Generating Momentum- Refining Collaboration to Support School Success
Facilitator: Jason Hicks
Jason Hicks has supported students and colleagues for more than 2 decades with a keen focus on systems and organizational change. Two beliefs he brings to every interactions are “Everyone we meet is fighting a battle we know nothing about- be kind” and “Each one of us is doing the best we can with the skills and knowledge we possess at the time.” As he seeks to transfer knowledge from the worlds of education, business, psychology and more into his practice, Jason collaborates with schools as they aspire to the ambitions of their strategic plans through the lenses of content and process. He has several degrees from schools you most likely have never heard of, and has combined some uncommon leadership opportunities with a growth-mindset to evolve his practice over the years as a teacher, teacher-leader, instructional coach and administrator in Colorado, India, and the United Arab Emirates. As a co-owner of Pathways to Inclusive Education, he currently coaches and consults with teachers and administrators in Africa, Asia, and North America to support the development of MTSS, UDL, collaboration and leadership in schools.
To learn more about how Jason supports schools: www.pathwaystoinclusiveeducation.com
Session Overview
In ambitious schools where urgency and time are often at odds, creating a common vision and practice related to all the different ways in which educators collaborate in a school creates efficiency and generates momentum. We will consider ways to optimize the implementation of MTSS and other systems/structures by exploring research and practice related to collaboration.
Session Outcomes
Explore the research into what highly effective teams look like, sound like, and feel like.
Consider specific resources which can support the evolution of a mindset and skill set related to collaborative teams.
Deconstruct a Multi-Tiered System of Support through the lens of collaboration
Identify specific team structures which support programming and practice:
Data-driven dialogue
Student of Concern meetings
The Collaborative Teaching Cycle
Committees and Action Teams
Assessment calibration
Response to Intervention
Curriculum Review
Accreditation/Self-Study
Research Connections
The Adaptive School- Garmston and Wellman
Got Data, Now What? Wellman and Lipton
Leading Change- Kotter
The Advantage- Lencioni
Leading without Authority- Ferrazi
Elevating Co-Teaching with UDL–Stein and Friend
Revisiting Professional Learning Communities at Work- Dufour, Dufour,et al
Who Should Attend
Any teacher, administrator, or teams of school leaders interested in refining structures and evolving faculty mindsets/ skill sets related to collaboration.