Establishing A Collaborative School Culture

Mike Parker

What are the three key elements for Comprehensive

School Reform?
1.) Building a Collaborative Culture and Comprehensive School Reform

This process of reform begins with a school wide discussion about the need to reform
and change with a view to being more inclusive. Inclusiveness is discussed by the staff
and a definition is developed. A vanguard team is created consisting of Senior admin,
School leadership, General education teachers, Special education teachers and school
counsellors to examine if it is possible to implement the reforms needed. The team
looks at the grades and behaviour of the student body and the staff’s capacity to
change. The team also needs to ensure that staff are fully prepared to engage in and
committed to the process of reform of the school and their teaching practice. Finally, the
team is tasked with monitoring the progress and implementation of the reform of the
school.

2.) The Central role of Professional Development in CSR

The key to success of school reform seems to be the concept of collaboration and
openness amongst the admin and staff. The constructivist approach to professional
development is a willingness of staff members to work collectively in small groups. They
need to focus on a single idea of inclusiveness, take ownership of that goal and move
forward in a professional manner. The structure and elements to inclusiveness need to
be identified and the planning to implement it can begin. This process needs to be an
ongoing and continual process by all staff members and the Districts senior leadership
team.

3.) Leadership to support a Collaborative Culture

Another important aspect of the Comprehensive School Reform is the contribution of

senior district administration and the school leadership team. There needs to be a clear
and visible commitment to the project by the administration, and they must be willing to
be actively engaged in the collaboration process with other staff members. They need to
share the power of administration and enter into the concept of “Distributed Leadership”
(Waldron &McLeskey,2010). The important decisions as to the nature and focus of the
reform program is managed and controlled by the members of the reform team. With
senior administration actively engaging in the process of reform, the teaching staff are
more likely to buy into the program. Through this process of collaborative leadership
staff are given the ability to make real changes that will impact the lives of the students.
Then inclusiveness can begin with in the school.

How are CSR related to the goals for including

students with ASD?
1.) District and school wide commitment.

Inclusiveness—a real commitment from all levels to welcome everyone into the
classroom all the time.

CSR—model of “distributed leadership” and commitment by administration.

2.) Social relationships and supports.

Inclusiveness—kids are made to feel like they belong to the class, that they have
membership regardless of any other factor. Not visitors

CSR—collaborative goals of membership and reformed school culture

3.) Curriculum units and lesson planning.

Inclusiveness—UDL (framework) developing goals:

 accessible to all students from the beginning of the lesson.

 accessible to most students from the beginning of the lesson.
 accessible to some students from the beginning of the lesson.

Struggle Zone (Effective Learning):

 High challenging
 Low stress
 Thinking skills.
 Engaged with learning.

CSR—goals of on going Professional Development and Collaborative teamwork

4.) Collaboration and teaming

Inclusiveness—The Team:

District Admin, School Principals, Teachers, Para Professionalists,

Specialist teachers, Educational Assistants, Parents and Students
 Criteria:

 Must be willing to work together as a team.

 Must have the time (released from class) to work together.
 Must be willing to commit to the program.
 Must be willing to listen to different points of view.
 Must willing to share power with others.
 Must be willing to compromise.
 Must have the energy to be involved.

CSR—model of shared ownership of school reforms and the ability to make real
changes.

Conclusions:

The key to Comprehensive School Reform needs to come from the school and districts
leadership teams. With out that commitment or engagement nothing can or will happen
with in a school. People need to clearly see administration is serious about reform and
willing to embrace inclusiveness on a school wide basis. Teachers will not trust or
engage with administration unless they are actively included in the reform process.

Reference:

Mirenda, P., (2017). Lesson 7: Including Students with ASD in General Education
Classroom. EPSE 449: Educating Students with Autism. Dept. of Educational and
Counselling Psychology, and Special Education. University of British Columbia.

Waldro, N., Mcleskey, J., (2010). Establishing a Collaborative School Culture Through
Comprehensive School Reform. Journal of Educational and Psychological Consultation
20, 1, 58-74. https://doi-org.ezproxy.library.ubc.ca/10.1080/10474410903535364