-size: 12pt; text-indent: 0.5in;">[Web log post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/" style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">http://www.ucan-cja.blogspot.com/</a></p>
<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">References<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Anderson, C. J.
(2017). Examining demonstrated emotional intelligence and </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">perceptions
of inviting schools. </span><i style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">Journal of Invitational Theory and Practice, </i><i style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">23</span></i><span style="font-family: "Times New Roman",serif; font-size: 12pt; text-indent: 0.5in;">, 35-61.</span></p>
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<p class="body-paragraph" style="margin: 0in;">Billingsley, B. S. (2007).
Recognizing and supporting the critical roles of teachers in special <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"> education
leadership. <i>Exceptionality</i>, 15(3), 163-176.
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<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Byron,
C. M. (2001). <i>The effects of emotional knowledge education in the training
of </i></span><i><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> novice teachers. </span></i><span style="font-family: "Times New Roman",serif; font-size: 12pt;">(Order No.
3014883, Columbia University Teachers College). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">ProQuest Dissertations and
Theses, </i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">, 103-103 p. Retrieved from </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">http://search.proquest.com/docview/251642822?accountid=7374.
(251642822).</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Charbonneau,
D., & Nicol, A. M. (2002). Emotional intelligence and leadership in </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">adolescents. </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Personality and Individual Differences</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">, </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">33</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">, 1101–1113 </span><a href="http://dx.doi.org/10.1016/s0191-8869%2801%2900216-1" style="font-family: "Times New Roman", serif; font-size: 12pt;">doi.org/10.1016/s0191-8869(01)00216-1</a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Cherniss, C. (2010). Emotional intelligence: Toward
clarification of a concept. </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Industrial and </i><i style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Organizational Psychology</span></i><span style="font-family: "Times New Roman",serif; font-size: 12pt; text-indent: 0.5in;">, <i>3</i>,
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Cobb,
C.D., & Mayer, J.D. (2000). Emotional Intelligence: What the research says. </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Educational
Leadership. 58</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">(3). 14-18. Retrieved from: </span><a href="http://www.ascd.org/publications/educational-leadership/nov00/vol58/num03/toc.aspx" style="font-family: "Times New Roman", serif; font-size: 12pt;">http://www.ascd.org/publications/educational-leadership/nov00/vol58/num03/toc.aspx</a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Council
for the Accreditation of Educator Preparation (2019). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">CAEP Accreditation </i><i><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Standards.</span></i><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> Retrieved from </span><a href="http://caepnet.org/accreditation/caep-accreditation/spa-standards-and-report-forms" style="font-family: "Times New Roman", serif; font-size: 12pt;">http://caepnet.org/accreditation/caep-accreditation/spa-standards-and-report-forms</a></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-bidi-language: EN-US;">Csikszentmihaly, M. (2013). <a href="http://www.amazon.co.uk/Creativity-Psychology-Discovery-Mihaly-Csikszentmihaly/dp/0062283251/ref=sr_1_1?ie=UTF8&qid=1454254416&sr=8-1&keywords=mihaly">Creativity:
The psychology of discovery and invention</a><i> </i>(Reprint edition.). New York: Harper Perennial. <a href="https://en.wikipedia.org/wiki/International_Standard_Book_Number" title="International Standard Book Number">ISBN</a> <a href="https://en.wikipedia.org/wiki/Special:BookSources/9780062283252" title="Special:BookSources/9780062283252">9780062283252</a>.<o:p></o:p></span></p>
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<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Palomera, R.,
Fernandez-Berrocal, P., & Brackett, M. A. (2008). Emotional intelligence <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> as a basic competency in pre-service
teacher training: some 135 evidence. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> <i>Electronic Journal of Research in
Educational Psychology, 6</i>(2), 437-454. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> Retrieved from: <span class="MsoHyperlink">http://www.investigacion- psicopedagogica.org/revista/articulos/15/english/Art_15_276.pdf</span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto; text-indent: -0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Purkey, W. W.,
& Novak, J.M. (2016). <i>Fundamentals of
invitational education (2<sup>nd</sup> ed). </i>The International Alliance for
Invitational Education. Retrieved from: </span><a href="https://www.invitationaleducation.net/product-category/books/"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">https://www.invitationaleducation.net/product-category/books/</span></a>
<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><br /></p><p class="body-paragraph" style="margin: 0in;">Rojas, M. (2012). <i>The missing
link: Emotional intelligence in teacher preparation. </i>(Order <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;">No. 3495309, Arizona
State University). <i>ProQuest Dissertations and Theses, </i>, 220.<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;">Retrieved from <a href="http://search.proquest.com/docview/923616326?accountid=7374">http://search.proquest.com/docview/923616326?accountid=7374</a>.
<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;">(923616326).<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Sackett,
P. R., Zedeck, S., & Fogli, L. (1988). Relations between measures of
typical and <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;">maximum job performance. <i>Journal of Applied Psychology, 73</i>(3), 482–486. <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;">doi:10.1037/0021-9010.73.3.482<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Sadri, G. (2012). Emotional
intelligence and leadership development. <i>Public Personnel<o:p></o:p></i></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;"><i> Management</i>, <i>41</i>(3), 535-548. <a href="http://dx.doi.org/10.1177/009102601204100308">doi.org/10.1177/009102601204100308
</a><o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Sanders, S.C. (2010) Emotional
intelligence, a necessary component of educational <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"> leadership
programs, as perceived by professors of educational leadership <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"> (Doctoral
Dissertation).<b><o:p></o:p></b></p>
<p class="body-paragraph" style="margin: 0in;"><a name="_Hlk110101801">Schutte,
N.S., Malouff, J.M., Bobik, C., Coston, T.D., Greeson, C., Jedlicka</a>, C., et
al. <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"> (2001).
Emotional intelligence and interpersonal relations. <i>Journal of Social <o:p></o:p></i></p>
<p class="body-paragraph" style="margin: 0in;"><i> Psychology</i>,
141(4), 523-536. <a href="http://dx.doi.org/10.1080/00224540109600569">doi.org/10.1080/00224540109600569
</a><o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">York-Barr, J., Sommerness, J., Duke,
K., & Ghere, G. (2005). Special educators in inclusive <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"> education
programmes: reframing their work as teacher leadership. <i>International
Journal <o:p></o:p></i></p>
<p class="body-paragraph" style="margin: 0in;"><i> of
Inclusive Education</i>, 9(2), 193-215. doi:10.1080/1360311042000339374<o:p></o:p></p>
<p><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span> </p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-89283901152104391932022-06-30T11:13:00.001-07:002022-06-30T11:15:41.660-07:00Demonstrated Leadership and the Pursuit of Ethics in Special Education<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">When teachers are
provided on-going opportunities to learn through experiences, experiment with
new ideas, and then creatively implement new programs; they are more likely to
become teacher leaders in both their schools and communities. These opportunities are beneficial by
allowing prospective teacher leaders to develop broader perspectives related to
the identified needs within schools and across the district. This encourages reflection about their own
practices and provides variety in their work and recognition of their
expertise. These roles and opportunities
thereby influence others and serve as critical forms of ethical renewal for the
field of special education.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">The great divide in
education may not be between general and special educators but rather between
community ethics compared to professional ethics. <span style="background: white;">Although values and ethics are frequently used
interchangeably, the two terms are not identical. </span>Values<span style="background: white;"> pertains to beliefs and attitudes that provide
direction to everyday living, whereas ethics pertains to the beliefs
we hold about what constitutes right conduct. Ethics are moral principles
adopted by an individual or group to provide rules for right conduct. As noted
by Remley and Herlihy (2016), ethics are aspirational goals
representing the maximum or ideal standards set by the profession, practiced
through your professional behavior and interactions.<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">If you agree that it is
essential to place principles before personalities, then as an ethical
professional you would <span style="background: white;">seek to integrate
virtue ethics and principled ethics to reach better ethical decisions and
policies. Let's take this moment to differentiate between principled
ethics and virtue ethics. P</span>rincipled ethics<span style="background: white;"> are a set of obligations and a method that focuses on moral
issues with the goals of solving a particular dilemma or set of dilemmas
and establishing a framework to guide future ethical thinking and behavior
(Meara, Schmidt, & Day, 1996). By contrast, v</span>irtue ethics<span style="background: white;"> focus upon the professional's character traits
and nonobligatory ideals to which she or he aspires rather than on solving
specific ethical dilemmas. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;">Reflecting
upon principled ethics we tend to ask, ‘Is this unethical?’ By contrast, in the
pursuit of virtue ethics we might reflect upon whether one is doing what is best
for his or her followers, clients, or students. Crucially, virtue ethics
requires consciousness of ethical behavior. Therefore, the virtuous
professional would deem it unethical to use approaches or techniques that
might not result in the greatest benefit to her or his followers, clients, or
students or to use any techniques to which he or she has not been thoroughly
trained, even if their use might not be prohibited in practice.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;">Therefore,
virtue ethics focus upon ideals rather than obligations and on the character of
the professional rather than on the action itself. Thus, the intentional demonstration
of principles before personalities. Five characteristics of virtuous
professionals were described by Meara et al (1996). These were:</span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 84.75pt; margin-right: 48.75pt; margin-top: 0in; margin: 0in 48.75pt 0in 84.75pt; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Virtuous agents are
motivated to do what is right because they judge it to be right, not just
because they feel obligated or fear the consequences.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 84.75pt; margin-right: 48.75pt; margin-top: 0in; margin: 0in 48.75pt 0in 84.75pt; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Virtuous agents rely on
vision and discernment, which involve sensitivity, judgment, and understanding
that lead to decisive action.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 84.75pt; margin-right: 48.75pt; margin-top: 0in; margin: 0in 48.75pt 0in 84.75pt; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Virtuous agents have
compassion and are sensitive to the suffering of others. They are able to take
actions to reduce their clients’ pain.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 0in; margin-left: 84.75pt; margin-right: 48.75pt; margin-top: 0in; margin: 0in 48.75pt 0in 84.75pt; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Virtuous agents are
self-aware. They know how their assumptions, convictions, and biases are likely
to affect their interactions with others.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: 8.0pt; margin-left: 84.75pt; margin-right: 48.75pt; margin-top: 0in; margin: 0in 48.75pt 8pt 84.75pt; mso-list: l1 level1 lfo2; tab-stops: list .5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 10pt;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Virtuous agents are
connected with and understand the mores of their community and the importance
of community in moral decision making, policy setting, and character
development. They understand the ideals and expectations of their community.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;">So, how
can special educators become empowered to always demonstrate principles before
personalities? </span><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Finding
few references to the leadership roles of special educators, <a href="https://www.tandfonline.com/doi/abs/10.1080/09362830701503503">Billingsley</a>
(2007) explored potential contributions of teacher leadership for special
education by reviewing select teacher literature from general education--
including the “emergence of new teacher roles in schools, the roots and
meanings of teacher leadership, and potential benefits of teacher leadership”
(p. 164). Analyzed research, drawn
conclusions, and provided implications for future practice or research by York-Barr,
Sommerness, Duke, and Ghere, (2005); Bays and Crockett (2007); as well as
Billingsley (2007) were each grounded within the conceptual framework of
special education leadership and the ethical treatment of students with special
needs. While each study’s limited sample
certainly restricts the ability to generalize results, the shared references
amongst and between the collective researchers served to narrow the focus of
each study while expanding the implications of individual results to the field
of special education and educational leadership.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Conducting
a meta-analysis of nearly 50 articles and studies was conducted in addition to
a case-study interview with a special education teacher who possessed nearly
thirty- years of experience during which time she reviewed the professional
literature to develop the Supports with <a href="https://www.pbs.org/education/blog/how-we-can-bring-creativity-and-imagination-back-to-the-classroom">Imagination
and Meaning</a> (SWIM) program, Billingsley (2007) selected and reviewed teacher
leadership literature in general education, including the emergence of new
teacher roles in schools, roots and meanings of teacher leadership, and
possible benefits of teachers as leaders.
After reviewing several examples of teacher leadership in special
education, Billingsley investigated barriers to teacher leadership and ways of
supporting the work of teacher leaders.
As a result, Billingsley found support in the literature for the belief
that serving the needs of students with disabilities requires multiple leaders
across school-wide and district-wide levels.
Teacher leadership can be present in different forms for varied
purposes, including management, instruction, and school reform. Therefore, teacher leadership may be
structured either formally or informally as it evolves through presented
opportunities and explicit needs within schools.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Special educators
become leaders by adeptly confronting barriers to the education of students who
have disabilities, rather than accepting the norms and values of the status quo
(Billingsley, 2007, p. 166). Through focus
group interviews with special educators selected based on documented
effectiveness serving students with low-incidence disabilities York-Barr et al.
(2005) found it is better to “understand their realities of practice in
inclusive education and to identify supports for such practice” (p. 193).
Although York-Barr et al did not specifically focus upon teacher leadership,
they did discuss how special educators served as “informal leaders” (p. 200) by
articulating “a sophisticated understanding of how their schools and districts
functioned organizationally and politically” (p. 193). They also suggested that
teacher leaders provided the vision, direction, and plans for special education
and encouraged prospective teacher leaders to collaborate and advocate across
multiple levels within their educational systems, thereby leveraging the
social, structural and fiscal resources beneficial for students with
disabilities. In doing so, prospective
teacher leaders project a concrete understanding that the degree to which they
are connected in a school influences the degree to which students with
disabilities are connected, supported, and provided opportunities for success
within the culture of the school (p. 211).<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">The
<a href="https://www.huffingtonpost.com/matthew-lynch-edd/invitational-leadership-essential-guide_b_1861139.html">invitational
leadership model</a> provides a comprehensive design that is inclusive of many
vital elements needed for the success of today’s educational organizations. As cited
by <a href="https://files.eric.ed.gov/fulltext/EJ942556.pdf">Burns and Martin (2010</a>,
“Invitational theory is a collection of assumptions that seek to explain
phenomena and provide a means of intentionally summoning people to realize
their relatively boundless potential in all areas of worthwhile human endeavor”
(<a href="https://www.goodreads.com/author/quotes/1744830.William_W_Purkey">Purkey</a>,
2016, p.5). Studies by <a href="https://eric.ed.gov/?id=ED334488">Purkey</a> & Siegel (2013) as well
as Burns and Martin (2010), posited leadership advancing <a href="https://www.invitationaleducation.org/product/fundamentals-of-invitational-education-2nd-edition/">Invitational
Education (IE) theory</a> would encourage people to tap into their unlimited
potential. IE theory includes vital elements needed for success within today’s
educational organizations (Burns & Martin, 2010). Therefore, teacher
preparation and graduate programs intending to develop highly qualified teacher
leaders are ethically obligated to seek to identify and optimize professional development
based on correlates addressing educational leadership (<a href="http://caepnet.org/">Council for the Accreditation of Educator
Preparation</a>, 2022). Optimal educational leadership has been identified as a
correlate that promotes sustained school success (Lezotte & Snyder, 2011). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Clearly further
research on teacher leadership in special education is required to promote the
opportunities for teacher leaders in schools and optimize student learning in
the least restrictive environment, which is the clearest indicator of professional
ethics. Possible research questions suggested by Billingsley include:<o:p></o:p></span></p>
<p class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: 0in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level1 lfo1; text-align: justify; text-autospace: none; text-indent: -0.25in;"></p><ul><li><span style="font-family: "Times New Roman",serif; font-size: 12pt;">What
is the nature of teacher leaders’ roles at the school (e.g., elementary,
secondary) and district levels?<o:p></o:p></span></li><li><span style="font-family: "Times New Roman",serif; font-size: 12pt;">What
factors (e.g., personal, organizational, preparation) influence the exercise of
special education leadership by both special and general educators?<o:p></o:p></span></li></ul><!--[if !supportLists]--><p></p>
<p class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo1; text-align: justify; text-autospace: none; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Courier New"; font-size: 12pt; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt;">How
does the culture of the district and school influence teacher leaders’ work? <o:p></o:p></span></p>
<p class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 1in; mso-add-space: auto; mso-layout-grid-align: none; mso-list: l0 level2 lfo1; text-align: justify; text-autospace: none; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Courier New"; font-size: 12pt; mso-fareast-font-family: "Courier New";">o<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman",serif; font-size: 12pt;">How
do special education leaders learn to work within the social organization of
their schools?” (173)<o:p></o:p></span></p>
<p><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;">Additionally,
related to previous research by Anderson (2017), it is not yet known if and to
what degree public schools that are led by </span><a href="http://www.ascd.org/publications/educational-leadership/summer18/vol75/num09/Leading-With-Emotional-Intelligence.aspx" style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;">leaders
exhibiting high emotional intelligence</a><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;"> (EQ) would have teachers exhibiting
high EQ.</span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;">Are such schools more likely to
have students receiving education in an inclusive setting?</span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;">These are crucial questions that invite
further research on </span><a href="https://kenanfellows.org/journals/wp-content/uploads/sites/297/2018/12/Teacher-Leadership-in-Special-Education.pdf" style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;">effective
teacher leadership in special education.</a><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: justify; text-indent: 0.5in;"> </span> </p><p></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"><br /></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">To Cite:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Anderson,
C.J. (June 30, 2022). <span style="mso-bidi-font-weight: bold;">Demonstrated leadership
and the pursuit of ethics in </span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">special
education. </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">[Web
log post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/" style="text-indent: 0.5in;"><span style="color: #0070c0; font-family: "Times New Roman",serif; font-size: 12pt;">http://www.ucan-cja.blogspot.com/</span></a></p>
<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">References<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">Anderson, C. J.
(2017). Examining demonstrated emotional intelligence and </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">perceptions
of inviting schools. </span><i style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">Journal of Invitational Theory and Practice, </i><i style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">23</span></i><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">, 35-61. </span></p>
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<p class="body-paragraph" style="margin: 0in;">Bagley, S. & Tang, K. (2018) Teacher
leadership in special education: Exploring skills, roles, <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in; text-indent: 0.5in;">and perceptions. <i>Journal
of Interdisciplinary Teacher Leadership (JoITL) 2 <span style="mso-spacerun: yes;"> </span>(1) Dec</i> <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Bays, D. A., & Crockett, J. B.
(2007). Investigating instructional leadership for special <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><span style="mso-tab-count: 1;"> </span>education.
<i>Exceptionality</i>, 15(3), 143-161. doi:10.1080/09362830701503495<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Billingsley, B. S. (2007).
Recognizing and supporting the critical roles of teachers in special <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><span style="mso-tab-count: 1;"> </span>education
leadership. <i>Exceptionality</i>, 15(3), 163-176.
doi:10.1080/09362830701503503<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"><o:p> </o:p></span></p>
<p class="body-paragraph" style="margin: 0in;"><span style="font-size: 11pt;">Burns,
G., & Martin, B. N. (2010). Examination of the Effectiveness of Male and
Female <o:p></o:p></span></p>
<p class="body-paragraph" style="margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in;"><span style="font-size: 11pt;">Educational Leaders Who
Made Use of the Invitational Leadership Style of Leadership. <i>Journal of
Invitational Theory & Practice</i>, 1629-55. Retrieved from EBSCO<i>host</i><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Crockett,
J. B. (2007). INTRODUCTION: The Changing Landscape of Special Education </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Administration. </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Exceptionality</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">,
15(3), 139-142. doi:10.1080/09362830701503487</span></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Lashley, C. (2007). Principal
leadership for special education: An ethical framework. <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><span style="mso-tab-count: 1;"> </span><i>Exceptionality</i>,
15(3), 177-187. doi:10.1080/09362830701503511<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;">Lezotte, L. W.,
& Snyder, K. M. (2011). </span><em style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;">What effective schools do: Re-envisioning the </em><em><span style="font-size: 12pt;"> Correlates.</span></em><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> Solution Tree
Press</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Meara, N.S. Schmidt,
L.D., & Day, J.D. (1996) Principles and virtues: A foundation of </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">ethical decisions,
policies, and character; </span><i style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">The Counseling Psychologist, 24 (1)</i><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">,
24-31.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left; text-indent: -0.5in;">Purkey, W. W.,
& Novak, J.M. (2016). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left; text-indent: -0.5in;">Fundamentals of
invitational education (2<sup>nd</sup> ed). </i><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left; text-indent: -0.5in;">The International Alliance for
Invitational Education. Retrieved from:</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; margin: 0in 0in 0in 0.5in; mso-add-space: auto;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;"><a href="https://www.invitationaleducation.net/product-category/books/">https://www.invitationaleducation.net/product-category/books/</a></span><span class="MsoHyperlink"><span style="font-family: "Times New Roman",serif; font-size: 10pt;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;">Purkey,
W. W., & Siegel, B. L. (2013). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left;">Becoming an invitational leader: A new
approach y</i><i style="text-align: left; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt;">o professional and personal success</span></i><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left; text-indent: 0.5in;">. Humanics. </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-align: left; text-indent: 0.5in;">Retrieved from: </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12pt; mso-fareast-font-family: Calibri;"><a href="http://invitationaleducation.net/featuredbooks.html">http://invitationaleducation.net/featuredbooks.html</a><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Remley, T.P. &
Herlihy, B. (2016). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Ethical, legal, and professional issues in
counseling</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">(5th ed.). Pearson</span></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">Shapiro, J., & Stefkovich, J.
(2000). <i>Ethical leadership and decision making in education : <o:p></o:p></i></p>
<p class="body-paragraph" style="margin: 0in;"><i><span style="mso-tab-count: 1;"> </span>Applying
theoretical perspectives to complex dilemmas</i>. Lawrence Erlbaum Associates, <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><span style="mso-tab-count: 1;"> </span>Inc.
Retrieved from EBSCO<i>host</i>.<o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><o:p> </o:p></p>
<p class="body-paragraph" style="margin: 0in;">York-Barr, J., Sommerness, J., Duke,
K., & Ghere, G. (2005). Special educators in inclusive <o:p></o:p></p>
<p class="body-paragraph" style="margin: 0in;"><span style="mso-tab-count: 1;"> </span>education
programmes: reframing their work as teacher leadership. <i>International
Journal <o:p></o:p></i></p>
<p class="body-paragraph" style="margin: 0in;"><i><span style="mso-tab-count: 1;"> </span>of
Inclusive Education</i>, 9(2), 193-215. doi:10.1080/1360311042000339374<o:p></o:p></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-22832754076045569552022-05-29T10:47:00.000-07:002022-05-29T10:47:05.203-07:00Developing a Learning Organization and Building Resiliency Through Action Research<p> <span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: 0.25in;">In relation to
educational reform, a review of the literature addressing the concept of
learning organizations will find most themes and theories were developed from
1990-1999. <a name="_Hlk489283989">In
addition </a></span><span style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">to Senge’s (</span></span><a href="http://www.infed.org/thinkers/senge.htm" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">1990</span></a><span style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">,
2006) systems model, </span></span><a href="https://www.researchgate.net/profile/Lars-Steiner/publication/235264157_Organizational_dilemmas_as_barriers_to_learning/links/553e3f1b0cf294deef6fcc97/Organizational-dilemmas-as-barriers-to-learning.pdf" style="text-align: justify; text-indent: 0.25in;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">Steiner's (1998) case study of organizational
dilemma as barriers to learning</span></a><span style="text-align: justify; text-indent: 0.25in;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";"> garnered a lot of attention. </span></span><span lang="EN" style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: 0.25in;">As advanced by </span><a href="https://books.google.com/books?id=OtyLDQAAQBAJ&lpg=PR11&ots=Hr6zdEMFSz&dq=Graphic%2C%20Senge%27s%20Five%20discipline%20of%20learning%20organizations&lr&pg=PR11#v=onepage&q=Graphic,%20Senge's%20Five%20discipline%20of%20learning%20organizations&f=false" style="text-align: justify; text-indent: 0.25in;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">Senge (2006)</span></a><span class="MsoHyperlink" style="text-align: justify; text-indent: 0.25in;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">,</span></span><span lang="EN" style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: 0.25in;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: 0.25in;">the five primary disciplines of a</span><span lang="EN" style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%; text-align: justify; text-indent: 0.25in;"> learning
organization are:</span></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"></p><ul style="text-align: left;"><li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">systems thinking, </span></li><li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">personal mastery, </span></li><li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">mental models, </span></li><li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">shared vision and </span></li><li><span style="font-family: Symbol; font-size: 12.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">team learning.<span style="mso-spacerun: yes;"> </span></span></li></ul><!--[if !supportLists]--><p></p>
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<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">By utilizing
these disciplines, facilitating the learning of teachers and students, and
transforming itself as part of a continuous improvement process, an inviting educational
change leader would want the school to exhibit the essential features of a
learning organization. In this regard, <a name="_Hlk489284051">the educational </a></span><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">change </span></span><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">leader’s
role and additional responsibilities would be to support staff transitions
throughout the change process.<span style="mso-spacerun: yes;"> </span>This is
optimized by helping build resiliency during change.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">To create a learning organization, it may be necessary for
the change leader to willingly destabilize the system to promote innovation and
provide workplace balance.<span style="mso-spacerun: yes;"> </span>While this would
shift the educational leader’s focus, the creation of organizational structure
that encourages a culture of learning (</span></span><a href="http://www.creating.bz/our-reading-circle/fifth-discipline.html"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Senge,
Kleinder, Roberts, Ross, and Smith, 1994</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">)
requires the right people become part of the organization.<span style="mso-spacerun: yes;"> </span>Therefore, the role of an <span style="mso-spacerun: yes;"> </span>educational change leader needs to be
proactive, but also intentional, inclusive, trusting, trustworthy, and
supportive.<span style="mso-spacerun: yes;"> </span>Being proactive will
mitigate </span></span><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">reacting
to or worrying about conditions over which there is little or no control.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Apropos to this endeavor,
</span></span><a href="http://www.ricklavoie.com/videos.html"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Lavoie</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;"> (1989) encouraged mitigating
instructional environments that exacerbate frustration, anxiety, and tension
(FAT). The intentionally inviting change leader therefore would want to eliminate
such </span></span><a href="http://www.youtube.com/watch?v=zhzh9kt8z7c"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">FAT from the system</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;"> <span style="mso-spacerun: yes;"> </span>and instead seek to create an optimal learning
environment approaching nirvana (LEAN). As just demonstrated, </span></span><a href="http://www.learninginfo.org/acronyms.htm"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">acronyms
and mnemonics</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">
are two psychological tools utilizing social interactions within an educational
environment to effectively reduce neurological overload and increase learning
of desired goals. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Learning overload
prevents educators from helping students realize progress and achieve stated
goals (</span></span><a href="http://caseyreason.com/index.html"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Reason, 2010</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">).<span style="mso-spacerun: yes;">
</span>Crucially, learning overload also adversely impacts professional
development. Reiterating previous research by Kennedy (2006) and Franklin
(2005), Reason (2010) further noted, “We can’t alter the brain to hold more
information, but we can change our approach to learning in ways that reduce
overwhelm and prepare us to deal with institutional challenges more
effectively” (p. 99).<span style="mso-spacerun: yes;"> </span>The educational
change leader helps to promote resiliency and the utilization of higher order
thinking skills (HOTS) rather than mostly LOTS by seeking to </span></span><a href="http://collaborate.emergentteacher.com/2011/11/11/collaborative-learning-culture.aspx"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">mitigate learning overload</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">An effective approach for
becoming a learning organization promoting organizational learning is to encourage
</span></span><a href="http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">action research as a process</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;"> whereby educators systematically
investigate instructional practices and techniques to improve their teaching
and student learning.<span style="mso-spacerun: yes;"> </span>As part of the action
research process, the impact of a specific instructional practice on student
learning is measured.<span style="mso-spacerun: yes;"> </span>The results become
the basis for educational planning, innovation, and effective decision-making.<span style="mso-spacerun: yes;"> </span>By utilizing action research, the educational
change leader increases development of the disciplines required to promote the </span></span><a href="http://www.infed.org/biblio/learning-organization.htm"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">learning organization</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">. <o:p></o:p></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Therefore, a<span style="color: black;">ction research can also be utilized for promoting continual
professional development and providing a direct route for systemic teaching and
learning improvement (</span></span></span><a href="http://www.ascd.org/publications/educational-leadership/mar02/vol59/num06/Action-Research-for-School-Improvement.aspx"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Calhoun, 2002</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">).<span style="mso-spacerun: yes;"> </span>Respective of the correlates of Effective
Schools Research </span></span><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">(</span></span><a href="http://www.effectiveschools.com/"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Lezotte
& Snyder, 2011</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">)
and tenets of Invitational Theory and Practice (</span></span><a href="https://www.questia.com/library/journal/1G1-359853771/the-basic-tenets-of-invitational-theory-and-practice"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Shaw, Siegel, & Schoenlein, 2013</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">), <span style="color: black;">using
effective leadership to encourage action research with the collection and
analysis of data to monitor and adjust programs, policies, people, places, and
processes, facilitates school-wide change.<span style="mso-spacerun: yes;">
</span>Thus, systemic action research offers the opportunity to transform the
school’s climate and level of educational effectiveness.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">When the educational
change leader begins to investigate the practicality of implementing action
research school-wide, the following questions should be addressed: <o:p></o:p></span></span></p>
<p class="Default"></p><ul style="text-align: left;"><li><span style="color: windowtext; font-family: "Times New Roman", serif; text-indent: -0.25in;">What does the disaggregated classroom data reflect about
student and teacher learning?</span></li><li><span style="color: windowtext; font-family: "Times New Roman", serif; text-indent: -0.25in;">What do teachers need to learn in order to impact specific
student learning needs?</span></li><li><span style="color: windowtext; font-family: "Times New Roman", serif; text-indent: -0.25in;">How is the school going to support teacher learning to ensure
student achievement?</span></li><li><span style="color: windowtext; font-family: "Times New Roman", serif; text-indent: -0.25in;">How will teachers and the school evaluate classroom
instruction and professional learning? </span></li><li><span style="color: windowtext; font-family: "Times New Roman", serif; text-indent: -0.25in;">What evaluation tools will be used?</span></li><li><span style="color: windowtext; font-family: "Times New Roman", serif; text-indent: -0.25in;">How will teachers and the school use the information
collected through the evaluation to make specific and targeted decisions regarding
research-based instructional strategies?</span></li></ul><p></p>
<p class="MsoNormal"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;"><o:p> </o:p></span></span><span style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif;">As
an educational change leader intentionally invites her or his staff to move toward
successful implementation, questions will continue to need answers and the
level of understanding will continue to improve. To promote resiliency, i</span></span><a href="http://www.scribd.com/doc/78619061/Action-Research" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif;">t
is important to support risk-taking and demonstrate the what, why, and how of
action research.</span></a><span style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Times New Roman",serif;">
In this way, FAT is reduced, learning overload is mitigated, and action research results in effective professional
development that improves student learning.</span></span></p>
<p class="MsoNormal" style="text-align: justify; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">As a result, the proactive
educational change leader is enabled to </span></span><a href="http://www.franklincovey.com/blog/tag/circle-of-concern"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">focus time and energy on what can be
controlled</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">.<span style="mso-spacerun: yes;"> </span>The importance of allowing problems,
challenges, and opportunities to fall into two areas--</span></span><a href="http://www.docstoc.com/docs/2215521/Stephen-Covey?s-Theory-of-Circle-of-Concern-and-Circle-of-Influence"><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Circle of Concern and Circle of
Influence</span></span></a><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;"> was
detailed by Covey (1989).<span style="mso-spacerun: yes;"> </span>Proficiency in
this area allows the educational change leader to </span></span><span style="mso-bookmark: _Hlk489284051;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">attend
to the appropriate details within his or her sphere (Senge et al., 1994).<span style="mso-spacerun: yes;"> </span></span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Ideally, </span><a href="http://www.leadershipreview.org/2004spring/CoveyArticle.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">the result</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"> can then be a school that is a
learning organization prepared to promote the </span><a href="http://www.effectiveschools.com/"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">learning for all mission!</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal"><a name="_Hlk489284126"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><b style="mso-bidi-font-weight: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">To Cite:<o:p></o:p></span></b></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">Anderson,
C.J. (May 30, 2022). Developing a learning organization and building resiliency </span></span></p><p class="MsoNormal" style="margin-bottom: 0in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"><span> </span>through action research. [Web log
post] Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/" style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%;">http://www.ucan-cja.blogspot.com/</span></a></p>
<p class="MsoNormal"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></span></p>
<p class="MsoNormal"><span style="mso-bookmark: _Hlk489284126;"><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">References<o:p></o:p></span></b></span></p>
<p class="refce" style="margin-bottom: .0001pt; margin: 0in; text-indent: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Calhoun, E. F. (2002). Action research for
school improvement. </span></span><span style="mso-bookmark: _Hlk489284126;"><i style="mso-bidi-font-style: normal;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">ASCD</span></i></span><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">. Retrieved from <o:p></o:p></span></span></p>
<p class="refce" style="margin-bottom: .0001pt; margin: 0in; text-indent: .5in;"><span style="mso-bookmark: _Hlk489284126;"></span><a href="https://www.ascd.org/el/articles/action-research-for-school-improvement"><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">https://www.ascd.org/el/articles/action-research-for-school-improvement</span></span></a><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></span></p>
<p class="refce" style="margin-bottom: .0001pt; margin: 0in; text-indent: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></span></p>
<p class="refce" style="margin-bottom: .0001pt; margin: 0in; text-indent: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Covey, S. R. (1989). </span></span><span style="mso-bookmark: _Hlk489284126;"><i style="mso-bidi-font-style: normal;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">The 7
habits of highly effective people: Restoring the character ethic</span></i></span><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;">. Free<o:p></o:p></span></span></p>
<p class="refce" style="margin-bottom: 12.0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-indent: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span lang="EN-AU" style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Press<o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Lavoie, R. (1989) <span style="mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt;">How difficult can this be? F.A.T. City--A learning
disabilities workshop DVD</span></span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Retrieved
from http://www.youtube.com/watch?v=zhzh9kt8z7c</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Lezotte, L. W., & Snyder, K. M. (2011). </span><em style="font-family: "Times New Roman", serif; font-size: 12pt;">What
effective schools do: Re-envisioning </em><em style="font-family: "Times New Roman", serif; font-size: 12pt;"> </em><em style="font-family: "Times New Roman", serif; font-size: 12pt;"> the </em><span style="text-indent: 0.5in;"><em><span style="font-size: 12.0pt;">correlates. </span></em></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">Solution Tree Press.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Purkey, W. (1992). An invitation to invitational
theory. <i style="mso-bidi-font-style: normal;">Journal of Invitational Theory
and </i></span></span><span style="text-indent: 0.5in;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Practice, 1</span></i></span><span style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(1), 5-15.</span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Reason, C. (2010). <i>Leading a learning organization:
The science of working with others</i>: </span></span><span style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Solution Tree Press.</span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN; mso-fareast-font-family: "Times New Roman";">Senge, P.M. (1990). <i>The fifth discipline</i>. Century
Business</span></span><span style="background-color: white; color: #222222; font-family: Arial, sans-serif; font-size: 10pt;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-color-alt: windowtext;">Senge,
P. M. (2006). <i>The fifth discipline: The art and practice of the
learning organization</i>. </span></span><span style="text-indent: 0.5in;"><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;">Currency.</span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><span style="mso-bookmark: _Hlk489284126;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Senge, P. M., Kleiner, A., Roberts,
C., Ross, R., & Smith, B. J. (1994). <i>The fifth discipline </i></span></span><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> fieldbook:
Strategies and tools for building a learning organization</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">. Doubleday.</span></p>
<span style="mso-bookmark: _Hlk489284126;"></span>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Shaw, D., Siegel,
B., & Schoenlein, A. (2013). The basic tenets of invitational theory and </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">practice: An
invitational glossary. <i>Journal of
Invitational Theory and Practice, 19</i>, 30-42.</span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Steiner L (1998)
Organizational dilemmas as barriers to learning<b>. </b>The Learning </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">Organization 5(4):193-201
DOI:</span><a href="http://dx.doi.org/10.1108/09696479810228577" style="text-indent: 0.5in;" target="_blank"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">10.1108/09696479810228577</span></a></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-68482636111500965122022-04-30T09:25:00.000-07:002022-04-30T09:25:16.313-07:00What is Needed to Supplement Tier 3 Reading Interventions?<p> <span style="font-family: "Times New Roman", serif; font-size: 10pt; text-align: justify; text-indent: 0.5in;">Before we dive fully into what is
needed to effectively supplement Tier 3 reading interventions, let’s review
what it means to have phonemic and phonological awareness.</span><span style="font-family: "Times New Roman", serif; font-size: 10pt; text-align: justify; text-indent: 0.5in;"> </span><span style="font-family: "Times New Roman", serif; font-size: 10pt; text-align: justify; text-indent: 0.5in;">Ideally, there is no argument that phonemic
and phonological awareness is an essential competency for emergent literacy. Phonemic
awareness is the ability to hear and manipulate the sounds in spoken words and
the understanding that spoken words and syllables are made up of sequences of
speech sounds (Yopp, 1992).</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Phonemic awareness is essential to
learning to read in an alphabetic writing system, because letters represent
sounds or phonemes.<span style="mso-spacerun: yes;"> </span>Without phonemic
awareness, phonics makes little sense.<span style="mso-spacerun: yes;"> </span>Phonemic
awareness is fundamental to mapping speech to print. <span style="mso-spacerun: yes;"> </span>For instance, if a child cannot hear that
"man" and "moon“ begin with the same sound or is unable to blend
the sounds /rrrrrruuuuuunnnnn/ into the word "run", <span style="mso-spacerun: yes;"> </span>then he or she may have great difficulty
connecting sounds with their written symbols or blending sounds to make a word.</span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">A phoneme is a speech sound.<span style="mso-spacerun: yes;"> </span>A phoneme is the smallest unit of spoken
language.<span style="mso-spacerun: yes;"> </span>It has no inherent meaning
(National Reading Panel, 2000).<span style="mso-spacerun: yes;"> </span>Phonemic
awareness involves hearing language at the phoneme level. Phonemic awareness is
<i>not </i>phonics.<span style="mso-spacerun: yes;"> </span>Phonemic awareness
is<i> auditory </i>and does not involve words in print.<span style="mso-spacerun: yes;"> </span>Phonemic awareness is important because it
teaches students to attend to sounds. Phonemic awareness primes the connection
of sound to print.<span style="mso-spacerun: yes;"> </span>Phonemic awareness
gives students a way to approach reading new words.<span style="mso-spacerun: yes;"> </span>Phonemic awareness helps students understand
the alphabetic principle whereby letters in words are systematically
represented by sounds.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Phonics, is the use of the code
(sound-symbol relationships to recognize words.<span style="mso-spacerun: yes;">
</span>Phonological awareness is the ability to hear and manipulate the sound
structure of language. This is an encompassing term that involves working with
the sounds of language at the word, syllable, and phoneme level.</span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Phonemic and phonological awareness
is difficult because although the English language includes 26 letters, there
are approximately 40 phonemes.<span style="mso-spacerun: yes;"> </span>Sounds
are represented in 250 different spellings.<span style="mso-spacerun: yes;">
</span>For instance, /f/ as in ph, f, gh, ff.<span style="mso-spacerun: yes;">
</span>Research has established that children lacking phonemic and phonological
awareness skills exhibit difficulty grouping words with similar and dissimilar
sounds (mat, mug, sun), blending and splitting syllables (sun-ny), blending
sounds into words (m_a_n), segmenting a word as a sequence of sounds (e.g., fish
is made up of three phonemes, /f/ ,/i/, /sh/), detecting and manipulating
sounds within words (change “r” in “run” to “s” to make “sun”), (Kame'enui, et.
al., 1997).</span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Most research-based reading
intervention programs utilize a phonemic and phonological awareness approach as
the foundation for their model of reading intervention.<span style="mso-spacerun: yes;"> </span>This approach is utilized as part of a Tier 3
(Intensive) RTI implemented through the programs discussed last month.<span style="mso-spacerun: yes;"> </span>Arguably, what needs to come next is the true
debate.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">For quite some time, Reading
Recovery has remained a 1:1 program and thereby utilized as a Tier 3 RTI reading
intervention. <span style="mso-spacerun: yes;"> </span>Reading Recovery marketers
are potentially being deceptive if stating nothing more is ever needed. Reading
Recovery founder Marie Clay (2005) was clear there should be two years of
monitoring and additional support following a Grade 1 student’s successful
completion of the Reading Recovery program (Tier 3). </span><span style="background: white; font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">Remove the students that
were not provided any support beyond Reading Recovery during Grade 1 from the <a href="https://www.apmreports.org/story/2022/04/23/reading-recovery-negative-impact-on-children">APM
(2022) study</a> and the real problem will be evident: <span style="mso-spacerun: yes;"> </span>Neglect of the need to effectively monitor </span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">and adjust instruction or interventions based on subsequent results!<span style="mso-spacerun: yes;"> </span></span><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">Many of the Tier 3 RTI reading programs discussed last month have
evolved to offer further structured and systemic support that can be delivered
as Tier 2 and Tier 1 (universal) practice.<span style="mso-spacerun: yes;">
</span>The need for continued evolution will ideally soon include Reading
Recovery.<span style="mso-spacerun: yes;"> </span></span><span style="background: white; font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">As noted last month, the </span><span style="color: #2f5597; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #2F5597; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent1; mso-themecolor: accent1; mso-themeshade: 191;"><a href="https://issuu.com/remediationplus/docs/r__teacher_training_white_paper" style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; widows: 2; word-spacing: 0px;"><span style="background: white; color: #2f5597; mso-style-textfill-fill-alpha: 100.0%; mso-style-textfill-fill-color: #2F5597; mso-style-textfill-fill-colortransforms: lumm=75000; mso-style-textfill-fill-themecolor: accent1; mso-themecolor: accent1; mso-themeshade: 191;">Remediation
Plus System's Teacher Training White Paper</span></a></span><span style="background: white; color: #333333; font-family: "Times New Roman",serif; font-size: 10.0pt;"><span style="-webkit-text-stroke-width: 0px; font-variant-caps: normal; font-variant-ligatures: normal; orphans: 2; text-decoration-color: initial; text-decoration-style: initial; text-decoration-thickness: initial; widows: 2; word-spacing: 0px;"> (2017) </span><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">helps teachers and
school administrators understand its reading intervention training and
curriculum. Crucially, the system provides opportunities to become expert
teachers of reading and remediation. By seeking to ensure every teacher is proficient
to address reading deficits, the system's replicable lesson plans offer an
invaluable opportunity to use a very strategic approach to providing
interventions.</span></span><span style="background: white; color: black; font-family: "Segoe UI",sans-serif; font-size: 10.5pt; mso-color-alt: windowtext;"> </span><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">Tier 2 RTI should always be a
structured literacy intervention that builds upon a systemic P-3 curriculum of fluent
reading, comprehension, writing, and thinking skills.</span><span style="background: white; font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 10.0pt; mso-color-alt: windowtext;">The benefit of programs
such as the Remediation Plus System, is it was created to address the need for
systemic professional development rather than only creating a specialized group
trained in delivering Tier 3 interventions. Having HIGHLY Proficient PK-Grade
3 teachers delivering Tier 1 & 2 reading, comprehension, and writing skills
should be part of every district’s strategic goal. </span><span style="background: white; font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">The correlate of frequent monitoring
and subsequent adjustment drives the core principles for effectively implementing
RTI.<span style="mso-spacerun: yes;"> </span>Therefore, the ability to collect
data, evaluate results, and be an honest consumer of the resulting data
promotes sustained success.<span style="mso-spacerun: yes;"> </span>Teacher
proficiency with data must therefore be embraced as an essential professional
competency </span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><span style="mso-tab-count: 1;"> </span><a href="http://www.pearsonassessments.com/NR/rdonlyres/AE0CB466-32E1-4CDD-8B64-11A595251F7A/0/EffectiveSchools_Final.pdf"><span style="mso-fareast-font-family: "Times New Roman";">Frequent monitoring of
student progress</span></a></span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">, and
adjusting instruction or interventions based on results is a correlate of
continuous school improvement within <a href="http://www.effectiveschools.com/images/stories/escorrelates.pdf">Effective
Schools</a> Research.<span style="mso-spacerun: yes;"> </span>This correlate
requires teacher competency in ethically and reliably collecting data,
evaluating results, and effectively consuming the data.<span style="mso-spacerun: yes;"> </span>Teacher bias becomes possible when teachers
identify and prescribe an intervention.<span style="mso-spacerun: yes;">
</span>They then may have difficulty accepting the need to adjust when the
prescribed intervention proves ineffective. A teacher may erroneously perceive
the intervention’s failure as a personal failure of his or her initial
prescription.<span style="mso-spacerun: yes;"> </span>Thus, defensiveness rather
than professional awareness delays any necessary adjustment.<span style="mso-spacerun: yes;"> </span>For this reason, teacher preparation programs
as well as districts or schools need to institutionalize the following six
ideas for successful development of an </span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><a href="http://www.centeroninstruction.org/files/ImplementationOfRtI.pdf"><span style="mso-fareast-font-family: "Times New Roman";">effective RTI system</span></a></span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">:</span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; text-align: justify;"></p><ol><li><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Encourage participation by key stakeholders during planning
and implementation.</span></li><li><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Elicit strong administrative support in staff development,
instructional integrity, and data collection.</span></li><li><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Provide in-depth staff development with mentoring, modeling,
and coaching.</span></li><li><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Begin follow-up trainings at the beginning of each school
year.</span></li><li><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Distribute a manual outlining procedures and materials.</span></li><li><span style="font-family: "Times New Roman", serif; font-size: 10pt;">Build Problem Solving Models such as RTI into school
schedules and the student improvement process (</span><span style="font-family: "Times New Roman", serif; font-size: 10pt;"><a href="http://onlinelibrary.wiley.com/doi/10.1002/pits.20135/abstract">Lau, Sieler, Muyskens, et al,
2006</a></span><span style="font-family: "Times New Roman", serif; font-size: 10pt;">).</span></li></ol><p></p><p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; line-height: 115%;">Crucially,
the field of education will benefit from embracing a <a href="http://www.ascd.org/whole-child.aspx">whole child approach</a> to
learning, teaching, and community engagement grounded in the belief that “each
child, in each school, in each of our communities deserves to be healthy, safe,
engaged, supported, and challenged” (ASCD, 2018).<span style="mso-spacerun: yes;"> </span>Advocates of these fundamental tenets have
long considered them essential for ensuring students become college-, career-,
and citizenship-ready, which is a desired outcome of <a href="https://www.shaker.org/Downloads/WHAT%20IS%20EFFECTIVE%20SCHOOLS%20RESEARCH.pdf">Effective
Schools Research</a>. <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; line-height: 115%;">In
order to effectively lead a school using a whole child approach to education, an
educational leader needs to be “visionary; effective instructional leaders;
active learners; and influencers within their staff and the community” (ASCD,
2018).<span style="mso-spacerun: yes;"> </span>As can be expected, the Whole
Child Approach to education promotes policies and practices aligned to support
the whole child.<span style="mso-spacerun: yes;"> </span>This requires a change
in how adults currently work together to educate children.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; line-height: 115%;">As
an advocate for Invitational Education Theory and Practices, I whole-heartedly
believe <span style="background: white; color: black; mso-color-alt: windowtext;">student
success is possible whenever educators </span>utilize an intentionally caring,
optimistic, respectful, and trusting (I-CORT) mindset.<span style="background: white; color: black; mso-color-alt: windowtext;"> </span>Through intentional
invitations for vibrant discussions and active interactions, an I-CORT-driven
educator systemically addresses institutional needs through an inventory of the
people. places, policies, programs, and processes (5-Ps) that influence the
potential for success. This intentional desire promotes collaboration, <span style="mso-spacerun: yes;"> </span>exhibits critical, higher order thinking
skills <a href="https://www.bing.com/images/search?view=detailV2&ccid=H0ccsqmT&id=5D755ABD64FEFB6B6AA639848D150FDF0654E597&q=higher+order+thinking+skills+chart&simid=608023338802285293&selectedIndex=2&qpvt=higher+order+thinking+skills+chart&ajaxhist=0"><span style="mso-fareast-font-family: "Times New Roman";">(HOTS</span></a>), and analyzes
accessible, reliable data. Are you an I-CORT-driven educator embracing
diverse approaches, promoting cooperative learning, exhibiting high expectations,
utilizing HOTS, and analyzing data to monitor and adjust whenever needed? <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; line-height: 115%;">Remember:
A goal without a plan is just a wish. An ICORT-driven educator plans for
success! Strengthen your intervention plans and RTI systems through
the active pursuit for increased awareness, elevated knowledge, and willingness
to make better possible.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; line-height: 115%;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">To cite:</span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (April 30, 2022) What is needed to supplement
tier 3 reading intervention? </span><span style="font-family: "Times New Roman", serif; font-size: 10pt; text-indent: 0.5in;">[Web log post]</span><span style="font-family: "Times New Roman", serif; font-size: 10pt; text-indent: 0.5in;"> Retrieved from </span><a href="http://www.ucan-cja.blogspot.com/" style="text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt; mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><o:p></o:p></p>
<p style="margin-bottom: 0in;"><o:p> </o:p></p>
<p style="margin-bottom: 0in;"><span style="font-size: 10.0pt;">References;</span><span style="font-family: "Times New Roman", serif; font-size: 10pt;"> </span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;">
</p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;">ASCD (2018) The
Whole Child Approach. Retrieved from <a href="http://www.ascd.org/whole-child.aspx">http://www.ascd.org/whole-child.aspx</a></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-size: 10pt; text-indent: 0.5in;">Big Ideas in Beginning
Reading (2009) University of Oregon Center on Teaching and Learning</span></p><p style="margin: 0in;"><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><span style="font-size: 10.0pt;">Retrieved
from:<span style="mso-spacerun: yes;"> </span></span><a href="http://reading.uoregon.edu/resources/bibr_pa_concepts.pdf"><span style="font-size: 10.0pt;">http://reading.uoregon.edu/resources/bibr_pa_concepts.pdf</span></a><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin-left: 0in;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 10.0pt;">Brown,
R. (2021). Understanding dyslexia. A whitepaper published by for </span><span style="font-family: "Times New Roman",serif; font-size: 10.0pt;"><a href="https://ie.fastbridge.org/e/124881/3jJmBxM/klh9pw/916790395?h=alVczH750y8GV8fa2yCAAdoO1KitMPT_lSOQ5bm4DaE..">Illuminate
Education</a><o:p></o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Kame'enui, E. J., Simmons,
D. C., Baker, S., Chard, D. J., Dickson, S. V., Gunn, B., Smith, S. B.,</span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><span style="font-size: 10.0pt;">Sprick,
M., & Lin, S. J. (1997). Effective strategies for teaching beginning
reading. In E. J.</span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><span style="font-size: 10.0pt;">Kame'enui,
& D. W. Carnine (Eds.), <i>Effective Teaching Strategies That Accommodate</i></span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><i><span style="font-size: 10.0pt;">Diverse
Learners. </span></i><span style="font-size: 10.0pt;">Merrill.</span><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Lezotte, L. W. (1991)
Correlates of Effective Schools: The First and Second Generation.</span><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">
Retrieved from: </span><a href="http://www.effectiveschools.com/images/stories/escorrelates.pdf"><span style="font-size: 10.0pt;">http://www.effectiveschools.com/images/stories/escorrelates.pdf</span></a><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Lezotte, L. W. &
Snyder, K. M. (2011). <em>What effective schools do: Re-envisioning the <o:p></o:p></em></span></p>
<p style="margin: 0in; text-indent: .5in;"><em><span style="font-size: 10.0pt;">correlates.</span></em><span style="font-size: 10.0pt;"> Solution Tree Press.<o:p></o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Lyon, G. R. (1995). Toward
a definition of dyslexia. <i>Annals of Dyslexia, 45, </i>3-27.</span><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Moats, L. C. (1999). <i>Teaching
reading is rocket science: What expert teachers of reading </i></span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><i><span style="font-size: 10.0pt;">should
know and be able to do. </span></i><span style="font-size: 10.0pt;">American
Federation of Teachers.</span><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">National Reading Panel
(2000). Teaching children to read: An evidence-based assessment of </span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><span style="font-size: 10.0pt;">the
scientific research literature on reading and its implications for reading instruction
</span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><span style="font-size: 10.0pt;">[online].
Retrieved from: http://www.nichd.nih.gov/publications/nrp/smallbook.htm.</span><o:p></o:p></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Remediation Plus teacher
training white paper (2017) retrieved from <a href="https://issuu.com/remediationplus/docs/r__teacher_training_white_paper">https://issuu.com/remediationplus/docs/r__teacher_training_white_paper</a><o:p></o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;"><span style="font-size: 10.0pt;">Yopp, H. K. (1992).
Developing Phonemic Awareness in Young Children. <i>Reading Teacher, </i></span><o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;"><i><span style="font-size: 10.0pt;">45</span></i><span style="font-size: 10.0pt;">(9), 696-703.<o:p></o:p></span></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-30986637013969718592022-03-31T10:36:00.000-07:002022-03-31T10:36:26.041-07:00 Effective Response to Intervention Programs Can Make a Difference<p> <span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">Stakeholders involved with students exhibiting academic, behavioral, or
social/emotional learning deficits too often sense there are too few options for
effective support. While the teacher or parents believe such
deficits exhibit a major concern, the student is often not evaluated until categorical
programs such as Title I, ESL, literacy services, or special education becomes
involved, Yet, since NCLB (2001) and
IDEA (2004) began emphasizing the expectation for </span><span style="font-family: Calibri, sans-serif; font-size: 11pt; line-height: 115%;"><a href="http://www.rtinetwork.org/learn/what/whatisrti"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 115%; mso-fareast-font-family: "Times New Roman";">Response to Intervention</span></a></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;"> (RTI), </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 115%;">at-risk students with learning and/or behavioral
challenges should be identified sooner rather than later, and provided with more
flexible and responsive service options.
RTI should be mitigating the expectation for individualized help to come
only through special education services.
An effective RTI approach offers several key opportunities for systemic
effectiveness:</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(1)
emphasizes early intervention in the typical, general education learning
environment, <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(2)
maximizes all staff’s expertise and services, and makes effective use of all
existing resources, <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(3)
intends to assess the student’s strengths and weaknesses based on their
academic performance or behavior in the regular educational setting, <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(4)
delivers interventions regular educational setting and interventions are based
on reliable and measurable information, <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(5)
response to the intervention is directly and frequently monitored and charted,
and <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">(6)
intends to de-emphasize categories and labels while encouraging creativity, problem
solving, and providing support to students in a timely manner. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">The effective RTI
approach institutionalizes a problem-solving model for schools.</span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">As such, the RTI model allows application of
a systemic, school-wide problem-solving approach.</span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;">Therefore, rather than perceptions or
assumptions, effective curriculum and instructional decisions can be based on
collected and analyzed student-centered data.</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">As
far back as 1990, Vacca and Padak found </span><a href="http://www.education.com/reference/article/characteristics-students-risk/"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">at-risk learners</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"> were seldom more academically vulnerable
than during instructional situations that required them to engage in acts of
literacy.<span style="mso-spacerun: yes;"> </span>Kletzien & Bednar (1990)
viewed at-risk readers as students who saw themselves “as poor learners who
have limited aptitude to benefit from educational opportunities.<span style="mso-spacerun: yes;"> </span>They are at risk by being constantly
discouraged and by having an inadequate understanding of their own learning
abilities and potential” (p 528).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">To better understand the purpose of literacy
or developmental reading options utilized for <span style="mso-spacerun: yes;"> </span>RTI, it is prudent to understand that most
research-based reading intervention programs utilize a phonemic and
phonological awareness approach as the foundation for their model of reading
intervention. <span style="mso-spacerun: yes;"> </span>The most effective reading
programs for </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">at-risk
students</span> <span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">utilize a </span><a href="http://dyslexiaassociation.org.au/index.php?page=what-treatment-is-appropriate"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">multisensory and systematic approach</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> ( Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, &
Shanahan, 2001; Kim, Wagner, & Lopez, 2012; Kruidenier, MacArthur, Wrigley,
2010). <span style="mso-spacerun: yes;"> </span>Research on the foundations of these
these approaches will find many to be </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">based on the </span><a href="http://www.ortonacademy.org/approach.php"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Orton-Gillingham</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"> method.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Many RTI initiatives utilize these
approaches within Tier 3 (Intensive) reading programs. <span style="mso-spacerun: yes;"> </span>Research by </span><a href="http://files.eric.ed.gov/fulltext/ED527634.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Slavin,
Lake, Davis, and Madden, (2009</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">)
found one-to-one intervention effective for students at-risk for reading
failure.<span style="mso-spacerun: yes;"> </span>Below are brief descriptions of
some of the more popular reading programs utilized as Tier 3 RTI interventions.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Before
reviewing specific programs, let’s be mindful that regardless of the
intervention, it is crucial to recognize teaching does not entail instruction
alone.<span style="mso-spacerun: yes;"> </span>A highly qualified teacher will
understand the ongoing relationship between the curriculum, his or her
instruction, and ongoing assessment of learning.<span style="mso-spacerun: yes;"> </span>Competency regarding this relationship should
be exhibited through increased classroom assessment literacy whereby
standards-based instruction is continually provided and monitored through
diverse and consistent formative and criterion assessments.<span style="mso-tab-count: 1;"> </span>The aim of the </span><a href="http://readingrecovery.org/reading-recovery/teaching-children/basic-facts" target="_blank"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Reading
Recovery</span></i></a><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">®</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"> program is to
reduce the number of children that experience difficulty with reading and
writing. Specially trained <i>Reading Recovery®</i> teachers identify
children for the program. The identified children “are the lowest
achievers in the first-grade cohort as evidenced on a standardized test and the
Diagnostic Survey (Clay, 1985), excluding none” (Lyons, 1989, p 126). The
<i>Reading Recovery®</i> approach to identifying at-risk students involves a
relative notion of risk, rather than an absolute one. Students are
selected for the <i>Reading Recovery®</i> intervention program because of their
performance relative to their classmates according to teacher judgment and
performance on a diagnostic battery. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">During
the <i>Reading Recovery®</i> intervention program, </span><a href="http://readingrecovery.org/reading-recovery/teaching-children/lessons" target="_blank"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">children
are pulled out</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">
of their classrooms each day for thirty-minute individual lessons. The
lessons supplement regular classroom instruction for 12 to 20 weeks. The <i>Reading
Recovery®</i> program does not rely on consumable materials or step-by-step programs.
Rather, the knowledgeable </span><a href="http://readingrecovery.org/images/pdfs/Conferences/TLI14/duncan.pdf" target="_blank"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Reading
Recovery®</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">
</span></a><a href="http://readingrecovery.org/images/pdfs/Conferences/TLI14/duncan.pdf" target="_blank"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">teacher
develops</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">
an individualized lesson for each child. Each lesson provides the child
with an opportunity to think and problem solve while reading and writing.
A detailed, daily running record is kept of the student’s progress and the
teacher then designs the next day’s lesson (Lyons, 1989). <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Reading
Recovery®</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">
is not meant to be a perfect program for every need. It is an
intervention that appears best suited for students with moderate reading or
language disorders. Evidence identifies Reading Recovery as a </span><a href="https://readingrecovery.org/images/pdfs/Reading_Recovery/Research_and_Evaluation/What_Evidence_Says_Full_Report.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">successful early
intervention reading program</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">. A </span><a href="https://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_readrecovery_071613.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">WWC report (2013</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">) found <i>Reading
Recovery®</i> to have positive effects on general reading achievement and
potentially positive effects on alphabetics, reading fluency, and comprehension
for beginning readers. In response to critics, it is only logical to
believe sustained student progress will depend upon subsequent support, both in
school and at home. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">The
<a href="https://www.wilsonlanguage.com/">Wilson Language Training®</a> (WLT)
empowers individual educators, schools, and districts to achieve literacy with
all students.<span style="mso-spacerun: yes;"> </span>Approximately 25,000
teachers in United States schools have achieved WRS Level I Certification.<span style="mso-spacerun: yes;"> </span>While WLT initially focused solely on the
education of teachers who were working with individuals with dyslexia, since
2002 WLT</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> programs provide professional
development to the general education classroom teachers as well. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">WLT serves as a provider of research-based
reading and spelling programs for all ages. Its programs offer a multisensory
and structured curricula.<span style="mso-spacerun: yes;"> </span></span><a href="http://www.wilsonlanguage.com/programs/"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Programs</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> include Fundations®, Wilson Just Words®, the Wilson Reading
System®, and Wilson Fluency®/Basic.<span style="mso-spacerun: yes;"> </span>The
approaches utilized within WLT programs have proven highly effective
(Melby-Lervåg, Lyster, & Hulme, 2012).</span><o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The<i> Wilson Reading System®</i> exhibit
potentially positive effects on alphabetics but no discernible effects on
fluency and comprehension.<span style="mso-spacerun: yes;"> </span>One study,
which included more than 70 third-grade students in Pennsylvania, used a
modified version of <i>Wilson Reading System®.<span style="mso-spacerun: yes;">
</span></i>The study met the What Works Clearinghouse (WWC) evidence
standards.<span style="mso-spacerun: yes;"> </span></span><a href="http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=546"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">As a result, of their literature</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> review (2007), the WWC considered the extent of evidence
for <i>Wilson Reading System®</i> to be small for alphabetics, fluency, and
comprehension. <span style="mso-spacerun: yes;"> </span>No studies meeting WWC
evidence standards, with or without reservations, addressed general reading
achievement.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">An intervention found to be popular
in New York City public schools is </span><a href="http://www.literacytrust.org/home"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Reading Rescue®</span></a><span class="MsoHyperlink"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">,
</span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">which
is a systematic reading intervention model based on tenets of <i style="mso-bidi-font-style: normal;">Reading Recovery®</i> (Clay, 1993).<span style="mso-spacerun: yes;"> </span>Ehri, Dreyer, Flugman, and Gross (2007) found
</span><a href="http://www.literacytrust.org/research_documenting_effectiveness"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Reading Rescue</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">® to be an
effective tutoring intervention model for first-grade struggling readers.<span style="mso-spacerun: yes;"> </span>The Reading Rescue® program offers staff
development designed to implement the intensive early intervention
program.<span style="mso-spacerun: yes;"> </span>Using trained tutors rather
than certified reading specialists, the intervention specifically targets
students who will benefit from one-on-one instruction to reach grade-level
reading.<span style="mso-spacerun: yes;"> </span>Training tutors rather than
reading specialists offers school districts a less expensive alternative to
providing Tier 3 RTI.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">The <em>Reading Rescue</em>®
program’s twelve-part professional development protocol for those delivering
the intervention is delivered over two-years.<span style="mso-spacerun: yes;">
</span>The structured training seeks to equip participating staff with
knowledge and skills typically associated with reading specialists. <span style="mso-spacerun: yes;"> </span>Ideally, this approach increases the school’s
culture of high expectations for successful literacy and builds the school's
capacity to promote learning for all students.<span style="mso-spacerun: yes;">
</span>However, one reality of a cost-efficient two-year plan for professional
development is that at-risk students may not be served by tutors as fully
trained as those studied by Ehri, et. al (2007), thereby impacting the
generalizability of those findings. <span style="mso-spacerun: yes;"> </span>Additionally, spreading the full training
protocol over two years, may adversely impact the necessary development and
implementation of a systemic process for subsequent monitoring of program
completers for sustained success.<o:p></o:p></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;">The </span><a href="https://issuu.com/remediationplus/docs/r__teacher_training_white_paper"><span style="background: white; font-family: "Times New Roman",serif; font-size: 12.0pt;">Remediation
Plus System's Teacher Training White Paper</span></a><span style="background: white; font-family: "Times New Roman", serif; font-size: 12pt;"> (2017) seeks to help teachers and school administrators
understand the program's reading intervention training and curriculum. The
system provides opportunities to become expert teachers of reading and
remediation. If seeking to ensure every teacher is proficient to address
reading deficits, the system's replicable lesson plans offer an invaluable
opportunity to use a very strategic approach to providing interventions.</span><span style="background: white; font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-align: justify; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Undoubtedly,
RTI </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">programs utilizing a phonemic and
phonological awareness approach in a multisensory, systemic reading
intervention model should be offering a research-based Tier 3 RTI administered
by well-trained interventionist. However, for at least two years following
successful participation in any early intervention program, the effective
school needs to ensure the student is exposed to “good classroom instruction
and moderate personal motivation that should be achievable” (Clay, 2005, p.
52).<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Next month’s post will address the need
for a systemic follow up program for successful completers of early
intervention reading programs.<span style="mso-spacerun: yes;"> </span>A
follow-up program needs to offer techniques that address the students’ “affective
needs to help them see themselves as capable learners and good thinkers” (Coley
& Hoffman, 1990, p 497).<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom: 0in;"><o:p> </o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">To cite:</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Anderson, C.J. (March 31, 2022) Effective Response to
Intervention programs can make a<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>difference [Web log
post] Retrieved from </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><a href="http://www.ucan-cja.blogspot.com/"><span style="mso-fareast-font-family: "Times New Roman";">http://www.ucan-cja.blogspot.com/</span></a><o:p></o:p></span></p>
<p style="margin-bottom: 0in;"><i><o:p> </o:p></i></p>
<p style="margin: 0in;">References;<o:p></o:p></p>
<p style="margin: 0in;"><o:p> </o:p></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin-left: 0in;"><span style="color: black; font-family: "Times New Roman",serif; font-size: 12.0pt;">Brown,
R. (2021). Understanding dyslexia. A whitepaper published by for </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><a href="https://ie.fastbridge.org/e/124881/3jJmBxM/klh9pw/916790395?h=alVczH750y8GV8fa2yCAAdoO1KitMPT_lSOQ5bm4DaE..">Illuminate
Education</a><o:p></o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Clay, M.M. (1987).
Learning to be learning disabled. <i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span>New Zealand Journal of Educational <o:p></o:p></i></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in; text-indent: .5in;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Studies, v22, </span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">155-173.<o:p></o:p></span></p>
<p style="margin: 0in;"><o:p> </o:p></p>
<p style="margin: 0in;">Clay, M. M. (2005). <i>Reading recovery.</i> Heinemann<o:p></o:p></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>
<p style="margin: 0in;">Ehri, L.. Dreyer, L.,Flugman,B. and Gross, A. Alan.
(2007) Reading Rescue: An effective <o:p></o:p></p>
<p style="margin: 0in; text-indent: .5in;">tutoring intervention model for
first-grade struggling readers. <em>American Educational <o:p></o:p></em></p>
<p style="margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;"><em>Research
Journal</em>, 44,414-448.<o:p></o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">International Dyslexia Association. (2008). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Just the
Facts: Multisensory Structured Language</i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Teaching</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">. Baltimore:
MD.<span style="mso-spacerun: yes;"> </span><i>Reading Research Quarterly, 36</i>(3),
250-287. <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">doi: 10.1598/RRQ.36.3.2</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Hoover, N. L., (2011). </span><i style="font-family: "Times New Roman", serif; font-size: 12pt;">Reading Rescue®: A literacy
intervention for elementary students</i><span style="font-family: "Times New Roman", serif; font-size: 12pt;">,</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Gainsville,
FL: The Literacy Trust.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p style="margin: 0in;"><o:p> </o:p></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Kletzien, S.B.
& Bednar, M.R., (1990). Dynamic assessment for at-risk readers. <i style="mso-bidi-font-style: normal;">Journal<o:p></o:p></i></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>of Reading v33.
n7 </span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>528-533<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Lyons, C.A. (1989)
Reading recovery: A preventative for labeling young at-risk learners.<o:p></o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin-bottom: 0in;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Urban Education v 24, n2 </span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>125-39.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Melby-Lervåg, M., Lyster, S.-A. H., & Hulme, C. (2012). Phonological
skills and their role</span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">in learning <span style="mso-spacerun: yes;"> </span>to read:
A meta-analytic review. <i>Psychological Bulletin, 138</i>(2), 322-352.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">doi: 10.1037/a0026744</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: JA;"><o:p> </o:p></span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">National Early Literacy Panel.
(2008). <i>Developing Early Literacy: A Scientific Synthesis </i></span><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-language: JA;"> </span></i><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: JA;">of</span></i></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-language: JA;"><span style="mso-tab-count: 1;"> </span></span></i><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: JA;">Early Literacy Development and
Implications for Intervention.</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">
</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: JA;">Jessup, MD:
National </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-language: JA;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-language: JA;"><span style="mso-tab-count: 1;"> </span></span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: JA;">Institute for Literacy. </span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-language: JA;"><o:p></o:p></span></p>
<p style="margin: 0in;"><span style="font-family: times; font-size: medium;"><o:p> </o:p></span></p><p style="margin: 0in;"><span style="font-family: times;">Remediation Plus System Teacher Training White
Paper (2017) Retrieved from:</span></p><p style="margin: 0in;"><span style="font-family: times;"><a href="https://issuu.com/remediationplus/docs/r__teacher_training_white_paper"><span> </span>https://issuu.com/remediationplus/docs/r__teacher_training_white_paper</a></span></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman", serif; font-size: 10pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; tab-stops: 45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Slavin, R. E., Lake, C., Davis, S., & Madden, N. A.
(2011). Effective programs for struggling <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; tab-stops: 45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>readers:
<span style="mso-tab-count: 1;"> </span>A best-evidence synthesis. <i style="mso-bidi-font-style: normal;">Educational Research Review, 6</i>(1), 1–26.
<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; tab-stops: 45.8pt 91.6pt 137.4pt 183.2pt 229.0pt 274.8pt 320.6pt 366.4pt 412.2pt 458.0pt 503.8pt 549.6pt 595.4pt 641.2pt 687.0pt 732.8pt;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-tab-count: 1;"> </span>doi:10.1016/j.edurev.2010.07.002<o:p></o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoBodyTextIndent" style="line-height: normal; margin: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Vacca, R. T. &
Padak, N. D. (1990). Who's at risk in reading? <i style="mso-bidi-font-style: normal;">Journal of Reading v33. n7<o:p></o:p></i></span></p>
<p style="margin: 0in; text-indent: .5in;"><span style="font-size: 10.0pt;">486-88.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p> </o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><o:p> </o:p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com0tag:blogger.com,1999:blog-7186282055346646339.post-63910743030856610282022-02-28T09:23:00.003-08:002022-02-28T09:23:58.206-08:00The Truly Virtuous Servant Leader Asks, "How can we best help you?” <p> <a href="https://www.greenleaf.org/what-is-servant-leadership/" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">Servant
Leaders</span></a><span style="font-family: "Times New Roman", serif; font-size: 12pt; line-height: 200%; text-align: justify; text-indent: 0.5in;"> are value-driven and character-driven. These qualities are typically exhibited
through "increased service to others; a holistic approach to work;
promoting a sense of community; and the sharing of power in decision
making" (Greenleaf, 1997, p. 4).
Proponents of Servant Leadership emphasize collaboration and integrity,
whereby communication and persuasion skills become extremely important (Smith,
Montagno, & Kuzmenko, 2004). The
servant leader aspires to seeing the follower move toward self-actualization
(Maslow, 1970). Therefore, what differentiates
a servant-leader from a transformational leader is the deep desire to pursue a
preferred future from “the basis of humility, empathy, compassion, and
commitment to ethical behavior” (Lad & Luechauer, 1998, p. 64). This would not be possible without the
presence of high emotional intelligence and
experiential components expressed within the tenets of Invitational Education
(Anderson, 2016).</span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">From
the primary desire to serve, the servant-leader wants to help his or her
followers "grow healthier, wiser, freer, more autonomous, and more likely
themselves to become servants" (Greenleaf, 1977, pp.13-14).<span style="mso-spacerun: yes;"> </span>While the desire to serve is the primary
motivation of the servant-leader, the conscious choice to meet other people's
highest-priority needs ground any aspiration to lead (Greenleaf, 1977).<span style="mso-spacerun: yes;"> </span>Thus, Servant Leadership epitomizes a desire
for social justice.<span style="mso-spacerun: yes;"> </span>Listening, empathy,
healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment to growth of people, and building community are essential attributes
of the servant leader (Spear, 2002).<span style="mso-spacerun: yes;">
</span>People with high emotional intelligence are more likely to exhibit these
attributes (Bradberry & Greaves, 2009).<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">As
a comprehensive model with the promise for providing a positive and encouraging
structure to guide today’s leaders through complex times, Invitational
Education (IE) theory is a collection of assumptions that seek to explain
phenomena and provide a means of intentionally summoning people to realize
their relatively boundless potential in all areas of worthwhile human endeavor”
(</span><a href="https://www.goodreads.com/author/quotes/1744830.William_W_Purkey"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">Purkey</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">,
2016, p.5).<span style="mso-spacerun: yes;"> </span>The purpose is to “address
the entire global nature of human existence and opportunity” (Purkey, 2016, p.
29).<span style="mso-spacerun: yes;"> </span>An implication for IE
implementation can be derived from the Servant Leader’s assumption of
intentionality.<span style="mso-spacerun: yes;"> </span>It is now recognized
that intentionality, care, optimism, respect, and trust (I-CORT) should be the
virtuous </span><a href="https://www.invitationaleducation.org/wp-content/uploads/2019/04/art_intro_to_invitational_theory-1.pdf"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;">Invitational
Education </span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span>leader’s
consistent mindset (Anderson, 2019, 2021) to exhibit the personally and
professionally inviting behaviors (Purkey & Novak, 2016) that promote
“increased learning outcomes and personal growth” (Shaw, Siegel, &
Schoenlein, 2013, p. 33). </span></p><p class="MsoNormal" style="line-height: 200%; margin-bottom: 0in; mso-layout-grid-align: none; text-align: justify; text-autospace: none; text-indent: .5in;"></p><p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">To Cite:<o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; line-height: 107%;">Anderson, C.J. (February 28, 2022). The truly virtuous
servant leader asks, "How can we best help you?” <span style="mso-bidi-font-weight: bold;">. </span>[Web log post] Retrieved from <a href="http://www.ucan-cja.blogspot.com/">http://www.ucan-cja.blogspot.com/</a><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">References:<o:p></o:p></span></b></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-bidi-font-weight: bold;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-bidi-font-weight: bold;">Anderson, C. J. (2016). </span><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">A correlational
study examining demonstrated emotional </span></i><b><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></b></p>
<p class="MsoPlainText" style="margin-left: .5in; text-align: justify;"><i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">intelligence and perceptions of school climate</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">. (Doctoral
dissertation). <o:p></o:p></span></p>
<p class="MsoPlainText" style="margin-left: .5in; text-align: justify;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Retrieved from
ProQuest Dissertations & Theses, </span><a href="http://search.proquest.com/docview/1771637101"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">10027119</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman", serif; font-size: 12pt; text-indent: 0.5in;"> </span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-bidi-font-weight: bold;">Anderson, C. J. (2021). </span><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12.0pt;">Developing your students'
emotional intelligence and philosophical<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; text-indent: .5in;"><span style="background: white; color: black; font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>perspective begins
with I-CORT.</span><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-bidi-font-weight: bold;"> <i>Journal of Invitational Theory and Practice, 27</i>,
36-50.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Greenleaf,
R. K. 1997. <i>The servant as leader</i>. The Greenleaf Center.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-bidi-language: EN-US;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;">Purkey, W. W., & Novak, J. M. (2016). </span><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: "TimesNewRoman\,Italic";">Fundamentals of invitational education</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;">. (2<sup>nd</sup> Ed)<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>International
Alliance for Invitational Education. Retrieved from: <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;"><a href="http://invitationaleducation.net/product/category/books"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;">http://invitationaleducation.net/product/category/books</span></a><span class="MsoHyperlink"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in; mso-layout-grid-align: none; text-autospace: none; text-indent: .5in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Purkey, W. W.,
Schmidt, J. J., & Novak, J. M. (2010). <i>From conflict to conciliation:
How <o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>to defuse difficult situations<b>.</b></span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">: Corwin Press.
ISBN: 9787452212104<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Purkey, W. W.,
& Siegel, B. L. (2013). <i>Becoming an invitational leader: A new approach<o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>to professional and personal success</span></i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">. Humanics.
Retrieved from:<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span></span><a href="http://invitationaleducation.net/featuredbooks.html"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">http://invitationaleducation.net/featuredbooks.html</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0in;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN;">Sendjaya, S.,
& Sarros, J. C. (2002). Servant Leadership: Its origin, development, and <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal;"><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN;"><span style="mso-tab-count: 1;"> </span>application in organizations.<i>
Journal of Leadership & Organizational Studies, <o:p></o:p></i></span></p>
<p class="MsoNormal" style="line-height: normal;"><i><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN;"><span style="mso-tab-count: 1;"> </span>9</span></i><span lang="EN" style="font-family: "Times New Roman",serif; font-size: 12.0pt; mso-ansi-language: EN;">(2), 57-64. </span><a href="http://dx.doi.org/10.1177/107179190200900205"><span style="color: blue; font-family: "Times New Roman",serif; font-size: 12.0pt;">doi.org/10.1177/107179190200900205
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<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #231f20; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;">Shaw, D., Siegel, B., &
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<p class="MsoNormal" style="line-height: normal; mso-layout-grid-align: none; text-autospace: none;"><span style="color: #231f20; font-family: "Times New Roman",serif; font-size: 12.0pt; mso-fareast-font-family: Calibri;"><span style="mso-tab-count: 1;"> </span>and
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<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;">Spears, L. (1996). Reflections on Robert
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<p class="MsoNormal" style="line-height: normal;"><i><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span>Leadership
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<p class="MsoNormal" style="line-height: normal;"><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span></span><a href="http://dx.doi.org/10.1108/01437739610148367"><span style="color: blue; font-family: "Times New Roman",serif; font-size: 12.0pt;">doi.org/10.1108/01437739610148367
</span></a><span style="font-family: "Times New Roman",serif; font-size: 12.0pt;"><o:p></o:p></span></p><br /><p></p>Chris James Anderson, Ed.Dhttp://www.blogger.com/profile/01641335006306071153noreply@blogger.com2