I have been both a team member and leader who was not clear on my role and responsibilities. Through our research and practice, we have found at least two strategies that can help clarify expectations and communication processes teams need to accomplish tasks. These strategies include: defining team roles and improving communication.
What I’ve learned over the years working with a multitude of school teams is that it’s easy to mistakenly think that students require Tier 2 or Tier 3 interventions when in reality Tier 1 needs to be strengthened.
Schools should not have to worry about finding resources that would be acceptable to their team members to read or use, particularly those that require translation to secondary school language. My co-authors and I understand the dilemma. We spent years trying to find examples and approaches that would be useful for secondary settings. That led us to write this book, Implementing Systematic Interventions A Guide for Secondary School Teams.
“While there is undoubtedly more to developing support for a school-based initiative, my point here is that administrative support is a critical system component. The strategies recommended here may be one way to build support for your efforts.”
“That’s helpful information, but next time, could you please talk about high schools?” This comment was feedback from a school where I had given a presentation. All of the content was from high schools, but I just forgot to be explicit that all of it was from and for secondary schools. That is where I learned a valuable lesson that if an example did not happen in a high school, it did not happen.
Have you ever worked with a salesperson you really liked? Perhaps the person helped you purchase a car, computer, or home. What we like about good salespeople is that they seem to know our needs. Great salespeople “qualify” their customers. In sales terms, qualifying means taking the time to see if your product matches the needs and resources of your customer. If you are concerned with buy-in, that usually means you are selling or “offering” a resource to someone. I think the same ideas of understanding the needs and resources of your end-users will help you be more effective at establishing buy-in. The following post is from a live chat related to buy-in. I hope this discussion and resources are useful to your buy-in efforts
The keys for acknowledgment, from my research and experience, including preparing your staff and making sure you have the systems in place to support your efforts. Whatever you do, do not roll out any approaches until you have the systems to support them or the data to evaluate them! I would love to know what works for you when acknowledging your students and staff.
Interns may find it difficult to know exactly where to jump in and contribute in an appropriate manner. The difficulty lies in knowing where to begin with the vast amount of tasks to accomplish; even in the first month of school. It is not like the crises, IEPs, and school life halts for interns and supervisors to catch their breath; which is why starting an internship can feel awkward and stagnate. So where and how do we begin? How do we improve the internship process?