Competency 12. Judgment & Problem Analysis
a. Analyzing relevant information, frame issues; identify probable causes and reframe issues
b. Demonstrate adaptability and conceptual flexibility
c. Assisting others in forming opinions about problems and issues
d. Reach logical conclusions by making quality, timely decisions based on available information
e. Identify and give opportunity to significant issues
f. Demonstrate an understanding of and utilize appropriate technology in problem analysis
g. Demonstrate an understanding of different leadership and decision-making strategies, including but not limited to collaborative models and model appropriately their implementation
Reflection: Judgment & Problem Analysis
Ruth Paisley, Spring 2011
The implementation of special education services is guided by IDEA and because of this, the law is often the context for comparison when working to develop a solution to a problem. At the same time research on evidenced – based practices and Data Driven Decision-Making (DDDM) are necessary to help special education leaders make decisions that are the right decision for their special education programs within the vision and strategic plan of their school district.
One of the current case law decisions in Special Education in Minnesota has resulted in a ruling that there are Extracurricular and Non-academic School District activities in which a participating student with an IEP may need special education supports in order to receive and free and appropriate public education. This situation has been watched and analyzed by our professional organization, the Minnesota Administrators of Special Education (MASE) and a decision matrix for helping IEP teams and administrators determine the special education need has been developed by MASE in Spring 2011. This is an example of collaborative problem – solving to assist in making the appropriate judgement in these situations, as supported by the profession.
The philosophy of adaptive leadership asserts that leaders face some problems that require technical solutions and some problems that are adaptive in nature. A technical solution is a quick fix for a problem that can be solved in that way to everyone’s satisfaction but an adaptive problem requires analysis, stakeholder assessment and input, and step by step implementation, often with multiple solutions in various contexts to move the organization forward. In my internships and work many problems could be solved with technical solutions but most lasting change takes long term vision and persistence to move large programs forward. Two examples of using adaptive leadership strategies are cited in this reflection. One is planning for kindergarten transitions in the 2011 Spring to Fall and the other is the on-going analysis and development for providing early childhood education in the Least Restrictive Environment.
In Summer 2010 I convened a team of Elementary and ECSE stakeholders of various disciplines to discuss how we would improve on the current kindergarten transition procedures in the district. Heifitz and Linsky, in their Adaptive Leadership model provide “On the Balcony” assessment activities and “On the Playing Field” activities. As a part of the transition planning, I thought it was important to be sure the group all were aware of the various stakeholders interests and roles in the process. The artifact provided are the notes from the discussion of perspectives / interests, roles, and desired outcomes. This activity framed the work to be done by providing common understanding and an interest base in the work ahead.
One of the biggest concerns of early childhood special education in many districts is educating young children with disabilities in the least restrictive environment in high quality environments, according to IDEA. In Saint Paul the numbers of children from age three to kindergarten creates challenges for maintaining natural proportions, along with the high needs of children. The Adaptive Leadership project in the Director of Special Education Course afforded me the opportunity to begin analysis of this adaptive challenge in the ECSE program in Saint Paul. The Powerpoint artifact shows the project summary, which is only a beginning analysis of the work to developing the programs and support needed to provide a continuum of LRE for all early childhood students.
These two projects have given me a look at how to involve others and not “do it alone”. Leaders cannot and should not have all of the answers for judgement and problem-solving but need to provide the framework and legal perspective of the work. Leaders also need the support of other leaders, such as MASE. This has been a learning of mine in the past two years through my internships and work in leadership development.
Artifacts:
Extracurricular and Nonacademic Support Decision Matrix:
Decision Matrix for Extracurr. and NonAcad. Supports 3.11.pdf (74,1 kB)
Kindergarten Transition Team Meeting Notes:
Kindergarten Transition Team Meeting 7-1-10.pdf (67,8 kB)
Director of SPED Course LRE Adaptive Leadership Issue Presentation:
DirectorSPED LRE Project.pdf (3,1 MB)