Discussion 1: focused direction in leadership | EDSD 7075 – Sustaining and Supporting Effective Practices in Special Education | Walden University

  

Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.

To prepare:

· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.

· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.

· Analyze the two case examples used to illustrate focused direction in Chapter 2.

· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.

A brief summary clarifying your own moral imperative.

· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.

· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?

Learning Resources

Required Readings

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.

  • Chapter 2, “Focusing Direction” (pp. 17–46)

Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.

  • Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
  • Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)

Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32.  DOI: 10.1177/0013161X1665220

Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054

Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622

Required Media

Grand City Community

Go to the Grand City Community and click into Grand City School District Administration Offices. Review the following scenario: Tracking Data.

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