Expanding the Joyful Inclusion Team
Good news and bad news
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 brought four skill sets with me:
From my work as an English teacher, Special Educator, Department Chair, and Transition Coordinator I had a deep understanding of what it took to show up to school everyday bringing your commitment to make a difference.
As the Maryland State Dept of Education, Secondary Transition Specialist, I collaborated with national experts and the US Office of Special Education Programs to create ways to promote strong secondary transition practices based on available research and new IDEA requirements.
Through doctoral study at George Washington University, I had deepened my understanding of systems change, applying it to my dissertation research which combined special education, family engagement, and students’ post-school outcomes.
As Towson University’s Special Education Graduate Director, I had co-created course content, learning projects, and field experiences so that our graduates would emerge proficient in the Council for Exceptional Children Standards for Special Educators.
But these skill sets did not prepare me for the new challenge.
How do we use everything we’ve learned to support teachers who are already in motion?
I faced a confusing dilemma that has crystalized into 4 issues over the years. Do any of these sound like issues you’ve faced? I’ll describe each as they initially appear and suggest shifts that must happen to move forward:
Teachers get in their groove. Even first year teachers create their routine procedures for how they deliver instruction, gauge student understanding, establish classroom expectations, and manage problematic behavior. They may make minor adjustments, but most teachers generally keep their systems going year after year. Then they blame struggling students for not getting with the program. They need a nudge (gentle or firmer) to be willing to consider changing their practice.
Principals are often unaware of the influence of their expectations and endorsement for improvement of practices. Or they have limited experience with special education so have delegated leadership to another administrator. They hoped I could provide one or two workshops that would offer teachers quick solutions and they wouldn’t have to get involved. Frankly, change won’t happen without them.
Systems change to create more inclusive instruction is a complex process that relies on a school-wide learning culture of collaboration and willingness to experiment. While every school has some teachers who are early adopters, an inclusive, collaborative culture is essential to develop collective efficacy.
Professional learning is more likely to improve practice with the following conditions:
a context of vision and commitment, expressed by school leaders and embodied in all professional interactions to sustain teacher buy-in.
new strategies broken into incremental skill sets with options for personalized application.
skilled coaching to reinforce a growth mindset, establish accountability for experimentation, and provide valuable feedback for ongoing improvement.
The Good News:
✔ I have spent the last 15 years learning these lessons -- some the hard way. :) I have collaborated with school leaders to create a flexible approach that addresses those four issues.
✔ My Joyful Inclusion Packages include monthly strategy calls with schools leaders, a sequence of online professional learning mini-lessons with opportunity options so teachers can personalize application to their teaching, and evaluation measures,
✔ We have field tested our approach and have seen changes in teacher attitudes and satisfaction, as well new, more effective strategies embedded routinely in their lesson design and instruction. We’ve seen changes in the influential role of leaders. Most of all, we’ve seen improvement in collaboration and collective efficacy.
✔ Schools across the country are expressing interest in becoming Joyful Inclusion Schools. This is all very exciting!
The Bad News:
✔ We just don’t have the capacity with our current team to meet the demand. We will need more Joyful Inclusion Coaches. (Is this really a bad thing?) We’re looking for a few individuals to join our team for next fall. The job description and process is the same as last year (with a few updates), but you can read more here and apply: https://amypleet.com/im-hiring
We’re especially interested in adding diversity to our team, since we are currently all white women. Do you represent another race, gender, or nationality? Are you bilingual? We would welcome you and your diverse perspectives! After all, we’re inclusive!
If you know someone who might be interested, feel free to pass this information along.
If you’re looking for a part time opportunity to make a big difference, we hope to hear from you! And that would be good news!
