When I was a little girl, my mother would explain away my little aches as “growing pains” - something to be celebrated. She would say that my bones and muscles were growing and I was becoming a “big girl.” I believed her. I don’t know if there was any medical basis for this wisdom, but it worked for me. I learned to welcome and look forward to twinges in my joints!

Leading inclusive change is hard. I want to make it easier for you and I have an idea…

Since 2008, I’ve been working with district special education leaders and school administrators who were committed to improving their special education delivery system.

As promised, I took my beginner’s mind to CEC and I was not disappointed!

Yes - my 2 presentations went well. The response from participants confirmed that we’re on the right track. Our presentation on using coaching for high leverage practices had a good turnout and interesting follow-up questions. If you were there, I’d love to hear your takeaways!

Can you still have a beginner’s mind after a 54 year career?

In two weeks, I’ll be in San Antonio, Texas with thousands of other educators at the Council for Exceptional Children Convention. I think I’ve only missed this convention twice since I joined CEC in 1995. Most years, I also present.

It would be easy to wonder if there was anything left for me to learn.

This question was posed in a webinar I attended last week.

Our team generated a list of 8 permanent changes we’d like to see in schools. And we’re putting them into action. Are you interested in being one of our 5 new partner districts?

The ancient Greeks believed that things happened because of divine interference. Mythology is rich with stories of gods and goddesses that explain everything. This time of year reminds me of the story of Janus, the god of endings and beginnings.

Let me ask you a question: Are you building coaching capacity in your district?

The research from all the leading educational centers in our country confirms that “sit & get” one-size-fits-all professional development will not improve teacher effectiveness. Borrowing from other fields like sports, performing arts, and wellness, we’ve learned that coaching can make a big difference.

What is the connection between inclusion and belonging? I’ve been exploring research and professional publications to clarify how these two terms are related and how they are different.

I’d like to share what I discovered…

She has a structured classroom -- what does that mean?

The research evidence is clear that students of all ability levels do better in structured classrooms. On our Inclusion Rounds, we look for two types of structures. These two indicators are often confused, but we separate them to emphasize their differences and different purposes.

What does Labor Day mean to you?

Google says, “The holiday is rooted in the late nineteenth century, when labor activists pushed for a federal holiday to recognize the many contributions workers have made to America's strength, prosperity, and well-being.”

For millions of teachers, children and their families, it means heading back to school. That’s been part of my life for 70 years now! How is that possible? Well, I began kindergarten in 1953!

We know that we can achieve more when we work together with others. This is true in our personal lives, it’s true in a business venture, it’s true for students, and it’s true for teachers.

So, what’s the difference between these three C words? When and how can we use each type of working together?

Over the Memorial Day holiday, I couldn’t help thinking of all the teachers who have influenced my life. When we are remembering those who have served their country, what about teachers?

I bet you can name at least one who had a profound influence on you.

I loved childhood visits to my Aunt Lil’s house in upstate New York. There was nothing like waking up to the mouth watering aroma of baking pies. With no kids of her own, she loved creating her specialties when we were in town. Nobody could make gooey apple pies like Aunt Lil.

That’s because - she said with a wink - they had her “secret ingredient.”

As I prepare to interview candidates for our Inclusion Coach positions, I keep thinking about the worth of the experience they bring.

What should we value, I wonder?

It’s time to expand our Joyful Inclusion team again: Good news and bad news!

The good news is that the approach I’ve launched is working.

When I came to the University of Delaware as an Inclusion Specialist in 2007, my job description was fairly open. Teach a few classes each semester on campus and spend the rest of my time supporting school leaders across the state to implement more effective inclusive instruction.

I love the response I see on faces when I tell people that my coaching packages are called Joyful Inclusion. They get it right away! They smile and say, “Yes! Exactly what we need.”

I thought I’d take a moment to explain why I chose that term and why I didn’t call it “Happy Inclusion.” It was intentional!

Special Education Director: Our special education funding isn’t big enough to cover Collaborative Teaching professional development for our whole faculty. Maybe we should just plan to include our special educators?

Me: But we know effective co-teaching practices rely on full buy-in and understanding of everybody - the special educators, the general educators, the paraprofessionals, and the specialists who push in. Besides, there are many general educators teaching solo who have students with IEPs in their classes. Don’t they all need to improve their collaboration?

Special Education Director: I agree and frankly the Joyful Inclusion Initiative aligns with our strategic plan. I just don’t know how we could fund it.

Me: What about braided funding?

Special Education Director: Braided funding? What’s that?

As we begin the new year, I find myself in a surge of gratitude and appreciation for professionals in the education community who have come through the past three years and are still in the profession. Bravo! I am so inspired by your tenacity and determination to still be here for the children and youth who are our tomorrows.

As I was visiting classrooms over the last month, I kept hearing echoes of my students’ voices so many years ago. “What are we learning today?”

Different students asked in different ways, of course:

Are we going to do anything fun?

Do we have to work today?

Are we going to learn more about____?

Could we learn more about _____?

Problem One: Is your district experiencing a critical shortage of special educators?

Every state has reported a teacher shortage with special education leading the way.