As a special education leader, it is crucial that you have a process by which you regularly evaluate what is working well and what is not. This important process is about achieving and sustaining success, a process that consists of components that can be replicated. Sustaining whole system change in education requires leaders at various levels of the organization engaging in collaborative conversations, designing innovative and meaningful programs, and having the ability to manage outcomes. For this Discussion, you will evaluate components of sustainability and apply those skills in analyzing the two Sustainability Scenarios. As a leader in the field of special education, how will you create an effective model of measuring sustainability?
- Review the articles on sustainability. Make notes of components of sustainability identified in successful districts.
- Review the McIntosh et al. article. Reflect on the four factors contributing to sustainability.
- Reflect on the Ontario Reform Strategy in Chapter 5 of the Fullan and Quinn text, concentrating on special education aspects.
- Read The Components of Sustainability provided in the Module Resources. Focus on components of sustainability evident in both districts. Consider other aspects of the Coherence Framework that support sustainability.
- Identify five additional scholarly sources that would support your position on components of sustainability.
Your analysis of effective components of sustainability identified through your research and module resources. Based on the components chosen, identify components of sustainability evident in both districts. Which components of sustainability might be missing in the unsuccessful district? Compare and contrast any notable differences as they relate to sustaining and achieving success. Explain which components of the coherence framework are evident at Kristi’s site as opposed to Jenny’s. How do these factors impact the components of sustainability? Explain your answer. Include at least five scholarly resources to support your position.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
· Chapter 6, “Leading for Coherence” (pp. 127–138)
Peurach, D. J., Lenhoff, S. W., & Glazer, J. L. (2016). Large-scale high school reform through school improvement networks: Exploring possibilities for “Developmental Evaluation.” Teachers College Record, 118(13).
Large-Scale High School Reform Through School Improvement Networks: Exploring Possibilities for “Developmental Evaluation” by Peurach, D.; Lenhoff, S.; Glazer, J., in Teachers College Record, Vol. 118/Issue 3. Copyright 2016 by Teachers College Record. Reprinted by permission of Teachers College Record via the Copyright Clearance Center.
Hedegaard-Sorenson, L. & Tetler, S. (2016). Evaluating the Quality of Learning Environments and Teaching Practice in Special Schools. European Journal of Special Needs Education, 31(2), 264-278. DOI: 10.1080/08856257.2016.1141524
McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A.(2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 13(4), 208–218. doi:10.1177/1098300710385348