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Eight Paths to Special Education Teacher Leadership

The document discusses eight paths that special education teachers can take to become leaders within their field, focusing on the importance of data-based decision-making, effecting school-wide change, mentoring, conducting professional development, working effectively with families, and supporting students during transitions. Each path is elaborated upon with guidelines, reflection points, and examples of successful practitioners. The overarching goal is to empower special education teachers to leverage their specialized knowledge and experiences to enhance educational outcomes for students with disabilities.

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EIGHT PATHS TO SPECIAL EDUCATION TEACHER LEADERSHIP Belva C. Collins, Ed.D., Professor Emeritus
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A Word About Your Presenter… ■ Rural special education classroom teacher ■ UK and UNC Charlotte department chair and professor in low incidence disabilities ■ Student teaching and practica supervisor ■ Board Member and Chair of American Council on Rural Special Education ■ Editor of Rural Special Education Quarterly ■ Board Member and Treasurer of Higher Education Consortium for Special Education ■ Lifetime Service Award from ACRES ■ NC Teacher Educator of the Year ■ Author of numerous research articles, chapters, and books in special education
Why should special education teachers become leaders? ■ Professional preparation ■ Knowledge ■ Experience ■ Empathy ■ Resource ■ Mission ■ Professional standards
What is the purpose of this webinar?
Eight Paths to Special Education Teacher Leadership ■ Make data-based decisions ■ Effect school-wide change ■ Mentor others ■ Conduct professional development and consultations ■ Work effectively with families ■ Support students during transition ■ Advocate for students ■ Connect with disability-related organizations
Which path to leadership is the right one for you? ■ Participants in this webinar will – Reflect on eight paths to leadership for special education teachers – Identify and select an individual path to special education leadership – Provide a rationale for why that path is important – State guidelines that can be followed in that path
MAKE DATA-BASED DECISIONS Leadership Path 1
Why You Should Make Data-based Decisions ■ Determine if behavioral or instructional procedure is working ■ Change or adapt procedure when needed to make progress ■ Change objective if inappropriate ■ Justify procedure to others (e.g., parents, staff) ■ Determine when objective is met (effectiveness)
Why You Should Make Data-based Decisions ■ Determine which procedure works best with which student (efficiency) ■ Insure that procedures are implemented correctly (fidelity) ■ Recommend procedures to others with confidence ■ Obey the law that all behavioral or instructional procedures be research- or evidence-based
Pause to Reflect on Making Data-based Decisions ■ Reflect on the assessment data that you collect on your students. – What types of data do you collect? – Who collects the data? – Are the data formative or summative or both? – Why might formative data be more useful that summative data? – Why are baseline data important? – How long should a teacher use a procedure to determine if it is effective? – How do you display and share data? – Have you ever altered objectives or procedures based on data? How? – How can we insure procedures are being used with fidelity? – How can we individualize procedures?
Guidelines to Making Data-based Decisions ■ Always begin by collecting baseline data ■ Make sure procedures are implemented as planned (with fidelity) ■ Use behavioral or instructional data for 3-5 days before considering changes ■ Determine if objective is appropriate for student ■ Determine if procedure is appropriate for student ■ To compare procedures, implement one at a time; then look at number of sessions, amount of time, and number of errors to criterion, as appropriate ■ Be prepared to use different procedures with different students ■ Graph data to prove to others that procedures work
How You Can Become a Leader as a Data-Based Decision-Maker ■ Stay current on research on behavioral and instructional procedures ■ Access research from legitimate sources ■ Teach others how to use effective procedures – Paraprofessionals – Peers – General education teachers – Support personnel – Parents ■ Share effective procedures through presentations and publications
Example of a Special Education Data-Based Decision-Maker ■ Carey Creech Galloway – Published special education classroom teacher – University student teaching and practica cooperating teacher – University research collaborator – Current district resource personnel for teachers of students with low incidence disabilities
Quotes from a Special Education Data-Based Decision-Maker ■ I made all my decisions based on dataJ. These are just a few of the types of decisions that I think I made the most often: – Am I providing enough reinforcement for correct responses? – Am I teaching too many stimuli at once? – Does this student need something different regarding materials or presentation? – Have I provided what the student needs to communicate their response? Is the student making too many errors? – Is the student stuck at a prompt level and is there something I could do to the task to get them closer to independence?
EFFECT SCHOOL-WIDE CHANGE Leadership Path 2
Why You Should Help Effect Schoolwide Change ■ Share specialized knowledge base needed by school ■ Share specialized experiences relevant to school ■ Know how to implement and assess behavioral and instructional procedures ■ Know how to collaborate with team ■ Promote inclusive services ■ Know how to mentor and coach others ■ Know how to co-teach and consult with others ■ Understand both functional and core content approaches to curriculum
Pause to Reflect on Effecting Schoolwide Change ■ Reflect on schoolwide initiative in your school or district (e.g., inclusive services, positive behavioral support systems, response-to-intervention). – Where you included in planning or implementation? How? – What special knowledge, skills, and experiences did you have that was of value to your school? – Was the initiative successful? Why or why not?
Guidelines for Effecting Schoolwide Change ■ Do your homework when an initiative is announced. ■ Be familiar with research, procedures, and laws. ■ Ask to be part of new initiatives in the planning stages. ■ Use effective collaboration and communication skills. ■ Once an initiative is implemented, collect data on its effectiveness. ■ Share both formative and summative data with school administrators. ■ Be an advocate for special education, regardless of the initiative.
How You Can Help Effect Schoolwide Change ■ Be proactive in volunteering for schoolwide initiatives. ■ Be willing to share your expertise, experiences, and resources. ■ Value and respect the expertise of others. ■ Politely insist that data are collected on the effectiveness of initiatives. ■ Suggest that all stakeholders be invited to play a role (e.g., parents, support personnel).
Example of a Special Education Agent of Schoolwide Change ■ Sara Stout Heinrich – Published special education classroom teacher – Developed inclusive secondary program for students with low incidence disabilities – Current district resource personnel for teachers of students with low incidence disabilities
Quotes from a Special Education Agent of Schoolwide Change ■ When I taught in a high school classroom, I worked really hard to make my students a more integral part of the school. ■ I worked with my counselor, as well as the regular education teachers, in order to have my students participating more in the general education classrooms.
■ By the end of my 5 years there, I had several students that spent more than 40% of their day in the regular classroom environment. This was achieved through a great deal of collaboration between the general education teacher and me, as well as training for my staff and peer tutors that accompanied the students to class. Quotes from a Special Education Agent of Schoolwide Change
MENTOR OTHERS Leadership Path 3
Why You Should Mentor Others ■ Share specialized knowledge base ■ Share specialized set of experiences ■ Know how to implement and assess behavioral and instructional procedures ■ Have experience mentoring and coaching ■ Know how to co-teaching and consulting ■ Have desire to create and retain next generation of strong teachers ■ Understand that teachers often model their mentors
Pause to Reflect on Mentoring Others ■ Reflect on the mentoring that you have received as a preservice or in- service teacher. – What did your mentor do that was effective? Ineffective? – What are the characteristics of an effective teacher? – Was your mentor an example of an effective teacher? How or how not? – Did your mentor use ethical behavioral and instructional procedures based on research? What are some examples? – What characteristics of your mentor have you tried to imitate? Why? – What characteristics of your mentor have you chosen not to imitate? Why?
Guidelines for Mentoring Others ■ Practice what you preach. ■ Keep file of effective practices and resources that you can share. ■ Establish rapport with mentee before mentoring process begins. ■ Learn to do side-by-side coaching. ■ Learn to give effective feedback in a positive way. ■ Consider using technology to coach and give feedback. ■ Always document mentoring session for future referral. ■ Recognize that mentoring may extend outside the classroom. ■ View mentoring as co-teaching rather than extra set of hands.
How You Can Become Involved in Mentoring Others ■ Hone mentoring skills by working with classroom personnel (e.g., paraprofessionals, peer tutors) ■ Take initiative to establish informal mentoring relationship with new teacher ■ Volunteer for formal school mentoring opportunities ■ Volunteer for formal student teacher and practica supervision opportunities
Example of a Special Education Mentor ■ Dr. Ann Katherine Griffen – Published special education classroom teacher – University field placement supervisor – University student teaching and practica cooperating teacher
Quotes from a Special Education Mentor ■ How one works with any beginning teacher depends on where that person currently is in their knowledge level and experiences to date. ■ I think a lot about the model I am presenting. ■ I try to be positive and encouraging and to see the humor in what we do. ■ I also model respect for my students and for all students and all types of families.
■ I communicate these things indirectly through my actions and overtly in what I specifically say and how I say it. ■ I also try to be very clear about what I think a good MSD teacher needs to know and do. ■ I feel very strongly that we need only the best teachers for our students, and the best teachers continue to learn and grow and improve over time. Quotes from a Special Education Mentor
CONDUCT PROFESSIONAL DEVELOPMENT AND CONSULTATIONS Leadership Path 4
Why You Should Conduct Professional Development and Consultations ■ Have specialized knowledge base ■ Have specialized set of experiences ■ Are familiar with research on behavioral and instructional strategies ■ Have desire to create strong services for students with disabilities ■ Have desire to improve services for students with disabilities
Why You Should Conduct Professional Development and Consultations ■ Understand that teachers need continuing education to remain current ■ Know how to create presentation objectives, task analyze presentation sequence, and evaluate effectiveness ■ Have consultation skills to gather information, analyze data, and recommend solutions
Pause to Reflect on Conducting Professional Development and Consultations ■ Reflect on professional development that you have attended. – Was the content helpful, research-based, and relevant? – If so, how? If not, what information should have been presented? – Was the presenter effective? – If so, how? If not, what would have improved the presentation?
Pause to Reflect on Conducting Professional Development and Consultations ■ Reflect on advice you have received in formal or informal consultation with others. – How did the consultant gather information on the problem? – Was the advice based on research or data? – How was advice presented (e.g., verbal, written, resources, modeling)? – Was there any follow-up? If so, when and how often?
Guidelines for Conducting Professional Development and Consultations ■ Professional development – Be organized with clear objectives, timelines, and sequence of activities. – Observe engaging speakers to identify effective presentation strategies. – Research the topic and be ready to provide examples. – Provide variety (e.g., lecture, activities, video, discussion). – Use clear, minimal slides, if doing an electronic presentation – Practice, and gather feedback on ways to improve.
Guidelines for Conducting Professional Development and Consultations ■ Consultations – Gather information before giving advice. – Base advice on sound research and data. – Role model procedures that you recommend. – Provide written and face-to-face follow-up.
How You Can Become Involved in Conducting Professional Development and Consultations ■ Professional development – Volunteer to address needs in school or district. – Apply to present effective data-based behavioral and instructional procedures at professional conferences (local, state, or national). – Contact local universities or professional organizations about your willingness to share knowledge and strategies.
How You Can Become Involved in Conducting Professional Development and Consultations ■ Consultations – Recognize that consultations can be informal or formal. – Let school administrators know about your willingness to be a resource for others. – Investigate professional online chat groups where you can share advice.
Example of a Special Education Presenter and Consultant ■ Sally Miracle – Published special education teacher – University student teaching and practica cooperating teacher – Peer tutoring program developer – Regional cooperative special education low incidence disability consultant and workshop presenter
Quote from a Special Education Presenter and Consultant ■ Professional Development – Never read your slides – Never talk for more than 30 minutes without an activity – Always use personal stories…even those when you failed or were not successful – Do not lecture…talk with…share with…
■ Consultations – Do not put blame or wrong doing on others, they will become defensive. – Ask them to work with you to be more successful. – Show everyone the professional respect that you want. – Try to influence rather than dominate and intimidate. Quote from a Special Education Presenter and Consultant
WORK EFFECTIVELY WITH FAMILIES Leadership Path 5
Why You Should Work Effectively with Families ■ Benefit the child ■ Create more appropriate goals and objectives for child ■ Increase amount of instructional or behavioral intervention ■ Promote generalization from school to home and community ■ Provide information on what family values ■ Provide information on culture of family ■ Identify appropriate and needed services ■ Establish means of communication ■ Establish two-way partnerships
Pause to Reflect on Working Effectively with Families ■ Reflect on a meeting that you had with a family of a student with a disability – What was the purpose of the meeting? – Who was involved? – What went well in the meeting? – Could the meeting have been improved? If so, how? – What cultural influences were present in the meeting? – What mode of communication was used? – Was the purpose of the meeting accomplished? If not, why? – Were plans made to follow-up? If so, how?
Guidelines for Working Effectively with Families ■ Use meeting time efficiently, being aware that families have lives, constraints, and issues in addition to education of the child. ■ Find strategies to overcome cultural and communication issues. ■ In absence of data, do not place blame on family for child’s behavior or failure to learn. ■ Set a goal to make meetings a positive experience for the family. ■ Listen before speaking, and speak with respect. ■ Find ways to involve families while being respectful of their time and obligations. ■ Be a resource for the entire family. ■ Set an example for others in the way you interact with and refer to families.
How You Can Work Effectively with Families ■ Find meeting times and places that are convenient for the family. ■ Invite all stakeholders. ■ Make the purpose of the meeting clear. ■ Create a warm and welcoming atmosphere ■ Identify the best means of communication. ■ Provide materials and resources. ■ Provide summary notes and set a follow-up time, if needed. ■ Consider offering family workshops (e.g., behavioral and instructional strategies, ways to facilitate transition).
Example of a Special Educator Who Works Effectively with Families ■ Abby McCormick Evans – Published special education classroom teacher – School IEP facilitator
Quotes from a Special Educator Who Works Effectively with Families ■ Before you go to a professional meeting, get to know the family so you can relate to them and approach them in the best way ■ Have a short summary of the meeting for them. ■ Make clear they can bring a family member or friend to the meeting. ■ Try to think how they feel about issues. ■ Try to be compassionate but always help parents still be accountable.
SUPPORT STUDENTS DURING TRANSITION Leadership Path 6
Why You Should Support Students During Transition ■ Benefit the student and the family ■ Create more appropriate longitudinal transition goals and objectives ■ Reflect family values and culture ■ Provide options for more independence in less restrictive employment environments ■ Provide options for postsecondary education ■ Identify appropriate and needed services ■ Identify and provide resources
Pause to Reflect on Supporting Students During Transition ■ Reflect on transitions in your own life and how they compare to those for a person with a disability. – What were some difficult periods of transition for you? – What supports and strategies helped you through each transition? – Was your family involved? If so, how? – What transitions must a person with disabilities make? – What supports and strategies might they need to be successful? – How might the family of the person be involved?
Guidelines for Supporting Students During Transition ■ Recognize that transition is a lifelong process. ■ Support inclusive education and peer involvement from an early age. ■ Investigate adult transition services and options in your community. ■ When options are limited, brainstorm alternate ways to facilitate desired outcomes. ■ Compile resources that can be shared with families. ■ Be aware of cultural values of families that may differ from your own. ■ Include the person with a disability, relevant extended family members, and potential service providers in transition meetings. ■ Use person-centered and self-determination strategies in developing transition plans.
How You Can Support Students During Transition ■ Invite all stakeholders to transition meetings and form partnerships. ■ Be open to and provide information on variety of transition options for living, education, and employment. ■ Make families aware of all options. ■ Offer workshops with speakers on critical topics (e.g., social services, health benefits, guardianship, supported employment, postsecondary education). ■ At each meeting, identify short term goals, persons responsible, and a timeline for assessing progress. ■ Provide materials and resources.
Example of a Special Educator Who Supports Students During Transition ■ Renee Hollinger Scott – Published special education teacher – Developed university campus-based community transition program for secondary students with disabilities
Quotes from a Special Educator Who Supports Students During Transition ■ Research transition programs and talk to the teachers or leaders of those programs. ■ Learn what resources your community has to offer (e.g., funding and waiver sources, adult agencies and service providers, supported employment providers). ■ Provide parents with this information as well as connect students to resources for support after graduation.
ADVOCATE FOR STUDENTS Leadership Path 7
Why You Should Advocate for Students ■ Have personal stories and experiences that illustrate issues ■ Have knowledge and expertise to offer solutions ■ Have voice that interests decision-makers and can influence policy ■ Can speak for students and families who do not have a voice ■ Have voting power ■ Have power in numbers through professional connections and organizations
Pause to Reflect on Advocating for Students ■ Reflect on an issue in special education that is important to you. – What are some personal examples you could share to highlight the importance of the issue? – What are some laws or policies that support your stance on the issue? – What research is available to support your stance? – How might you influence change at the local level? The state level? The national level? – What groups (e.g., civic, professional) are in your community that might assist you in advocacy efforts?
Guidelines for Advocating for Students ■ Before advocating, research an issue and identify examples that support your stance. ■ Research and become involved with organizations (civic, professional) that also support your stance. ■ Identify local administrators or state and federal legislators who can effect policy. ■ Recognize that you have the right to state your opinions as a private citizen, but be aware that you are not speaking as a representative of your employer. ■ When advocating, be concise and clear. ■ Be aware that you are a role model for your students and their families, as well as for colleagues.
How You Can Advocate for Students ■ Write letters to news outlets. ■ Email or call legislators. ■ Visit the local (or even national) offices of legislators. ■ When you raise issues, propose solutions. ■ Build relationships by communicating frequently with current information. ■ Offer to be a resource to policy-makers. ■ Keep current through professional listservs and tweets. ■ Attend professional meetings and join advocacy groups. ■ Teach self-advocacy skills to students.
Example of a Special Education Advocate for Students ■ Sara Menlove Doutre – Special education classroom teacher – Employee of U.S. Department of Education – Mother of child with disability – Daughter of state legislator
Example of Effective Disability Advocacy ■ Daughter born with CMV which resulted in Deafness ■ Research showed precautions in pregnancy can prevent CMV ■ Shared story with state legislators ■ Successfully advocated for state legislation to share precautionary information with women in pregnancy and screen newborns for CMV ■ Other states are enacting similar legislation
CONNECT WITH DISABILITY- RELATED ORGANIZATIONS Leadership Path 8
Why You Should Connect with Disability-related Organizations ■ Access current research ■ Access materials ■ Access professional development activities ■ Support advocacy activities ■ Influence special education policies ■ Network with others in the profession ■ Share research and strategies with others ■ Provide information and support for students and their families
Pause to Reflect on Disability-related Organizations ■ Reflect on a professional organization in which you have been involved. – What were the advantages (e.g., conferences, materials) of being affiliated with the organization? – What were the disadvantages (e.g., cost, location) of being affiliated with the organization? – Was the organization active at the local level? State level? National level? How? – How large was the organization? – What kind of activities did the organization promote? – In what ways could a member participate (e.g., officer, committee)? – Did you find membership to beneficial? If so, how?
Guidelines for Connecting with Disability-related Organizations ■ Conduct an Internet search for disability-related organizations. ■ Identify the benefits (e.g., free services; discounts on conferences, materials, webinars; advocacy) of membership. ■ Identify the costs and requirements of membership. ■ Check to see if there is a local chapter in your area, region, or state. ■ Read the history of the organization’s accomplishments. ■ Check out the qualifications (e.g., educators, people with disabilities, family members) of the board members. ■ Identify the quality (i.e., research-based) and purpose (e.g., research dissemination, practitioner or family support) of any publications. ■ Identify ways members can be active participants (e.g., online chats, local meetings)
How to Connect with Disability-related Organizations ■ Apply for membership in organizations that align with your interests. ■ If possible, attend local meeting or conference. ■ Volunteer to serve on committees or to be an officer or board member. ■ Participate in face-to-face or online special interest groups. ■ Participate in advocacy activities (e.g., letter-writing campaigns, rallies, office visits). ■ Following guidelines, submit proposals on to present research or share effective procedures at organization’s conference. ■ Following guidelines, submit written pieces on research or effective procedures to organization’s newsletter or journal.
Example of a Special Educator Active in a Disability-related Organization ■ Samantha Matthews Orihuela – Published special education classroom teacher – Disability-related organization volunteer and board member – Adult service provider – Behavioral consultant
Quotes from a Special Educator Active in a Disability-related Organization ■ Select an organization that represents the disability you feel is your "calling." ■ Research the organization to make sure it does what it claims. ■ Be willing to assist in any capacity. ■ Become a board member when an opening is available. ■ Be aware of the group mission and upcoming events and needs.
EIGHT PATHS TO SPECIAL EDUCATION TEACHER LEADERSHIP Summary
■ Special education teachers have background and expertise to be effective leaders ■ There are numerous ways that special education teachers can become leaders ■ Everyone has different talents, abilities, and interests ■ Taking a leadership role can result in better special education services Summary of Points from This Webinar
■ Identify the path to leadership that best fits you and best serves your students and profession ■ Intentionally undertake activities to develop leadership skills in the path you have selected ■ Keep the ultimate outcome in mind – how your leadership will benefit students with disabilities and their families Your Challenge…
GIVEAWAY! Save 20% at brookespublishing.com* Use code: EDWEBBC Expires 12/31/18 Questions? brookeswebmeeting@brookespublishing.com *Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.
Q&A Session We’re giving away three free copies of Eight Paths to Leadership! • Three attendees will be selected at random & announced after the Q&A. Stay active in the chat to increase your chances!
Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky Email: belva.collins@uncc.edu belva.collins@uky.edu Thank you for attending! Learn more about Brookes Publishing at www.brookespublishing.com Give us your feedback on this edWebinar! Click on this link in the chat: tinyurl.com/edWebinarEval
Get your CE Certificate for this edWebinar Your personalized CE certificate will be posted to your edWebinar transcript by the end of the next business day. Join at: www.edweb.net/ inclusiveeducation Join the community and go to the edWebinar archives for the recording, slides, chat log, and any resources after this edWebinar.
ü Invitations to upcoming webinars ü Webinar recordings and resources ü CE quizzes ü Online discussions www.edweb.net/inclusiveeducation You’ll receive the following benefits: Join our free community! Teaching All Students To join, go to:

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Eight Paths to Special Education Teacher Leadership

  • 1.
    EIGHT PATHS TO SPECIALEDUCATION TEACHER LEADERSHIP Belva C. Collins, Ed.D., Professor Emeritus
  • 2.
    • Close otherapplications that use bandwidth or resources on your device. • For audio issues you can switch to phone by clicking the telephone icon at the top of your screen. • Ask a question by clicking the question mark on your screen. • Post in the chat to join the live discussion. • For a larger view of the slides or to hide the chat, click the full screen icon on the upper right of your screen. • If you’re on Twitter tweet using #edWebinar Here are some edWebinar tips …
  • 3.
    Get your CECertificate for this edWebinar Your personalized CE certificate will be posted to your edWebinar transcript by the end of the next business day. Join at: www.edweb.net/ inclusiveeducation Join the community and go to the edWebinar archives for the recording, slides, chat log, and any resources after this edWebinar.
  • 4.
    ü Invitations toupcoming webinars ü Webinar recordings and resources ü CE quizzes ü Online discussions www.edweb.net/inclusiveeducation You’ll receive the following benefits: Join our free community! Teaching All Students To join, go to:
  • 5.
    SPECIAL OFFER • Save20%* at brookespublishing.com with code EDWEBBC *Expires 12/31/18. Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.
  • 6.
    GIVEAWAY! We’re giving awaythree free copies of Eight Paths to Leadership! • Three attendees will be selected at random & announced after the Q&A. Stay active in the chat to increase your chances!
  • 7.
    A Word AboutYour Presenter… ■ Rural special education classroom teacher ■ UK and UNC Charlotte department chair and professor in low incidence disabilities ■ Student teaching and practica supervisor ■ Board Member and Chair of American Council on Rural Special Education ■ Editor of Rural Special Education Quarterly ■ Board Member and Treasurer of Higher Education Consortium for Special Education ■ Lifetime Service Award from ACRES ■ NC Teacher Educator of the Year ■ Author of numerous research articles, chapters, and books in special education
  • 8.
    Why should specialeducation teachers become leaders? ■ Professional preparation ■ Knowledge ■ Experience ■ Empathy ■ Resource ■ Mission ■ Professional standards
  • 9.
    What is thepurpose of this webinar?
  • 10.
    Eight Paths toSpecial Education Teacher Leadership ■ Make data-based decisions ■ Effect school-wide change ■ Mentor others ■ Conduct professional development and consultations ■ Work effectively with families ■ Support students during transition ■ Advocate for students ■ Connect with disability-related organizations
  • 11.
    Which path toleadership is the right one for you? ■ Participants in this webinar will – Reflect on eight paths to leadership for special education teachers – Identify and select an individual path to special education leadership – Provide a rationale for why that path is important – State guidelines that can be followed in that path
  • 12.
  • 13.
    Why You ShouldMake Data-based Decisions ■ Determine if behavioral or instructional procedure is working ■ Change or adapt procedure when needed to make progress ■ Change objective if inappropriate ■ Justify procedure to others (e.g., parents, staff) ■ Determine when objective is met (effectiveness)
  • 14.
    Why You ShouldMake Data-based Decisions ■ Determine which procedure works best with which student (efficiency) ■ Insure that procedures are implemented correctly (fidelity) ■ Recommend procedures to others with confidence ■ Obey the law that all behavioral or instructional procedures be research- or evidence-based
  • 15.
    Pause to Reflecton Making Data-based Decisions ■ Reflect on the assessment data that you collect on your students. – What types of data do you collect? – Who collects the data? – Are the data formative or summative or both? – Why might formative data be more useful that summative data? – Why are baseline data important? – How long should a teacher use a procedure to determine if it is effective? – How do you display and share data? – Have you ever altered objectives or procedures based on data? How? – How can we insure procedures are being used with fidelity? – How can we individualize procedures?
  • 16.
    Guidelines to MakingData-based Decisions ■ Always begin by collecting baseline data ■ Make sure procedures are implemented as planned (with fidelity) ■ Use behavioral or instructional data for 3-5 days before considering changes ■ Determine if objective is appropriate for student ■ Determine if procedure is appropriate for student ■ To compare procedures, implement one at a time; then look at number of sessions, amount of time, and number of errors to criterion, as appropriate ■ Be prepared to use different procedures with different students ■ Graph data to prove to others that procedures work
  • 17.
    How You CanBecome a Leader as a Data-Based Decision-Maker ■ Stay current on research on behavioral and instructional procedures ■ Access research from legitimate sources ■ Teach others how to use effective procedures – Paraprofessionals – Peers – General education teachers – Support personnel – Parents ■ Share effective procedures through presentations and publications
  • 18.
    Example of aSpecial Education Data-Based Decision-Maker ■ Carey Creech Galloway – Published special education classroom teacher – University student teaching and practica cooperating teacher – University research collaborator – Current district resource personnel for teachers of students with low incidence disabilities
  • 19.
    Quotes from aSpecial Education Data-Based Decision-Maker ■ I made all my decisions based on dataJ. These are just a few of the types of decisions that I think I made the most often: – Am I providing enough reinforcement for correct responses? – Am I teaching too many stimuli at once? – Does this student need something different regarding materials or presentation? – Have I provided what the student needs to communicate their response? Is the student making too many errors? – Is the student stuck at a prompt level and is there something I could do to the task to get them closer to independence?
  • 20.
  • 21.
    Why You ShouldHelp Effect Schoolwide Change ■ Share specialized knowledge base needed by school ■ Share specialized experiences relevant to school ■ Know how to implement and assess behavioral and instructional procedures ■ Know how to collaborate with team ■ Promote inclusive services ■ Know how to mentor and coach others ■ Know how to co-teach and consult with others ■ Understand both functional and core content approaches to curriculum
  • 22.
    Pause to Reflecton Effecting Schoolwide Change ■ Reflect on schoolwide initiative in your school or district (e.g., inclusive services, positive behavioral support systems, response-to-intervention). – Where you included in planning or implementation? How? – What special knowledge, skills, and experiences did you have that was of value to your school? – Was the initiative successful? Why or why not?
  • 23.
    Guidelines for EffectingSchoolwide Change ■ Do your homework when an initiative is announced. ■ Be familiar with research, procedures, and laws. ■ Ask to be part of new initiatives in the planning stages. ■ Use effective collaboration and communication skills. ■ Once an initiative is implemented, collect data on its effectiveness. ■ Share both formative and summative data with school administrators. ■ Be an advocate for special education, regardless of the initiative.
  • 24.
    How You CanHelp Effect Schoolwide Change ■ Be proactive in volunteering for schoolwide initiatives. ■ Be willing to share your expertise, experiences, and resources. ■ Value and respect the expertise of others. ■ Politely insist that data are collected on the effectiveness of initiatives. ■ Suggest that all stakeholders be invited to play a role (e.g., parents, support personnel).
  • 25.
    Example of aSpecial Education Agent of Schoolwide Change ■ Sara Stout Heinrich – Published special education classroom teacher – Developed inclusive secondary program for students with low incidence disabilities – Current district resource personnel for teachers of students with low incidence disabilities
  • 26.
    Quotes from aSpecial Education Agent of Schoolwide Change ■ When I taught in a high school classroom, I worked really hard to make my students a more integral part of the school. ■ I worked with my counselor, as well as the regular education teachers, in order to have my students participating more in the general education classrooms.
  • 27.
    ■ By theend of my 5 years there, I had several students that spent more than 40% of their day in the regular classroom environment. This was achieved through a great deal of collaboration between the general education teacher and me, as well as training for my staff and peer tutors that accompanied the students to class. Quotes from a Special Education Agent of Schoolwide Change
  • 28.
  • 29.
    Why You ShouldMentor Others ■ Share specialized knowledge base ■ Share specialized set of experiences ■ Know how to implement and assess behavioral and instructional procedures ■ Have experience mentoring and coaching ■ Know how to co-teaching and consulting ■ Have desire to create and retain next generation of strong teachers ■ Understand that teachers often model their mentors
  • 30.
    Pause to Reflecton Mentoring Others ■ Reflect on the mentoring that you have received as a preservice or in- service teacher. – What did your mentor do that was effective? Ineffective? – What are the characteristics of an effective teacher? – Was your mentor an example of an effective teacher? How or how not? – Did your mentor use ethical behavioral and instructional procedures based on research? What are some examples? – What characteristics of your mentor have you tried to imitate? Why? – What characteristics of your mentor have you chosen not to imitate? Why?
  • 31.
    Guidelines for MentoringOthers ■ Practice what you preach. ■ Keep file of effective practices and resources that you can share. ■ Establish rapport with mentee before mentoring process begins. ■ Learn to do side-by-side coaching. ■ Learn to give effective feedback in a positive way. ■ Consider using technology to coach and give feedback. ■ Always document mentoring session for future referral. ■ Recognize that mentoring may extend outside the classroom. ■ View mentoring as co-teaching rather than extra set of hands.
  • 32.
    How You CanBecome Involved in Mentoring Others ■ Hone mentoring skills by working with classroom personnel (e.g., paraprofessionals, peer tutors) ■ Take initiative to establish informal mentoring relationship with new teacher ■ Volunteer for formal school mentoring opportunities ■ Volunteer for formal student teacher and practica supervision opportunities
  • 33.
    Example of aSpecial Education Mentor ■ Dr. Ann Katherine Griffen – Published special education classroom teacher – University field placement supervisor – University student teaching and practica cooperating teacher
  • 34.
    Quotes from aSpecial Education Mentor ■ How one works with any beginning teacher depends on where that person currently is in their knowledge level and experiences to date. ■ I think a lot about the model I am presenting. ■ I try to be positive and encouraging and to see the humor in what we do. ■ I also model respect for my students and for all students and all types of families.
  • 35.
    ■ I communicatethese things indirectly through my actions and overtly in what I specifically say and how I say it. ■ I also try to be very clear about what I think a good MSD teacher needs to know and do. ■ I feel very strongly that we need only the best teachers for our students, and the best teachers continue to learn and grow and improve over time. Quotes from a Special Education Mentor
  • 36.
  • 37.
    Why You ShouldConduct Professional Development and Consultations ■ Have specialized knowledge base ■ Have specialized set of experiences ■ Are familiar with research on behavioral and instructional strategies ■ Have desire to create strong services for students with disabilities ■ Have desire to improve services for students with disabilities
  • 38.
    Why You ShouldConduct Professional Development and Consultations ■ Understand that teachers need continuing education to remain current ■ Know how to create presentation objectives, task analyze presentation sequence, and evaluate effectiveness ■ Have consultation skills to gather information, analyze data, and recommend solutions
  • 39.
    Pause to Reflecton Conducting Professional Development and Consultations ■ Reflect on professional development that you have attended. – Was the content helpful, research-based, and relevant? – If so, how? If not, what information should have been presented? – Was the presenter effective? – If so, how? If not, what would have improved the presentation?
  • 40.
    Pause to Reflecton Conducting Professional Development and Consultations ■ Reflect on advice you have received in formal or informal consultation with others. – How did the consultant gather information on the problem? – Was the advice based on research or data? – How was advice presented (e.g., verbal, written, resources, modeling)? – Was there any follow-up? If so, when and how often?
  • 41.
    Guidelines for ConductingProfessional Development and Consultations ■ Professional development – Be organized with clear objectives, timelines, and sequence of activities. – Observe engaging speakers to identify effective presentation strategies. – Research the topic and be ready to provide examples. – Provide variety (e.g., lecture, activities, video, discussion). – Use clear, minimal slides, if doing an electronic presentation – Practice, and gather feedback on ways to improve.
  • 42.
    Guidelines for ConductingProfessional Development and Consultations ■ Consultations – Gather information before giving advice. – Base advice on sound research and data. – Role model procedures that you recommend. – Provide written and face-to-face follow-up.
  • 43.
    How You CanBecome Involved in Conducting Professional Development and Consultations ■ Professional development – Volunteer to address needs in school or district. – Apply to present effective data-based behavioral and instructional procedures at professional conferences (local, state, or national). – Contact local universities or professional organizations about your willingness to share knowledge and strategies.
  • 44.
    How You CanBecome Involved in Conducting Professional Development and Consultations ■ Consultations – Recognize that consultations can be informal or formal. – Let school administrators know about your willingness to be a resource for others. – Investigate professional online chat groups where you can share advice.
  • 45.
    Example of aSpecial Education Presenter and Consultant ■ Sally Miracle – Published special education teacher – University student teaching and practica cooperating teacher – Peer tutoring program developer – Regional cooperative special education low incidence disability consultant and workshop presenter
  • 46.
    Quote from aSpecial Education Presenter and Consultant ■ Professional Development – Never read your slides – Never talk for more than 30 minutes without an activity – Always use personal stories…even those when you failed or were not successful – Do not lecture…talk with…share with…
  • 47.
    ■ Consultations – Donot put blame or wrong doing on others, they will become defensive. – Ask them to work with you to be more successful. – Show everyone the professional respect that you want. – Try to influence rather than dominate and intimidate. Quote from a Special Education Presenter and Consultant
  • 48.
  • 49.
    Why You ShouldWork Effectively with Families ■ Benefit the child ■ Create more appropriate goals and objectives for child ■ Increase amount of instructional or behavioral intervention ■ Promote generalization from school to home and community ■ Provide information on what family values ■ Provide information on culture of family ■ Identify appropriate and needed services ■ Establish means of communication ■ Establish two-way partnerships
  • 50.
    Pause to Reflecton Working Effectively with Families ■ Reflect on a meeting that you had with a family of a student with a disability – What was the purpose of the meeting? – Who was involved? – What went well in the meeting? – Could the meeting have been improved? If so, how? – What cultural influences were present in the meeting? – What mode of communication was used? – Was the purpose of the meeting accomplished? If not, why? – Were plans made to follow-up? If so, how?
  • 51.
    Guidelines for WorkingEffectively with Families ■ Use meeting time efficiently, being aware that families have lives, constraints, and issues in addition to education of the child. ■ Find strategies to overcome cultural and communication issues. ■ In absence of data, do not place blame on family for child’s behavior or failure to learn. ■ Set a goal to make meetings a positive experience for the family. ■ Listen before speaking, and speak with respect. ■ Find ways to involve families while being respectful of their time and obligations. ■ Be a resource for the entire family. ■ Set an example for others in the way you interact with and refer to families.
  • 52.
    How You CanWork Effectively with Families ■ Find meeting times and places that are convenient for the family. ■ Invite all stakeholders. ■ Make the purpose of the meeting clear. ■ Create a warm and welcoming atmosphere ■ Identify the best means of communication. ■ Provide materials and resources. ■ Provide summary notes and set a follow-up time, if needed. ■ Consider offering family workshops (e.g., behavioral and instructional strategies, ways to facilitate transition).
  • 53.
    Example of aSpecial Educator Who Works Effectively with Families ■ Abby McCormick Evans – Published special education classroom teacher – School IEP facilitator
  • 54.
    Quotes from aSpecial Educator Who Works Effectively with Families ■ Before you go to a professional meeting, get to know the family so you can relate to them and approach them in the best way ■ Have a short summary of the meeting for them. ■ Make clear they can bring a family member or friend to the meeting. ■ Try to think how they feel about issues. ■ Try to be compassionate but always help parents still be accountable.
  • 55.
  • 56.
    Why You ShouldSupport Students During Transition ■ Benefit the student and the family ■ Create more appropriate longitudinal transition goals and objectives ■ Reflect family values and culture ■ Provide options for more independence in less restrictive employment environments ■ Provide options for postsecondary education ■ Identify appropriate and needed services ■ Identify and provide resources
  • 57.
    Pause to Reflecton Supporting Students During Transition ■ Reflect on transitions in your own life and how they compare to those for a person with a disability. – What were some difficult periods of transition for you? – What supports and strategies helped you through each transition? – Was your family involved? If so, how? – What transitions must a person with disabilities make? – What supports and strategies might they need to be successful? – How might the family of the person be involved?
  • 58.
    Guidelines for SupportingStudents During Transition ■ Recognize that transition is a lifelong process. ■ Support inclusive education and peer involvement from an early age. ■ Investigate adult transition services and options in your community. ■ When options are limited, brainstorm alternate ways to facilitate desired outcomes. ■ Compile resources that can be shared with families. ■ Be aware of cultural values of families that may differ from your own. ■ Include the person with a disability, relevant extended family members, and potential service providers in transition meetings. ■ Use person-centered and self-determination strategies in developing transition plans.
  • 59.
    How You CanSupport Students During Transition ■ Invite all stakeholders to transition meetings and form partnerships. ■ Be open to and provide information on variety of transition options for living, education, and employment. ■ Make families aware of all options. ■ Offer workshops with speakers on critical topics (e.g., social services, health benefits, guardianship, supported employment, postsecondary education). ■ At each meeting, identify short term goals, persons responsible, and a timeline for assessing progress. ■ Provide materials and resources.
  • 60.
    Example of aSpecial Educator Who Supports Students During Transition ■ Renee Hollinger Scott – Published special education teacher – Developed university campus-based community transition program for secondary students with disabilities
  • 61.
    Quotes from aSpecial Educator Who Supports Students During Transition ■ Research transition programs and talk to the teachers or leaders of those programs. ■ Learn what resources your community has to offer (e.g., funding and waiver sources, adult agencies and service providers, supported employment providers). ■ Provide parents with this information as well as connect students to resources for support after graduation.
  • 62.
  • 63.
    Why You ShouldAdvocate for Students ■ Have personal stories and experiences that illustrate issues ■ Have knowledge and expertise to offer solutions ■ Have voice that interests decision-makers and can influence policy ■ Can speak for students and families who do not have a voice ■ Have voting power ■ Have power in numbers through professional connections and organizations
  • 64.
    Pause to Reflecton Advocating for Students ■ Reflect on an issue in special education that is important to you. – What are some personal examples you could share to highlight the importance of the issue? – What are some laws or policies that support your stance on the issue? – What research is available to support your stance? – How might you influence change at the local level? The state level? The national level? – What groups (e.g., civic, professional) are in your community that might assist you in advocacy efforts?
  • 65.
    Guidelines for Advocatingfor Students ■ Before advocating, research an issue and identify examples that support your stance. ■ Research and become involved with organizations (civic, professional) that also support your stance. ■ Identify local administrators or state and federal legislators who can effect policy. ■ Recognize that you have the right to state your opinions as a private citizen, but be aware that you are not speaking as a representative of your employer. ■ When advocating, be concise and clear. ■ Be aware that you are a role model for your students and their families, as well as for colleagues.
  • 66.
    How You CanAdvocate for Students ■ Write letters to news outlets. ■ Email or call legislators. ■ Visit the local (or even national) offices of legislators. ■ When you raise issues, propose solutions. ■ Build relationships by communicating frequently with current information. ■ Offer to be a resource to policy-makers. ■ Keep current through professional listservs and tweets. ■ Attend professional meetings and join advocacy groups. ■ Teach self-advocacy skills to students.
  • 67.
    Example of aSpecial Education Advocate for Students ■ Sara Menlove Doutre – Special education classroom teacher – Employee of U.S. Department of Education – Mother of child with disability – Daughter of state legislator
  • 68.
    Example of EffectiveDisability Advocacy ■ Daughter born with CMV which resulted in Deafness ■ Research showed precautions in pregnancy can prevent CMV ■ Shared story with state legislators ■ Successfully advocated for state legislation to share precautionary information with women in pregnancy and screen newborns for CMV ■ Other states are enacting similar legislation
  • 69.
    CONNECT WITH DISABILITY- RELATEDORGANIZATIONS Leadership Path 8
  • 70.
    Why You ShouldConnect with Disability-related Organizations ■ Access current research ■ Access materials ■ Access professional development activities ■ Support advocacy activities ■ Influence special education policies ■ Network with others in the profession ■ Share research and strategies with others ■ Provide information and support for students and their families
  • 71.
    Pause to Reflecton Disability-related Organizations ■ Reflect on a professional organization in which you have been involved. – What were the advantages (e.g., conferences, materials) of being affiliated with the organization? – What were the disadvantages (e.g., cost, location) of being affiliated with the organization? – Was the organization active at the local level? State level? National level? How? – How large was the organization? – What kind of activities did the organization promote? – In what ways could a member participate (e.g., officer, committee)? – Did you find membership to beneficial? If so, how?
  • 72.
    Guidelines for Connectingwith Disability-related Organizations ■ Conduct an Internet search for disability-related organizations. ■ Identify the benefits (e.g., free services; discounts on conferences, materials, webinars; advocacy) of membership. ■ Identify the costs and requirements of membership. ■ Check to see if there is a local chapter in your area, region, or state. ■ Read the history of the organization’s accomplishments. ■ Check out the qualifications (e.g., educators, people with disabilities, family members) of the board members. ■ Identify the quality (i.e., research-based) and purpose (e.g., research dissemination, practitioner or family support) of any publications. ■ Identify ways members can be active participants (e.g., online chats, local meetings)
  • 73.
    How to Connectwith Disability-related Organizations ■ Apply for membership in organizations that align with your interests. ■ If possible, attend local meeting or conference. ■ Volunteer to serve on committees or to be an officer or board member. ■ Participate in face-to-face or online special interest groups. ■ Participate in advocacy activities (e.g., letter-writing campaigns, rallies, office visits). ■ Following guidelines, submit proposals on to present research or share effective procedures at organization’s conference. ■ Following guidelines, submit written pieces on research or effective procedures to organization’s newsletter or journal.
  • 74.
    Example of aSpecial Educator Active in a Disability-related Organization ■ Samantha Matthews Orihuela – Published special education classroom teacher – Disability-related organization volunteer and board member – Adult service provider – Behavioral consultant
  • 75.
    Quotes from aSpecial Educator Active in a Disability-related Organization ■ Select an organization that represents the disability you feel is your "calling." ■ Research the organization to make sure it does what it claims. ■ Be willing to assist in any capacity. ■ Become a board member when an opening is available. ■ Be aware of the group mission and upcoming events and needs.
  • 76.
    EIGHT PATHS TOSPECIAL EDUCATION TEACHER LEADERSHIP Summary
  • 77.
    ■ Special educationteachers have background and expertise to be effective leaders ■ There are numerous ways that special education teachers can become leaders ■ Everyone has different talents, abilities, and interests ■ Taking a leadership role can result in better special education services Summary of Points from This Webinar
  • 78.
    ■ Identify thepath to leadership that best fits you and best serves your students and profession ■ Intentionally undertake activities to develop leadership skills in the path you have selected ■ Keep the ultimate outcome in mind – how your leadership will benefit students with disabilities and their families Your Challenge…
  • 79.
    GIVEAWAY! Save 20% at brookespublishing.com* Usecode: EDWEBBC Expires 12/31/18 Questions? [email protected] *Not to be combined with any other discounts or offers. Consumer orders only, please. Excludes BOL training, pre-discounted bundles, and online products such as ASQ Online and AEPSinteractive™.
  • 80.
    Q&A Session We’re givingaway three free copies of Eight Paths to Leadership! • Three attendees will be selected at random & announced after the Q&A. Stay active in the chat to increase your chances!
  • 81.
    Belva C. Collins,Ed.D., Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky Email: [email protected] [email protected] Thank you for attending! Learn more about Brookes Publishing at www.brookespublishing.com Give us your feedback on this edWebinar! Click on this link in the chat: tinyurl.com/edWebinarEval
  • 82.
    Get your CECertificate for this edWebinar Your personalized CE certificate will be posted to your edWebinar transcript by the end of the next business day. Join at: www.edweb.net/ inclusiveeducation Join the community and go to the edWebinar archives for the recording, slides, chat log, and any resources after this edWebinar.
  • 83.
    ü Invitations toupcoming webinars ü Webinar recordings and resources ü CE quizzes ü Online discussions www.edweb.net/inclusiveeducation You’ll receive the following benefits: Join our free community! Teaching All Students To join, go to: