1. Authentic Approaches to Interprofessional Collaboration Camille Catlett FPG Child Development Institute University of North Carolina (919) 966-6635 camille.catlett@unc.edu

3. What does evidence- based practice (EBP) mean?

4. A decision- making process that integrates the best available research evidence with family & professional wisdom & values Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006 identifying specific research- based practices that have been validated through a rigorous review process Odom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005

5. Research -based practices Evidence-based Approach To Professional Development Process for Making Evidence-Based Practice Decisions 5-step Learning Cycle

6. Family’s Perspective (Christine) Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision- Making Step 5: Evaluation > > > > Teacher’s Perspective (Jackie)

7. Step 1: Dilemma Step 2: Ref Question Step 3: Evidence Step 4: Decision- Making Step 5: Evaluation > > > >

8.  Definition of practice & examples of teaching strategies  Best available research  Related policies  Related consensus statements  Families’ perspectives Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision- Making Step 5: Evaluation > > > >

9. Step 1: Dilemma Step 2: Question Step 3: Evidence Step 4: Decision- Making Step 5: Evaluation > > > >  Summarize the general sources of knowledge from Step 3  Integrate sources of knowledge  Describe how to implement the decision

10. Unique Practice Context Unique Family Context Nature of evidence Unique Practice Context Unique Family Context Nature of evidence Sources of Knowledge Child / Family Response Recommendation Best Available Research  Research Synthesis Best Available Research  Research Synthesis Laws/Policies/Standards  Policy Advisory  Joint Position Statement on Early Childhood Inclusion Laws/Policies/Standards  Policy Advisory  Joint Position Statement on Early Childhood Inclusion Experience-based Knowledge  Parents Speak Out Experience-based Knowledge  Parents Speak Out

11. Step 1: Dilemma Step 2: Reflection Step 3: Content Step 4: Decision- Making Step 5: Evaluation > > > >  What information would you gather to evaluate whether the practice was implemented as designed?  What information would you gather to evaluate the results of the intervention?  How will that information be used to make adjustments and identify next steps?

12.  Situational Leadership  Transformational Leadership  Servant Leadership  Directive Leadership

13.  Able to lead based on time, place and/or circumstance  Strong ability to influence and inspire others

14.  Influence and inspire others  Create change and inspire a vision  Work effectively with complexity, ambiguity and uncertainty

15.  Focus on the needs and goals of others  Determine what actions and behaviors are most likely to benefit those being served

16.  Monitor, guide, coach, direct and evaluate the work of others  Influenced by values and beliefs about how people (children and adults) grow, change and develop  Often needed when an individual or group is performing a new task

17. ... the words “leading from the middle” and you’ll get over 37 million results.

18.  Watch the video clip from Sister Act.  Look for ways in which Sister Mary Clarence influences up, down, and sideways.

19.  A new way of thinking about collaborative leadership  Leading as a peer, not a superior  Requires persuasion, technical competence, relationship skills, and political smarts to get and keep the coalition together and produce the desired goal.”  Influencing others to accomplish things that none of them could accomplish – at all or as well - individually.

20. “As a leader you can’t possibly know enough, or be in enough places, to understand everything happening inside – and more importantly outside – your organization. But you can actively collect information that suggests new approaches. You can create a network of listening posts. Partnerships and alliances not only help you accomplish particular tasks; they also provide knowledge about things happening in the world that you wouldn’t see otherwise.” –Rosabeth Moss Kanter, Leader to Leader Institute

21.  Leadership is relationship  Leadership is everyone’s business  Leadership development is self-development (Modified from Kouzes & Posner, 2003, p. 47)

22.  It’s not about position or fame or fortune.  It’s about working and learning with people whose experience, education, gender, and professional affiliation all differ.  Effective leaders can touch each and every life through relationships. By enhancing interprofessional colleague-colleague, practitioner-family relationships will be enhanced. These relationships, in turn, strengthen parent-child relationships.

23. W rite down the names of the following:  The 2008 and 2009 Time magazine Persons of the Year  Five Nobel or Pulitzer Prize winners  The 2008 and 2009 Best Picture, Best Actor or Best Actress Academy Award winners (Modified from Kouzes & Posner, 2003)

24. Early Intervention Leadership Academy MSDE/CTE Now write down the following:  a teacher or coach who encouraged you in school  friends who helped you through a difficult time  a person who has taught you something worthwhile (Modified from Kouzes & Posner, 2003)

25. The people who make a difference in our lives – who provide daily leadership from the middle – are not the ones with the most credentials, the most fame, the loftiest titles, or the most awards.

26.  Leadership is collaborative.  You don’t have to be in a position of power or prestige to be an effective leader or change agent. Anyone can make a difference.

27.  Leadership includes the links between individuals and the systems and cultures in which they work, enacting leadership together.  Leadership practices include greater collaboration, engagement across boundaries, dialogue and learning, embracing differences, and the direct involvement of people at all levels in leadership work.

29. Research underscores that “cooperative learning promotes higher individual achievement than do competitive approaches or individualistic ones.” (Johnson, Johnson, & Smith, 1998, p. 31)

30.  A leader’s primary instrument is him or herself.  To develop others, we have to develop ourselves.

31.  Get clear about your leadership philosophy  Get clear about who else and what else need to be part of your interprofessional approach (e.g., evidence-based practice and decision making)  Build your communication repertoire

32.  What is your concept of effective leadership?  Which experiences and people have shaped you as a leader?  What are your skills and strengths as a leader?  What are the areas in which you’d like to develop to be a more effective leader?  What’s your plan for developing those areas?

33.  Communication is a full-body, multi-sensory, 360° process.  The Chinese pictograph for communication includes the symbols for heart, ears, eyes and hands.

34. One way is to establish ground rules for our conversations. Here are some that Margaret Wheatley suggests in Turning to One Another.  We acknowledge one another as equals  We try to stay curious about each other  We recognize that we need each other’s help to become better  We slow down so we have time to think and reflect  We remember that conversation is the natural way humans think together  We expect it to be messy at times

35. Demonstrate Ask Share Clarify Challenge

36.  Informed  Compassionate  Courageous  Passionate

37.  A leader is anyone who engages in the work of leadership.  Everyone has the potential and right to be a leader.  Leadership is a shared endeavor. (Lambert, 1998)