CHRISTINA CLOIDT, SESIS SPECIAL EDUCATION TECHNICAL ASSISTANCE SUPPORT CENTER COORDINATOR RV Special Education Program Review Walkthrough Workshop Day 2

Day 2 Comments Timetable/Calendar Pre/Post Surveys Wiki Time Best Practices in Special Education Responsibilities of this Process Communication

Walkthrough Process Revisions Pre-Walkthrough Meeting: Amount of Time? Walk-through Session: Approximately 36 minutes  10 minutes each  3 minutes transition  3 visits Post-Walkthrough Debriefing Session: Amount of Time?

“Report” Revisions

Development of Pre/Post Teacher Survey Choose a card If you have a vowel, you will be developing the pre-walkthrough Survey If you have a consonant, you will be developing the post walkthrough survey.

Development of Pre/Post Teacher Survey To develop the survey, work within your groups to create targeted and deliberate questions that will enhance the walkthrough process and include pertinent information as determined necessary.

Calendar Development Meetings Walkthrough Sessions

Communication to Get effective Results “I'm a great believer that any tool that enhances communication has profound effects in terms of how people can learn from each other, and how they can achieve the kind of freedoms that they're interested in. “ BILL GATES

Be Affective to get Effective Results Affective: relating to, resulting from, or influenced by the emotions; emotional Effective: producing or capable of producing an intended result or having a striking effect; able to accomplish a purpose; functioning effectively

Perceptions and Perspectives The problem with communication... is the illusion that it has been accomplished. George Bernard Shaw The Process: The mind takes in new information, mixes with old information and makes new ideas through quick deduction. Sometimes our new ideas are not always based on a true picture of reality Often, we behave as though our perceptions are real.

Inaccurate Perceptions When we make interpretations it sometimes backfires and creates defensive behavior which affects communication Jumping to conclusions All or nothing thinking Irrational thinking Self Sabotage, Pity or Guilt

4 Steps to Become an Effective Communicator Step 1: Stay focused on the goal/outcome  Knowing what you want to happen in your interactions.  Feedback vs. Failure There is no such thing as failure, only feedback. There is something to be learned in any situation.

Step 2: Flexibility The more flexibility you enter into a conversation with the more possibility of positive outcomes Those who have varied behavior and adaptive thinking will invariably rise to the top “If you always do what have always done, then you will always get what you have always got.”

Step 3: Sensory perception Become an observant listener When listening do not interrupt or give advice  Using wait time and silence can be very powerful Focus on observing behavior versus interpretation of behavior. Pay attention to the speaker’s verbal and non-verbal responses.

Observing Behavior to Build Rapport Stay Sensory Based (Focus on observing the physical body language rather than interpreting the meaning) Posture Eye Movements GesturesColoring TonalityVoice (volume, Languagespeed and tone) BreathingMovement

Sensory Based Rapport Building Be Quiet and Listen, use wait time before restating or clarifying Use direct or crossover mirroring of body language Put yourself aside when listening, focus on the speaker’s needs

Step 4: Respect Maintain a genuine respect and appreciation for the other’s views, values and work. In order to respect you do not have to agree with the other person. Advanced Communication Training, Inc., A.C. T. 1992

“Respectful” Reminders: There is more than one view point/perspective Accept the differences in people Use inclusionary language (we instead of I, us instead of you) Avoid “shoulding” upon one another. Avoid unsolicited advice Do not talk about your own experiences Avoid stereotypes

Own Your Own Behavior and Feelings Use “I Statements”  “I feel ……… when ……. So next time could you please……….”  Do not take partake in the “Blame Game” “Those are your students, not mine, you deal with them.” “The administration doesn’t have a clue of what it’s like to teach in this day and age.”

When people talk, listen completely. Most people never listen. Ernest Hemingway

Here are the Steps to Actively Listen: Build Rapport Backtrack/Restate the speakers words Clarify Summarize Validate

Backtracking/Restating Backtrack or restate the speaker’s words Restate the speaker’s words during the natural pauses in the conversation “So what you’re saying is…..” Use the same sensory words when you backtrack that the speaker uses. “ So you see an area of concern.” “So your hearing dissention among the class.” “So you’re feeling excited/disappointed by this initiative.”

Active Listening: Clarify Clarify to understand the speaker  Ask questions after restating their words to check for understanding  “Am I right in thinking……….?”  “Could you tell me more about that?”  “Are you saying that………?”

Active Listening: Summarizing Summarize the major ideas expressed including feelings.  “So overall, you’re feeling….. About….”  “These seem to be the key ideas you expressed…”

Active Listening: Validate Acknowledge the value of their issues, feelings, time, energy and efforts. “I really appreciate your time to discuss these matters.” “I admire your dedication to resolve this matter in a professional manner.”

To be an effective communicator, be an affective listener. “The most basic and powerful way to connect to another person is to listen. Just listen. Perhaps the most important thing we ever give each other is our attention………..A loving silence often has far more power to heal and to connect than the most well- intentioned words.” Rachel Naomi Remen

“Everyone thinks of changing the world but no one thinks of changing himself” Leo Tolstoy

Motivation Barriers and Factors Motivation Barriers may include intrinsic and extrinsic responsibilities. Some of these barriers may include scheduling conflicts, childcare, money, time, confidence, etc. Motivation Factors may also inhibit learning. Such factors may include job requirements, maintain skills, certification requirements, etc. “The composite representation of the feelings, preoccupation, thought, and consideration given to a particular issue or task is called concern.” Hall & Hord, p. 61

The BEST way to motivate adults is to enhance their reasons for participating and decrease the barriers.

Two Common Mistakes Leaders of Change Make: Assumption 1: “Once an innovation has been introduce and initial training has been completed the intended users will put the innovation into practice”. Assumption 2: “That all users of the implementation will react in similar ways”. Thus a conceptual framework was needed to provide strategies for the total management for introducing innovation. Concerns-Based Adoption Model (CBAM) was developed at the Research and Development Center for Teacher Education at the University of Texas at Austin.

Change…. It takes time It must be measurable Community building is essential Must be data-driven Change is good… You go First!

Concerns-Based Adoption Model Assumptions about change: Change is a process, not an event- It takes time to institute change Change is accomplished by individuals who must be the focus of attention when implementing a new program. Institutions will not change until their members change. Change is a highly personal experience- Individuals are different; people do not behave collectively

Change involves development growth-Individuals involved demonstrate growth in terms of their feelings and skills Change is best understood in operational terms- Teachers and others will relate to change in terms of how it will affect their current classroom practice Change agent needs to work with people in an adaptive and systematic way- The approach should be customized for the particular contexts and settings (Hord et al., 1987)

Concerns-Based Adoption Model The CBAM is a conceptual framework that describes, explains, and predicts probable teacher behaviors in the change process. The three principal diagnostic dimensions of the CBAM are: 1. Stages of Concern -- Seven different reactions that educators experience when they are implementing a new program 2. Levels of Use -- Behaviors educators develop as they become more familiar with and more skilled in using an innovation 3. Innovation Configurations -- Different ways in which teachers adapt innovations to their unique situations (

Concerns Based Adoption Model The Concerns-Based Adoption Model addresses each of these assumptions: the individual's concerns about the innovation, the particular manner in which the innovation is delivered or implemented, and the adaptation of the innovation to the individual. The Stages of Concern define learning and development as going through 7 stages During these stages a person's focus or concern shifts in predictable ways. The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Concerns Based Adoption Model The lower three stages are focused on oneself, a clue of which might be the use of "I" and "me", as in "I am frustrated". The middle stage (management) is focused on mastery of tasks to the point they become routines and are easier to do, a clue of which might be the use of "it" or a reference to the activity, not the self. “I find myself grading papers until 11 every night!” The upper Stages of Concern are focused on the results and impact of the activity, a clue of which might be the use of pronouns which refer to students who receive the benefits of the activity. Examples might include, "The students are really learning better since I started using that strategy." The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Concerns Based Adoption Model Awareness Informational Personal Refocusing Collaboration Consequence Management The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Personal Informational I am not concerned about it. Or What is it? How does it work? Or I would like to know more about it. How does this impact me? What’s my plan to do it? Or How will using it affect me? Awareness The “I” Stages of CBAM The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Management How can I master the skills & fit it all in? Or I’m spending all my time getting materials ready Mastery of Tasks Stage of CBAM The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Refocusing Collaboration Consequence Is there anything else that’s better? Or I have some ideas about how that could work better. Is it worth it? Is it working? Or How is affecting my learners? How can I refine it? It’s working fine, how do others do it? Or Can I relate it to what others are doing? The Results Focus Stages of CBAM The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Refocusing Collaboration Consequence Management Personal Informational Is there anything else that’s better? Or I have some ideas about how that could work better. I am not concerned about it. Or What is it? How does it work? Or I would like to know more about it. How does this impact me? What’s my plan to do it? Or How will using it affect me? How can I master the skills & fit it all in? Or I’m spending all my time getting materials ready Is it worth it? Is it working? Or How is affecting my learners? How can I refine it? It’s working fine, how do others do it? Or Can I relate it to what others are doing? Awareness The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Role of Leading Change using CBAM Adapted from: The CBAM: A Model of the People Development Process © 2003, Barry Sweeny The role of professional developer using CBAM to foster and sustain change.

When Individual Needs Are Not Met There will not be progress to the next level If the intern feels uncomfortable/unsuccessful he/she will not ask the questions needed to progress May become stuck on one level indefinitely The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

When All Needs Are Met Continuous progress toward Refocusing Increased Teacher Retention Higher Confidence/Self-Esteem Level Increase in Reflective Practice Increase in Diagnostic Practices of Learning The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

Specific Interventions by Stage Stage 6, Refocusing Respect and encourage teacher interests Channel their ideas and energies; act on their concerns. Stage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules for collaboration Stage 4, Consequence Provide positive feedback and needed support Provide opportunities to share knowledge/skills Stage 3, Management Answer specific “how to” questions Avoid considering future impact at this time Stage 2, Personal Address potential personal concerns directly Implement changes progressively over time Stage 1, Informational Provide clear and accurate information Relate changes to current practices Stage 0, Awareness Involve teachers in discussion and decisions Give permission not to know Hall, George, & Rutherford, 1986

Behavioral Indicators Of Level of Use LevelsBehavioral Indicators: The user is/has… VI. Renewal seeking more effective alternatives to the established use of the innovation. V. Integration making deliberate efforts to coordinate with others in using the innovation. IVB. Refinement making changes to increase outcomes. IVA. Routine making few changes and has an established pattern of use. III. Mechanical making changes to better organize use of the innovation. II. Preparation definite plans to begin using the innovation. 0I. Orientation taking the initiative to learn more about the innovation. 0. Non-Use no interest, is taking no action. The CBAM: A Model of the People Development Process © 2003, Barry Sweeny

When to use Directive Behaviors  When the professional developer has knowledge that the participant does not  When the professional developer knows what the problem is and the participant does not  When the participant ’s behavior is self-defeating but is not viewed as such by the participant  When the participant is consistently defensive and closed to feedback  In a crisis situation where the personal or professional well-being of the participant is as stake Directing Standardizing Reinforcing

When to use Non-Directive Behaviors  When the participant possesses more knowledge than the professional developer  When the participant is seriously concerned about a problem and the professional developer does not see a problem  When a professional developer judges that a participant’s proposed action is safe  When the participant is capable but reluctant to act  When the professional developer wants to gain insight in to the participant ’s level of skill or motivation Listening Clarifying Encouraging

When to use Collaborative Behaviors  When the professional developer and participant both possess knowledge about the topic or issue  When the professional developer understands one part of a problem and the participant understands another part  When there is time for collaboration, and the professional developer senses that the participant is ready to assume more responsibility  When the professional developer senses that the participant needs to feel part of the decision-making process Reflecting Presenting Negotiating Problem Solving Negotiating Problem Solving

Administrator’s Leadership & Support Is the administrator an active and enthusiastic learner? Is the administrator an attentive participant in professional development activities? Is the administrator open to new ideas and suggestions? Does the administrator work with teachers to improve instructional practices? Guskey, p. 158

Questions About Collegial Support Are colleagues engaged in active learning? Are teachers encouraged by their colleagues to learn about new ideas and strategies? Do teachers have opportunities to visit the classrooms of colleagues and observe their teaching? Do teachers often collectively look at student data? Guskey, p. 157

Methods of Assessing Organization Support and Change Direct observations Analysis of district or school records Analysis of minutes from meetings Questionnaires Structured interviews Personal learning logs and reflective journals Participant portfolios Guskey, p. 173

Methods of Assessing Participants’ Use of New Knowledge and Skills Direct observations Participant interviews or conferencing Supervisor interviews or conferencing Student interviews or conferencing Questionnaires Focus groups Implementation logs and reflective journals Participant portfolios Guskey, p. 202

Ticket out the Door * If I could choose three topics to receive professional development in relation to walkthroughs it would be… * If I could suggest 2 professional development topics for my colleagues about this process it would be… * When speaking with my colleagues about this process, I would benefit from being able to tell/share with them…