Blogging about Educational Policy and Practice
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National Education Policy Center [NEPC]: Accountability | A Call for Unity | ESA Program in AZ | School Choice
Paid Contributor (2014-2020) at: www.storiesfromschoolaz.org
Teacher Leadership Blog: www.redefining-teacher.com
Teacher Leader Blog Collaborative: www.leadfromINtheclassroom.com
National Board for Professional Teaching Standards: www.nbpts.org/author/jledbetter/
National Education Policy Center [NEPC]: Accountability | A Call for Unity | ESA Program in AZ | School Choice
Dissertation
Beyond "Supervising" Paraeducators: A Community of Practice about Team Leadership in Special Education
ABSTRACT This mixed methods action research study describes the benefits of a Team Leadership Community of Practice group for six early career special education teachers who supervised paraeducators. Problem-posing conversations with peers were a catalyst for professional learning and leadership transformation. The theoretical framework included Experiential Learning Theory, Transformational Leadership, and Communities of Practice—combined as a tri-theory lens. Data collection instruments included individual interviews, a focus group, content logs from audio recordings, a researcher journal, and two researcher-created instruments—the Intentional Leadership Actions and Paraeducator Outcomes Survey and the Teacher Group Reflection Survey.
Findings indicated that team leaders favored collaborative partnerships with paraeducators rather than supervisory roles. Given perceived communication barriers as team leaders, participants spent time preparing for conversations with paraeducators. Together, they co-constructed understandings and stretched one another as a learning Community of Practice (CoP), as defined by Wenger (1998). The CoP was a framework for Experiential Learning when team leaders gathered together to share their concrete leadership experiences, reflect, conceptualize abstract meaning, and discuss possible strategies for future experimentation. Additionally, team leaders experienced individual reflection following CoP gatherings as they considered peer suggestions, fine-tuned ideas, and planned leadership actions. As team leaders implemented new leadership ideas and experienced positive outcomes, they reported increased efficacy and desire for additional leadership opportunities in their classrooms and beyond. A trilogy of poems complements the discussion of findings.
Beyond "Supervising" Paraeducators: A Community of Practice about Team Leadership in Special Education
ABSTRACT This mixed methods action research study describes the benefits of a Team Leadership Community of Practice group for six early career special education teachers who supervised paraeducators. Problem-posing conversations with peers were a catalyst for professional learning and leadership transformation. The theoretical framework included Experiential Learning Theory, Transformational Leadership, and Communities of Practice—combined as a tri-theory lens. Data collection instruments included individual interviews, a focus group, content logs from audio recordings, a researcher journal, and two researcher-created instruments—the Intentional Leadership Actions and Paraeducator Outcomes Survey and the Teacher Group Reflection Survey.
Findings indicated that team leaders favored collaborative partnerships with paraeducators rather than supervisory roles. Given perceived communication barriers as team leaders, participants spent time preparing for conversations with paraeducators. Together, they co-constructed understandings and stretched one another as a learning Community of Practice (CoP), as defined by Wenger (1998). The CoP was a framework for Experiential Learning when team leaders gathered together to share their concrete leadership experiences, reflect, conceptualize abstract meaning, and discuss possible strategies for future experimentation. Additionally, team leaders experienced individual reflection following CoP gatherings as they considered peer suggestions, fine-tuned ideas, and planned leadership actions. As team leaders implemented new leadership ideas and experienced positive outcomes, they reported increased efficacy and desire for additional leadership opportunities in their classrooms and beyond. A trilogy of poems complements the discussion of findings.
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Trilogy of Poems
As one representation of my dissertation findings, I created poems using the words of participants from interviews and the focus group. These poems represent the unique voice of participants and offer a glimpse into their experiences and perspectives. Above all, the poems were my very favorite part of my dissertation because I feel they are an incredibly authentic snapshot of the challenges of team leadership, the leadership growth teachers experienced in the Community of Practice, and the benefits of being together to discuss leadership goals. Here is a brief literature review of poetic transcription (an excerpt from my dissertation) for anyone interested in emulating the idea. Poems can be a powerful form to articulate the collective voices of participants, represent perspectives, and stimulate reflection for readers (Hopper & Sanford, 2008). To represent the findings that emerged from mixed methods data analysis, I created three poems using the words of participants from interviews and the focus group. This process, called poetic transcription[1], is an emerging form of data representation in which the researcher uses interview transcripts to create poems by arranging the words and phrases of the interviewee (Kennedy, 2009). Poetic transcription increases the accessibility of the work and provides a holistic way to represent complex ideas that might otherwise go unnoticed (Lahman et al., 2011). According to Kennedy (2009), poems “bridge the worlds of participants and readers” (p. 1417). I chose poetic transcription as a form of data representation because poetry transmits meaning in a creative and synthesized form (Prendergast, Gouzouasis, Leggo, & Irwin, 2009). --------------------- [1] This idea was originally employed by Richardson (1994) and named "poetic transcription" by Corrine Glesne (1997), who used the method to transcribe the content of interviews in poetic form. Team Leadership: The Struggles are Real[1]
So hard, stressful, I’ve never been in this role before, A lot of power and responsibility, Instructing another adult what to do. Tough conversations, conflict, Don’t necessarily get addressed, Once it comes out, it’s going to be a mess. She’s frustrated, I’m being judged, Just the look on her face, Hard to get it all together, No training or preparation for this. We kind of battled in the beginning, I don’t know what to have her do, How do I get the confidence? Plan for myself and then plan for her. No easy decisions as a leader, Such high expectations of myself, I just want to get my work done, So overwhelmed by everything else. IEPs, progress reports, monitoring, Having to balance between work and home, I don’t want to admit that I’m failing, It’s just so hard to grasp. Where do I start? What are the baby steps? Finding ways to communicate, The struggles are real, I’m human, Didn’t want to be the boss. Take a step back, pick up the puzzle pieces, Wording things the right way, This is a team, not stepping on toes, Adjust to what others need. Change is hard, I’m not perfect, Can’t control everything, Working toward the same goal, There’s a lot I could do, How did I get this power? ------------------------ [1] Comprised of participant quotes from pre-interviews and CoP gatherings. |
The CoP: Team Leadership Together[1]
We all have the same foundation: Open-mindedness, no judgments, trust, This is the real deal, a safe haven, Teachers Anonymous. Teaching is emotional—It’s an emotional job. If you don’t meet those needs, that’s why you lose people. There’s no time to talk about this stuff on our campuses, There’s no sped[2] time, we don't have time for that, You don't give us any time. Having people in the same room with similar struggles, Knowing that I’m not the only one. Wheels turning, like a feeling that I’m moving forward, Working through the problem, solving it step by step. I want to bounce ideas off, I want to learn from each other. Accept the criticism or feedback and move on with it, Sometimes the truth kind of sucks for a minute, Just let me talk it out. We contribute to each other’s success, Better perspective and confidence, It’s about what we really need. Valuable time, I feel focused, Everyone has different expertise, Imaginative about possible solutions, Seeing how people are succeeding, Being able to laugh about it sometimes, More connected, just being here So important to our sanity and growth. ------------------------ [1] Comprised of participant quotes from CoP gatherings, post-interviews, and the focus group. The title is an exception. [2] The abbreviation “sped” refers to “special education.” Team Leader Transformed[1]
I had to take that leadership role, Taking initiative and making time, Communication and collaboration, Making my paraeducator[2] feel valued. Model what I want, delegate certain things, Just a conversation to get better, Asking the team[3] to contribute ideas. A leader is not just one person, It’s how that person can delegate, We’re here to benefit the kids, Make whatever it is successful. Many solutions to one problem, Not having 100% control, Reflective, open, honest, mindful, We need those skills to move on. More clear vision as the leader, Be the change I want to see, We’ve been honest with each other, Didn’t need all the power. We’re a little more balanced, Give the praise that she deserves, She needs that immediate feedback, Making my expectations clear. Little things I do are leadership, Be the role model, I have influence, Enough things in my tool belt, More comfortable with myself. I have grown as a leader, Other teachers are starting to see, Got it together, not intimidated, Putting myself out there, Growth. ------------------------ [1] Comprised of participant quotes from post-interviews and the focus group. The title is an exception. [2] The word used by the participant was “assistant.” [3] The word used by the participant was “them.” |
Doctoral Research Cycles-Overview of the Action Research Process
Cycle 1-Spring 2014
I conducted action research cycle 1 in Spring 2014 using the tenets of Wenger's Communities of Practice (CoP) framework. You can find a video summary of the theoretical framework and development of the innovation here. I cultivated a CoP of four early career special education teachers who supervise paraeducators. This innovation represented a fundamental change, shifting away from the idea of induction coaches as the "experts" toward the joint creation of knowledge among peers. Participants joined the group by choice, attending four in-person meetings over four weeks to discuss challenges and identify solutions to enhance classroom leadership strategies. Additionally, participants had access to an optional Facebook group for online collaboration between meetings. During the COP group, I assumed the intentional role of “peer” instead of “coach” based on their survey results about the development of the innovation. To remain authentic to the CoP approach, group conversation was unstructured and organic. Group members discussed topics as they desired. Data was collected using quantitative and qualitative methods, including surveys, interviews, focus groups, extensive field notes, and artifacts.
Analysis showed that early career teachers evolved into a learning community of practice, as defined by Wenger (1998). Leadership themes emerged that early career special education teachers seek to cultivate their own communities of practice with mutual engagement, joint enterprise, and shared repertoire in their own classroom teams. During problem-solving dialogues, teachers engaged in four problem-solving paths: a) problem-solving monologues in which teachers did not solicit feedback from others, b) problem-solving with encouragement, justification, and support in which team members encouraged one another or shared personal experiences with the problem c) problem-solving with meaning-making in which team members explored why the issue might be happening, and d) problem-solving with solutions posed and discussed. In the post-innovation focus group, teachers stated they would have preferred more solutions from the group. Results from this pilot indicated that CoP members benefited from the organic, unstructured CoP group but desired to have more opportunities for problem-solving dialogues and suggested solutions. Findings indicated that opportunities for greater structure in problem-solving conversations might benefit a CoP group of early career special education teachers who desire to improve team leadership skills.
I conducted action research cycle 1 in Spring 2014 using the tenets of Wenger's Communities of Practice (CoP) framework. You can find a video summary of the theoretical framework and development of the innovation here. I cultivated a CoP of four early career special education teachers who supervise paraeducators. This innovation represented a fundamental change, shifting away from the idea of induction coaches as the "experts" toward the joint creation of knowledge among peers. Participants joined the group by choice, attending four in-person meetings over four weeks to discuss challenges and identify solutions to enhance classroom leadership strategies. Additionally, participants had access to an optional Facebook group for online collaboration between meetings. During the COP group, I assumed the intentional role of “peer” instead of “coach” based on their survey results about the development of the innovation. To remain authentic to the CoP approach, group conversation was unstructured and organic. Group members discussed topics as they desired. Data was collected using quantitative and qualitative methods, including surveys, interviews, focus groups, extensive field notes, and artifacts.
Analysis showed that early career teachers evolved into a learning community of practice, as defined by Wenger (1998). Leadership themes emerged that early career special education teachers seek to cultivate their own communities of practice with mutual engagement, joint enterprise, and shared repertoire in their own classroom teams. During problem-solving dialogues, teachers engaged in four problem-solving paths: a) problem-solving monologues in which teachers did not solicit feedback from others, b) problem-solving with encouragement, justification, and support in which team members encouraged one another or shared personal experiences with the problem c) problem-solving with meaning-making in which team members explored why the issue might be happening, and d) problem-solving with solutions posed and discussed. In the post-innovation focus group, teachers stated they would have preferred more solutions from the group. Results from this pilot indicated that CoP members benefited from the organic, unstructured CoP group but desired to have more opportunities for problem-solving dialogues and suggested solutions. Findings indicated that opportunities for greater structure in problem-solving conversations might benefit a CoP group of early career special education teachers who desire to improve team leadership skills.
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Top 10 List: Team Leadership Tips
In May 2014, I organized a group of experienced special education teachers and teacher leaders to discuss important strategies for special education teachers who lead paraeducator teams. I compiled notes from the discussion and created the Top 10 List: Team Leadership Tips for Working with Pareducators. This document offers advice to be a successful classroom leader and utilize paraeducators effectively. I created a stop motion video to accompany the Top 10 List, introduce the information to teachers, and share my research with a wider audience. You can watch the embedded video at the right or find it online here. I welcome your comments, additional ideas, and any information about how this video has benefitted you or your colleagues. |
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Cycle 2-Fall 2014
In Cycle 2 of my action research, I focused on cultivating CoPs with early career special education teachers who supervise paraeducators. I developed a stakeholder team that planned and delivered important training about supervising paraeducators during the week of New Teacher Orientation 2014. This represented a fundamental change because no similar training has been done in the past. I began developing a wiki of resources about team leadership in special education and soliciting frequent feedback from teachers about their needs for resources about classroom leadership. Additionally, I implemented e-mentoring strategies using a Facebook group for the entire cohort of teachers. Face-to-face and small group meetings continued.
Intentional Leadership Actions and Paraeducator Outcomes (ILA-PO Survey). I conducted a qualitative study, using Cognitive Interview techniques to improve the validity and reliability of a researcher-created instrument called the "Intentional Leadership Actions and Paraeducator Outcomes (ILA-PO) Survey" that I later used during my dissertation research. On the ILA-PO, special education teachers rate their agreement with statements using a semantic differential scale by marking along a line, ranging from disagree to agree, to indicate their level of agreement with each statement. A semantic differential was purposefully selected over a Likert scale to detect the nuances in participant perspectives and allow participants the freedom to mark on a continuum instead of choosing from a pre-determined range of Likert statements.
I designed the ILA-PO Survey questions by reviewing related literature, identifying important components of team collaboration between special education teachers and paraeducators, crafting statements about desirable paraeducator behaviors, and crafting statements about desirable special education teacher traits of leadership and supervision of staff. In Cycle 2, the ILA-PO included two parts. (I later revised the ILA-PO to include a third part.) Part I provides data about paraeducator behaviors. In Part I, questions asked special education teachers to rate desirable paraeducator behaviors that indicated a strong, collaborative team partnership. One example statement reads My paraeducator uses behavior strategies that are similar to my behavior strategies. Part II provides data about teacher leadership beliefs and actions. In Part II, questions ask special education teachers to rate statements about their own leadership beliefs and actions. One example statement reads Even if I feel uncomfortable, I talk to my paraeducator(s) when there is a problem/concern. Each completion of the ILA-PO Survey was designed to provide a snapshot in time of paraeducator behaviors and teacher leadership, allowing teacher-participants to reflect on their leadership changes and leadership results over the course of the future dissertation study.
In Cycle 2 of my action research, I focused on cultivating CoPs with early career special education teachers who supervise paraeducators. I developed a stakeholder team that planned and delivered important training about supervising paraeducators during the week of New Teacher Orientation 2014. This represented a fundamental change because no similar training has been done in the past. I began developing a wiki of resources about team leadership in special education and soliciting frequent feedback from teachers about their needs for resources about classroom leadership. Additionally, I implemented e-mentoring strategies using a Facebook group for the entire cohort of teachers. Face-to-face and small group meetings continued.
Intentional Leadership Actions and Paraeducator Outcomes (ILA-PO Survey). I conducted a qualitative study, using Cognitive Interview techniques to improve the validity and reliability of a researcher-created instrument called the "Intentional Leadership Actions and Paraeducator Outcomes (ILA-PO) Survey" that I later used during my dissertation research. On the ILA-PO, special education teachers rate their agreement with statements using a semantic differential scale by marking along a line, ranging from disagree to agree, to indicate their level of agreement with each statement. A semantic differential was purposefully selected over a Likert scale to detect the nuances in participant perspectives and allow participants the freedom to mark on a continuum instead of choosing from a pre-determined range of Likert statements.
I designed the ILA-PO Survey questions by reviewing related literature, identifying important components of team collaboration between special education teachers and paraeducators, crafting statements about desirable paraeducator behaviors, and crafting statements about desirable special education teacher traits of leadership and supervision of staff. In Cycle 2, the ILA-PO included two parts. (I later revised the ILA-PO to include a third part.) Part I provides data about paraeducator behaviors. In Part I, questions asked special education teachers to rate desirable paraeducator behaviors that indicated a strong, collaborative team partnership. One example statement reads My paraeducator uses behavior strategies that are similar to my behavior strategies. Part II provides data about teacher leadership beliefs and actions. In Part II, questions ask special education teachers to rate statements about their own leadership beliefs and actions. One example statement reads Even if I feel uncomfortable, I talk to my paraeducator(s) when there is a problem/concern. Each completion of the ILA-PO Survey was designed to provide a snapshot in time of paraeducator behaviors and teacher leadership, allowing teacher-participants to reflect on their leadership changes and leadership results over the course of the future dissertation study.
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Research Findings: ILA-PO Survey. Using the perspective of hermeneutics to understand participant perspectives, the cognitive interview process yielded valuable information to improve and enhance survey items. A complete explanation of the process and outcomes can be found to the right. The final ILA-PO Survey, including the addition of Part III (added in Cycle 3), can be found below.
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Cycle 3-Spring 2015
In Cycle 3, I cultivated a Community of Practice about team leadership in special education and had four teacher participants. Additionally, I spent time improving the ILA-PO Survey and creating Part III: Opinions About Beneficial Strategies for Team Leadership. Part III included four constructs that relate to Transformational Leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. I conducted a pilot with 23 teacher-participants to investigate the reliability of Part III and calculated a Cronbach alpha analysis. Overall scores indicated the survey tool was reliable (α=0.96). More detailed information about the pilot findings and the Cronbach alphas for all four constructs of Part III can be found in my dissertation in Chapter 3. This cycle was important to validate the ILA-PO for use in my dissertation study.
In Cycle 3, I cultivated a Community of Practice about team leadership in special education and had four teacher participants. Additionally, I spent time improving the ILA-PO Survey and creating Part III: Opinions About Beneficial Strategies for Team Leadership. Part III included four constructs that relate to Transformational Leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. I conducted a pilot with 23 teacher-participants to investigate the reliability of Part III and calculated a Cronbach alpha analysis. Overall scores indicated the survey tool was reliable (α=0.96). More detailed information about the pilot findings and the Cronbach alphas for all four constructs of Part III can be found in my dissertation in Chapter 3. This cycle was important to validate the ILA-PO for use in my dissertation study.
Academic Writing Samples: Synthesizing Theories & Research
The Edge is Near, Jump! -- A Critical Consciousness Manifesto
Defining the Rhizome: Theorizing Back as a Community of Practice
Poetry: A Source of Meaning in Qualitative Research
The Edge is Near, Jump! -- A Critical Consciousness Manifesto
Defining the Rhizome: Theorizing Back as a Community of Practice
Poetry: A Source of Meaning in Qualitative Research
