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Principal Leadership in Inclusive and Effective Schools

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... Inclusive and. Effective Schools. Chriss Walther-Thomas, Ph.D. ... Walther-Thomas, 2003. Principal's Role in Facilitating. School Progress. Champion Core Values ... – PowerPoint PPT presentation

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Title: Principal Leadership in Inclusive and Effective Schools


1
Principal Leadership in Inclusive andEffective
Schools
  • Chriss Walther-Thomas, Ph.D.
  • Professor and Chair
  • KU Special Education Department
  • chrisswt_at_ku.edu
  • 785-864-0545

2
Session Objectives
  • Participants will consider ways in which
    effective principals develop effective special
    education programs.

3
Reynolds and Birch (1977)
  • The whole history of education for exceptional
    children can be told in terms of one steady trend
    that can be described as progressive inclusion
    (p. 22).

4
Special Education Facts
  • About 6 million students receive special
    education services 9.1 of the total school-age
    population.
  • Almost all students with disabilities (96) are
    educated in regular schools.
  • USDOE 2007

5
  • More than 8 in 10 general educators have special
    education students in their classes.
  • Half of all students with disabilities (49.9
    percent) spend most of their time in general ed.
    classrooms.
  • 90 spend some time in these settings.

6
  • Almost 34 drop out before graduating.
  • Secondary students with emotional disturbance are
    more likely to be male, black and live in
    poverty.
  • More than half of all students with disabilities
    graduate with regular high school diplomas.
  • Every year more go on to college.

7
Minority Misrepresentation
SOURCE Education Week analysis of U.S.
Department of Education, Office of Special
Education Programs, Individuals with Disabilities
Education Act Data, 2002-03
8
  • Approximately 50 of all new teachers leave the
    field within five years.
  • Almost half of all special educators leave or
    transfer to gen education within three years.
  • Principals are leaving at a faster rate than new
    ones are being hired.

9
Teacher Employment and Turnover 1987-2000
National Commission on Teaching and Americas
Future NCTAF, 2003
10
Cumulative BeginningTeacher Attrition
National Commission on Teaching and Americas
Future NCTAF, 2003
11
NCLB- IDEA Challenges
  • High Performance Expectations for All
  • Early-Career Teacher Attrition
  • Lack of Emerging Leaders
  • Complex and Diverse Learning Needs
  • Increasing Personnel Shortages
  • High Need Area Teacher Qualifications

12
Leadership for Special Education
  • School leadership is the most critical factor in
    the successor failureof inclusive special
    education.
  • DiPaolo, Tschannen-Moran,
  • Walther-Thomas, 2003

13
Principals Role in Facilitating School Progress
  • Champion Core Values
  • Ensure Evidence-based Practices and Continuous
    Progress Monitoring
  • Share a Common Visionand A Plan
  • Build and Enhance Networks at All Levels
  • Use Collaborative Decision Making and Shared
    Leadership
  • Respect, Protect, and Promote Quality Work
  • Emphasize Mentoring Faculty Development

14
  • SIX Ways Principals
  • Ensure Effective Special Education

15
1 Create Conditions for Effective Special
Education
  • Communicate special education is a servicenot a
    place
  • Good general education instruction may not be
    enough
  • Use Multi-tiered Systems of Support (MTSS)

16
Conditions
  • Implement School-wide Positive Behavior Support
  • Ensure flexible and collaborative learning
    environments
  • Multiple ways for teacher collaboration
  • Ongoing professional development
  • Shared responsibility and accountability

17
Shifts in Thinking How Schools Respond
(Dan Reschly, 2004)
18
Kansas Multi-Tiered System of Support (MTSS)
  • Student centered planning
  • Customized function-based interventions
  • Frequent progress monitoring to guide
    intervention design

Academics
Behavior
  • More intense supplemental targeted skill
    interventions
  • Customized interventions
  • Frequent progress monitoring to guide
    intervention design
  • Supplemental targeted skill interventions
  • Small groups
  • Frequent progress monitoring to guide
    intervention design
  • Supplemental targeted function-based
    interventions
  • Small groups or individual support
  • Frequent progress monitoring to guide
    intervention design
  • All students, All settings
  • Positive behavioral expectations
  • explicitly taught and reinforced
  • Consistent approach to discipline
  • Assessment system and data-based decision making
  • All students
  • Evidence-based core curriculum instruction
  • Assessment system and data-based decision making

KSDE - July 2007 Draft
19
  • 2 Develop Effective
  • Roles Responsibilities
  • Distribute Leadership
  • Build Strong Teams
  • Create Manageable Caseloads
  • Balance Classroom Rosters

20
3 Facilitate GENUINE Collaboration
  • Ensure Collaborators Have Skills They Need
  • Problem Solving
  • Evidence-based Instructional Skills
  • Co-teaching
  • Consultation
  • Provide Scheduled Common Planning Time

21
4 Ensure Meaningful IEPs
  • Provide Engaged Admin. Leadership
  • Ensure NCLB and IDEA Alignment
  • Promote Cutting-edge Thinking
  • Monitor Child and Team Progress

22
Standards Driven IEP Framework
Postsecondary Goals
?Education ? Employment ? Independent Living
Content Standards
Local Curriculum
23
Education Related Settings
Community Based Instruction (Store, Bank,
Library, Public Transportation, etc.)
The IEP
Extra Curricular Activities
Non Academic Settings
School sponsored activities such as Clubs,
Sports teams and events, Dances, Plays, Concerts,
etc.
Playground, School Cafeteria, School Bus,
Assembly, Job Site, etc.
24
(No Transcript)
25
5 Support Novice Teachers
  • Ensure Ongoing
  • Needed Classroom Resources
  • Professional Development
  • Moral Support
  • Engage Effective Mentors
  • Monitor Progress

26
6 Be Their Schools Best Special Education
Advocate
  • Serve as a model and a mentorhelp colleagues
    develop their potential and take responsibility
    for their own development
  • Attend to each individuals needs for growth and
    achievement

27
Leaderships Example
  • Develop learning opportunities within a
    supportive climate
  • Recognize and accept individual differences in
    needs and values
  • Model effective two-way communication

28
Building-Level Leadership Challenges
  • Creating Clock-Building Commitment
  • Preserving Core Values WHILE Stimulating Progress

29
Team ThinkingTime Telling vs. Clock Building
  • Great Ideas
  • Charismatic Leaders
  • Innovative Thinking
  • Product Emphasis
  • Openness to New Ideas
  • Visionary Organization
  • Cult-like Commitment
  • Process Emphasis

30
Clock-building Organizations
31
Creating Cult-like Commitment to the Core
  • Provide Distributive and Principled Leadership
  • Ensure Quality Education for All
  • Model Mutual Trust and Ongoing Collaboration
  • Show Respect for All
  • Provide Exemplary Professional Preparation
  • Quality Outcomes for Students and Families

32
  • Change is a process, not an event.
  • Gene Hall, 1977

33
QUESTIONS
34
NCLB-IDEA Resources
  • USDOE Office of Special Education
  • http//www.osepideasthatwork.org/toolkit/index.asp
  • KU Department of Special Education
  • http//soe.ku.edu/sped/

35
More Resources..
  • NCLB Access Center
  • http//www.k8accesscenter.org/index.php
  • KSDE Resources
  • http//www.kansped.org/ksde/resources/resources.ht
    ml

36
More Resources
  • KSDE MTSS
  • http//www.kansped.org/ksde/advisory/MTSS
  • The IRIS Center
  • http//iris.peabody.vanderbilt.edu/index.html
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