The Art of Partnership

During a recent interview with Jameelah Gamble - A Voice For All, I was asked what advice I would give to parents whose children with special needs are transitioning between grades, schools, and systems (elementary to secondary).  I don't recall my exact answer, and I know I did not have the opportunity to say all I could have said given the time constraints. I can tell you it centered around one word - partnership.

I have learned a great deal about partnership over the years, both personally and professionally. I have learned through experience what it is, what it looks like, what it feels like and unfortunately, through some negative experiences, what partnership is not.  Partnership doesn't just happen.  It takes a commitment.

What is partnership?

• requires at least two people but can be an entire organization
• a genuine commitment to one another to achieve an end goal

What does partnership look like?  

• shared ideas and agendas
• mutual respect
• negotiation is evident
• mutual acknowledgement
• non-competitive
• effective communication
• joint leadership

What does partnership feel like?

• energetic
• inspiring
• enlightening
• empowering
• valuable
• equitable
• strength based

What partnership is not?

• jealous
• spiteful
• competitive
• one sided
• vulnerable
• dishonest

Partnership in K-12

With many ugly stories that parents hear about the education system, and more specifically special education, how can a parent not feel apprehensive about a transition from grade to grade, school to school, elementary to secondary or even secondary to college?  Let's face it. There are some troubling stories out there and unfortunately we do tend to focus on the negative despite the fact there are good news stories.  With a transition on the horizon, it is important to remember that both parents and educators have a responsibility to prepare for next year and to start the new school year off on the right foot. 

Here are some tips to help set the stage for partnership between you, your student's education team and your child.

Parents:

• Start early - If you know who your child's teacher will be next year - introduce or re-introduce yourself.  
• Think positively - tell the teacher/s that you are looking forward to working together next year
• Accept that change isn't necessarily bad.  Each teacher is different just as each student is different. Change builds resilience and there just might be a better way to do things.
• Talk positively in front of your child about the change and the people involved.
• Check your own biases at the door - we all come to new situations with past experiences, both positive and negative.  
• Assume the best of your teacher before you jump to conclusions of the worst.
• The 24-hour rule is a rule for a reason.  It does help.
• Inform yourself.
• Attend all meetings.  If one isn't initiated, initiate one yourself.
• Freely share information.
• Ask, ask, ask questions.  Don't stew. Clarify!
• Acknowledge your teacher's effort - the big and the small. 

Educators:

• Believe that parents do know their children and have valuable things to contribute to discussions.
• Read your student's files and I.E.P.
• Don't make assumptions - ask questions.
• Return messages and phone calls promptly.
• If you don't know an answer to a parent's question - no problem.  Ask someone and follow-up. Don't guess.
• Remember there is no room for judgement in partnership. Once judgment is past, partnership is eroded (trust me).
• Model a growth mindset in students and parents.
• Compromise - your solution may not always be the only solution (or even the right solution).
• Reach out - communicate in as many ways as possible.
• Respect confidentiality.
• Use people first language. 
• Acknowledge the student's effort.  Acknowledge the parents contributions.
• Learn something else about the student that is non-academic focused on show an interest in communicating about that topic from time to time.

Partnership, even among the most committed pairs, groups and teams can bring about challenges. However a partnership that starts out on shaky ground, and/or isn't genuine, is quite likely destined to breakdown. Building relationships is key to building partnership and we don't build relationships by tearing each other down. Helen Keller once said "Alone we can do so little, together we can do so much." The key - master the art of partnership.

 
Originally posted on the P.A.L.S. Network Blog on June 9, 2015

Organizing higherEdcamp

When I became a frequent Twitter user, a step beyond major lurking, I had no idea what was in store for me.  I began to follow, retweet, tweet and then repeat, and repeat and repeat.  Before long I was immersed in tweets about topics I was passionate about.  I found it a challenge to make the time to follow all of the fabulous shares that were landing on my homepage.  What an amazing place to learn... and an even better place to find an unexpected professional learning network of people I deemed "follow worthy".

There was one profile that caught my continuous attention with her obvious passion for education, technology and most specifically special education.  Dina Moati and I began to follow one another and shared the occasional direct message.  It was a surprise though when one day Dina messaged me with a proposition... she wanted me to consider being part of an organizing team for higherEDcamp.

Now Edcamps were new to me.  I had never attended an Edcamp. I didn't know anyone who had attended one, nor had I really ever read about one. I asked myself how could I possibly organize one with such limited knowledge and experience?  Although I questioned my fit for the project, Dina's passion and enthusiasm for higherEDcamp was nothing short of contagious.  She quickly put out any of my self-doubt and with pure optimism she was sure higherEDcamp would be a success.  Soon the team began to grow, and although we lost some original members due to personal commitments, the "Team of 3" was born with Jennifer Tate joining the ranks.

My experience organizing higherEDcamp was amazing. Three strangers had come together through Twitter with the goal of putting together an inspirational and memorable day of learning for higherED professors, administrators, students and educators.  At the time we didn't know who would come.  We didn't know where it would be.  We didn't know how we would pay for it, and we didn't know if we would be lucky enough to attract some sponsors.  We just knew we wanted to create a day of innovation and collaboration, utilizing the UNconference format.

Three strangers... one goal!  We lived a distance apart so ALL of our planning was done through Google Hangout. In fact we only met each other in person as a team for the first time the day before the event. We tossed around ideas, we shared resources, and we quickly learned about each other's strengths.  Jennifer had the power of persuasion and took on the task of reaching out to prospective sponsors.  Her creativity brought us the idea of having a "Me to We" loom to create a tapestry to represent the day. As well she created a bowl full of badges for participants to pin to their lanyards to highlight their values and skills related to their teaching.   I took responsibility for helping to generate content for the website, draft the e-blasts, and assist with organizing the volunteers.  Dina had the vision! The end goal was always in site as she had the most experience with Edcamps.  She used her past and recent experiences to help shape our day and committed herself to spreading the news.  She tweeted, emailed and tweeted some more to make sure that higherEDcamp was well promoted.  Her ability to anticipate our needs for the day led us to securing a location and arranging more than enough food for the participants and volunteers.

This is by no means an exhaustive list of the tasks and contributions associated with planning our first ever higherEDcamp.  Should you ever want to organize your own, there are plenty of valuable resources online from the Edcamp Foundation, and resources from those who have organized previous Edcamps. The three of us worked passionately to bring it all together.  When one team member was reluctant or hesitant about something, the others rallied.  We balanced each other out and it showed as our vision became a reality.

The day of higherEDcamp was nothing short of amazing.  After all, I got to experience and organize an edcamp all in one day!  Educators from across Ontario, and even from other provinces, attended higherEDcamp. They shared ideas and resources on a variety of topics, rekindled old friendships, and created new ones. Aside from the success of the day, the most unforgettable part of higherEDcamp for me was how three strangers, all with proclaimed interest and passion in higher education, came together and made something out of nothing.  Dina's words summed it up nicely... it was like a stone soup, a story of pure cooperation. With a little of this, a little of that, a more than a dash of partnership, higherEDcamp was born.

Thank-you team for such a wonderful experience!

For more information about higherEDcamp you can visit our website or follow us on Twitter @higherEDcamp #higheredcamp

Embracing Diversity in Inclusive Post-Secondary Classrooms

There is no debate. The face of higher education is changing.  As a result of this perpetual shift, the expectations of institutions and educators teaching in higher ed have changed. Never before has higher ed been more under the microscope as it is challenged to be more accessible, creative and flexible in model and delivery.

One of the most important things influencing new directions in post-secondary education is the increase in the diversity of students. Classrooms and labs are comprised of students from a wide range of backgrounds and cultures. They come with a vast range of experiences and are dealing with an increasing number of personal and family stresses. There has also been a steady increase in the number of students with disabilities entering college. The result is a classroom of students, each with unique individual differences that go far beyond the obvious.

When change is upon us we often have to reflect on our current teaching practices and take steps to change in order to meet the newest trends. In all honesty, I continue to feel challenged when it comes to meeting the needs of all of the diversity blended within my classrooms.  If you are honest, I believe you are too. 

For a moment, I would like to focus on one of my most recent teaching experiences.  Last Spring I had the privilege of teaching two classes of adults with disabilities in a post-secondary certificate program.  These students had a wide range of special needs and what was most obvious, was that even among students with similar diagnoses, each had unique and individual profiles of learning.

Now this was not a new understanding of mine, however, the interactions I had in the classroom with these amazing students deepened my understanding. What I took away from that experience is currently shaping and leading my professional practice as an educator. It taught me where I always need to begin to meet the needs of such a wide range of diverse learners in every classroom. I would like to share my takeaways from that experience. I believe these actions will result in increased social engagement and higher academic achievement in my classrooms overall.

1. All students (typical or atypical) have a profile of individual differences.  Teachers also have their own profile of individual differences. This is important to reflect on.  Have you reflected lately on how your individual differences impact your teaching philosophy or style? 

2. Students really appreciate the time an instructor takes to know them.  Start with their names.  It goes a long way in building personal connection and increasing student engagement.

 3.  A student who appears withdrawn likely does not really want to stay that way.  They may just need someone to reach out to them.  After all, all students just really want to feel like they belong.   

4. Students who have struggled know they struggle and are often very appreciative of the opportunity to learn in a college or university environment. They want to succeed. Give them a chance. Make sure you are the gateway to success, not the barrier. 

5. Students crave the acknowledgment.  They need to hear what they are achieving at, not just what they are struggling with.  

6. Universal Design Principles work.  They may take extra effort initially but are well worth the thought and implementation.  Rather than specialized accommodations, the use of UDI gives all students access to a fully accessible learning environment.  Not all students have declared their disabilities with disability supports on campus and you may not even realize.  Universal Design Principles level the playing field. 

7. You don't have to solve all of the student’s problems.  They likely just need your help to guide and support, possibly just to listen. Sometimes they just need to talk things through or be aware of some of their options.

 8. All students regardless of their disability or other unique difference must be held accountable.  In fact, many thrive on the consistency of expectations whether policy or individual practices of the professor. 

9. Check your biases and assumptions at the door.  Believe all can achieve because they can! They just need you to give them the opportunity.

10. Know the diagnosis or disability is not the person bit is only part of the person (and is really only the smallest part).

Good teaching isn't just about content and delivery.  Good teaching is also about relationships. We must develop teaching practices based on a true understanding of individual differences and avoid a cookie cutter style of teaching.  We need to learn from and utilize the resources we have from our institutions, government, and our professional learning networks, to create a truly inclusive environment where all can achieve. 

Perhaps you have already embraced these notions in your teaching practice and are doing it well. Many are! Perhaps you are practicing elements of the above yet feel you have more growth to consider.  Some do! Wherever you are on your journey to competently providing an inclusive classroom experience to your students reflect on it. Most of all embrace it! Be a positive influence in creating truly inclusive classrooms and welcome this shift in higher education.

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10 Tips to Accomplishing Your Goals

At this time of year, we are often reflecting on our past and thinking about our future. We set new goals for ourselves that some like to call New Years Resolutions.   Whatever you call them they are important to consider.  My reflections have led me to think more about my accomplishments this past year, both professionally and personally.  Fortunately, I can say that I am feeling very accomplished in 2014. This led me to think more deeply about the idea of accomplishment as I look ahead to the new year.

Accomplishment can mean different things at different times in your life.  For some, an accomplishment is merely getting out of bed or getting to work on time. These are examples of successful achievements of specific tasks.  For others, an accomplishment is anything that has been achieved successfully that has required long-term effort. Examples of this are graduating from college, getting married or landing your dream job. Essentially accomplishment is anything that has been achieved successfully and is recognized by yourself personally or publicly by others.

Accomplishment makes people feel good. When one feels accomplished they experience pride and joy.  People often share their accomplishments with others and this can sometimes be perceived as boasting. I encourage you to consider thinking about this as more likely wanting to motivate and empower others to aim high. At least that is my experience. Accomplishment leaves people with the feeling that they have a sense of purpose and that they are achieving things in their life which give their existence a deeper meaning.  

Most of us experience days where we can feel truly accomplished in so many ways.  Other days we may feel we have achieved very little. People often perceive me as accomplishing a great deal and some have actually asked me if I ever sleep.  I can agree that sometimes I have too many balls in the air, no doubt.  However, for the most part these balls are what keep my soul the happiest.  

Here are some tips to help you feel more accomplished in your life.   

1. Think small. Not all accomplishments need to be big.  Appreciate the small tasks you complete whether you do them once or on a regular basis. 

2. Prioritize.  Are you juggling a lot of balls? To keep them all up, you need to choose which ball needs your attention and when.  Not all of the balls can be reaching the same height at the same time. Which one is at risk of hitting the ground first?  This is the ball that needs your attention as soon as possible.

3. Set timelines.  Set goals for yourself each day and identify how much time you have to spend on a task BEFORE you get started. As often as possible stick to your timelines.  Be your own taskmaster.

4. Empower yourself. Know that you can accomplish a lot in 5-15 minutes.  I experience this often with household tasks. If you have 15 minutes it is up to you to decide how to use it.  Do you want to accomplish 3 or 4 little tasks in 15 minutes or would you feel better devoting 15 minutes to a larger goal or outcome?

5. Accomplishments have value. Ask yourself what value does this task have?  For example, cooking for some may not be a favoured past time.  However, there is something to be said about self-care. Since many of us are so busy, looking after ourselves on a regular basis is an important accomplishment. Make your health a priority.

6. Identify what fuels your energy, What makes you feel good?  Is it helping others, a quiet walk, or completing a household chore?  Be sure to have elements of whatever makes you feel good each and every day.  This is sure to lead to a sense of accomplishment and fulfillment when you're putting your desires first.

7. Sometimes saying "no" is necessary. Know when to say "no" or "maybe next time". Some opportunities are time sensitive and require a great deal of thought before declining.  However, over-scheduling yourself can lead to reduced feelings of accomplishment. You may be a slave to many but a master to none. Sometimes saying "no" is necessary.  

8.  Mix it up!  The balls you have in the air should feed your soul.  Family, friends, work, volunteer projects, time to yourself - whatever you choose to spend your time doing it should feel meaningful and feel good.  If it doesn't? Rethink it! 

9. Strive for balance.  Be sure to identify your accomplishments in all areas of your life.  If one area feels abandoned add this to your priority list.  

10. Celebrate!  Share your accomplishments with people big or small.  Perhaps you will inspire others to think about their own accomplishments in a different way.

As I look forward to 2015 I see great things ahead.  I have been inspired by many to think outside the box and try new things.  Today I am feeling accomplished as this blog post is a commitment to my personal goal of blogging.  I look forward to inspiring others as I emerge into a better writer and thinker on topics that are especially meaningful to me and hopefully to you as well.

What will make you feel accomplished today?  Whatever it is - go for it! After all... the smallest step can lead to your greatest accomplishment.