Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties

2021 ◽  
pp. 109830072110266
Author(s):  
David James Royer ◽  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
Abbie Brooke Jenkins ◽  
Emily Dawn Cantwell ◽  
...  
Keyword(s):  
Professional Learning ◽  
Shared Responsibility ◽  
Future Directions ◽  
Behavioral Expectations ◽  
Ideal System ◽  
Social Achievement ◽  
School Faculty ◽  
Faculty And Staff ◽  
Instructional Settings ◽  
Data Informed

In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 schools whose leadership team participated in a yearlong professional learning series to design their comprehensive, integrated, three-tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.

scholarly journals Educational Leadership Training, the Construction of Learning Communities. A Systematic Review

2018 ◽  
Vol 7 (12) ◽  
pp. 267 ◽  
Author(s):  
Inmaculada García-Martínez ◽  
Miguel Díaz-Delgado ◽  
José Ubago-Jiménez
Keyword(s):  
Systematic Review ◽  
Educational Leadership ◽  
Instructional Leadership ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Training Model ◽  
Shared Responsibility ◽  
Education Systems ◽  
Head Teachers

Instructional leadership notions and practices allow educators to engage in relevant roles within schools. Instead of implementing these concepts in professional programs, Mexican and Spanish education systems still preserve a “technically oriented” training model that separates educational and professional aims. Diverse studies have identified the benefits of implementing instructional leadership orientations within “Educational cooperation”, “Cooperative education”, “Team teaching” and “Teacher leadership” at schools. This systematic review conducted using Web of Science—contributes by organizing the produced knowledge and identifies the main findings reported by the academic literature on this topic. It seeks to answer the following questions: (1) What are the contributions of this research to the education systems examined? (2) What kind of knowledge about educational leadership and professional learning communities can be inferred from them? Results from the majority of studies found that instructional leadership offers a useful tool to promote shared responsibility between teachers and head teachers and supports professional learning communities. A main conclusions of the present study is that it highlights the importance of bypassing existing bureaucratic practices within schools in order to replace the traditional “technical orientation” of training programs. Instructional leadership may facilitate some of the required transformations in the context of global educational reform.

Increasing Academic Rigor Through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program

2017 ◽  
Vol 36 (4) ◽  
pp. 191-202 ◽  
Author(s):  
Ginevra R. Courtade ◽  
Stacy D. Shipman ◽  
Rachel Williams
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
English Language ◽  
Development Program ◽  
Severe Disabilities ◽  
Academic Rigor ◽  
Future Directions ◽  
Evidence Based Practices ◽  
University Personnel ◽  
Ongoing Support

SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.

School psychology research and practice in East Asia: Perspectives on the past, present, and future directions of the field

2016 ◽  
Vol 37 (6) ◽  
pp. 557-582 ◽  
Author(s):  
Jacqueline A. Brown ◽  
Yayoi Watanabe ◽  
Dong Hun Lee ◽  
Kent McIntosh
Keyword(s):  
School Psychology ◽  
Technology Development ◽  
Theory Development ◽  
Psychology Research ◽  
Future Directions ◽  
Research And Practice ◽  
The Past ◽  
Qualitative Thematic Analysis ◽  
Development Technology ◽  
Data Informed

To engage in a comparison of school psychology research and practice in eastern and western countries, the current study sought to identify key themes that have influenced the field of school psychology in East Asian countries. Forty-six leading school psychology professionals in Japan, Hong Kong, South Korea, Thailand, and Taiwan provided their perspectives to a six-question survey based on a survey created by McIntosh, Martinez, Ty, and McClain (2013) regarding pivotal ideas and findings related to research and practice in the past 25 years, present, and future that they find particularly exciting. Qualitative thematic analysis, using NVivo software, yielded nine major and 41 minor categories. Across the three time periods (past, present, future), six of the nine major categories (Data-Informed Practices and Their Implementation, Knowledge and Practice of Individual Differences, Theory Development, Technology Development, Development of School Psychology, and Consultation and Collaboration) and seven of the 41 minor categories were present. A comparison between the current study and the McIntosh and colleagues (2013) study suggests that there were many consistencies in major and minor categories. Comparisons between these two studies, along with limitations, future areas for research, and implications for practice, are also discussed.

scholarly journals Using the Schoolwide Expectations Survey for Specific Settings to Build Expectation Matrices

2019 ◽  
Vol 40 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Kathleen Lynne Lane ◽  
Wendy Peia Oakes ◽  
David J. Royer ◽  
Emily D. Cantwell ◽  
Holly Mariah Menzies ◽  
...  
Keyword(s):  
High School ◽  
Mixed Effects ◽  
Critical Component ◽  
Instructional Tools ◽  
Future Directions ◽  
School Settings ◽  
Nested Data ◽  
Mixed Effects Modeling ◽  
Faculty And Staff ◽  
K 12

Schoolwide expectations are a critical component of tiered systems of support, particularly when established with input from faculty and staff and then taught to all students. The expectation matrices depicting these expectations for all key settings serve as important instructional tools when teaching schoolwide expectations. In this study, we examined psychometric properties of the Schoolwide Expectations Survey for Specific Settings (SESSS)—a measure designed to assist school teams in K-12 settings constructing schoolwide expectations for seven school settings with input from all faculty and staff—with results indicating strong internal consistency of items. These settings are classrooms, hallways, cafeterias, playgrounds, restrooms, buses, and arrival/dismissal. In addition, we examined the degree to which adults in elementary, middle, and high school converged and diverged in their expectations for each setting. Using mixed-effects modeling for nested data, we found some expectations varied among school levels in some noninstructional settings. We conclude with limitations and future directions.

My Mentors in Medicine

2020 ◽  
pp. 464-468
Author(s):  
Anthony J. Finch
Keyword(s):  
High School ◽  
Medical School ◽  
School Experience ◽  
Specific Role ◽  
Next Generation ◽  
Medical School Faculty ◽  
Future Career ◽  
School Faculty ◽  
Faculty And Staff

The author describes his journey of learning in medicine from childhood through graduation from medical school. The author describes how each of his mentors played a specific role at crucial points in his development. His parents and a high school professor inspired him to pursue medicine as a career. Academic, clinical, and research mentors assisted in the author's preparation for medical school. Finally, medical school faculty and staff at Weill Cornell Medicine enriched his medical school experience, guided his choice of psychiatry as a specialty, and encouraged him to think about the structure of his future career. The author gratefully emphasizes the importance of all of his mentors' efforts and resolves to serve a similar mentorship role for the next generation of physicians.

Innovative Work Behavior of Middle School Faculty and Staff Related to Student Mental Health

2019 ◽  
Vol 36 (6) ◽  
pp. 442-450
Author(s):  
Kasey Jordan ◽  
Lorraine Mion ◽  
Melanie Lutenbacher ◽  
Mary Dietrich ◽  
Velma Murry
Keyword(s):  
Mental Health ◽  
Middle School ◽  
School Nurses ◽  
Work Behavior ◽  
Student Mental Health ◽  
Innovative Work Behavior ◽  
School Faculty ◽  
Innovative Work ◽  
Faculty And Staff ◽  
K 12

School nurses may find increased capacity to respond to student mental health needs by understanding and capitalizing on the innovative work behavior (IWB) of faculty and staff. The purpose of this study was to describe IWB related to student mental health among middle school faculty and staff as well as to determine the influence of selected individual characteristics, school characteristics, and behavioral health indicators on IWB related to student mental health. Multimethods of data collection were used including surveys, interviews, and publicly available school data. Data were described and relationships examined via correlational and multiple linear regression analysis and hierarchical linear modeling. The median IWB score was 41 (range 0–84) for faculty and staff participants. An increase in number of years worked in the K–12 environment was associated with less IWB related to student mental health. School nurses who explore IWB by faculty and staff may find opportunities to collaborate and improve student health outcomes.

Calibrating Professional Learning Approaches for Teachers in Inclusive Classrooms in the Context of Implementation Science

2017 ◽  
Author(s):  
Michael Arthur-Kelly
Keyword(s):  
Implementation Science ◽  
Professional Learning ◽  
Educational Systems ◽  
Learning Approaches ◽  
Inclusive Practices ◽  
Future Directions ◽  
Cultural Perspectives ◽  
Diverse Student ◽  
Limited Opportunity ◽  
Practice Literature

In educational systems, schools, and classrooms, the interface among professional learning approaches and the translation and sustained uptake of research-led inclusive practices needs systematic and sustained attention. A range of variables exist with respect to the complexity of adopting leading, evidence-led practices in actual classroom and school settings. These may include teacher effects, diverse student needs, and limited opportunity for the meaningful analysis of relevant research to practice literature. Similarly, in the larger context of educational systems and processes of change, inhibitors and facilitators are encountered when introducing and sustaining innovative professional learning and changed practices in typical diverse schools. An aspirational model of professional learning for inclusive practices that is informed by the tenets of modern implementation science and cross-cultural perspectives will assist in defining future directions in this area from both an empirical and a heuristic perspective.

Sign in / Sign up

Export Citation Format

Share Document