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Evidence of growth in competencies.

Stakeholder and activity analysis

How were your four chosen competencies used in the implementation of your project? What obstacles, if any, did you encounter? How did you address them?

Competency 1: Group Processes

Strategy (or strategies) I guided stakeholders to respond, react, and reflect chosen Competency 1, Group Processes:

We discussed directly stakeholder opinion on how staff at our school would react to another behavior initiative.

How I guided stakeholders to respond, react, and reflect through chosen Competency 1:

I asked clarifying questions and shared some of my potential ideas about becoming Trauma Informed School. I asked their thoughts about becoming a Trauma informed school. This is how I examined my role as a leader in group dynamics.

Why I chose these strategy (or strategies) to guide the stakeholders to respond, react, and reflect through chosen Competency 1:

I find when asking clarifying questions, you can really get at underlying thoughts a person has about a topic. Asking questions and then listening to stakeholders puts them at ease. I reflected on how to manage difficult situations and respected various styles and opinions.

The intentional leadership decisions I made to address issues of diversity, equity, and cultural competence:

I discussed how informing or teaching staff about available resources might be a way to alleviate concerns about starting a new behavior program or approach and sharing ACE’s self-assessment as a step to bridge the gap.
We realized that not everyone could purchase the book for our book study so by offering to buy in for interested parties that guaranteed equity for all to join.

Evidence:

Book study reflections of group dynamics
Meetings with stakeholders including: teachers, staff, principal, superintendent, trauma/safety staff (evidence - developing instructional leadership competency)

Competency 2: Reflective Practice

Strategy (or strategies) I used to guide stakeholders to respond, react, and reflect chosen Competency 2, Reflective Practice:

I talked to a broad and diverse group of stakeholders in my needs assessment about how a book study and ACE self assessment might be a way for staff to become more informed about a trauma informed approach. I talked about how reading more on the topic over the summer helped me reflect on my practice and how the same approach could be valuable to other staff members were they given the resource. (performing evidence)

How I guided the stakeholders to respond, react, and reflect through chosen Competency 2:

I shared ideas about how a trauma informed approach that deals with follow through and consequences would be a possible game changer if that could be the end goal. I shared how a leadership team could be formed to guide this approach through following an implementation guide I discovered this summer. We moved to a position of using that first may prove the best idea and take a step back. This would give leadership team more information in order to go to staff education approach on this topic. This was my start at helping to establish policies and procedures to encourage colleagues to become reflective practitioners. (performing evidence)

I chose this strategy (or strategies) to guide the stakeholders to respond, react, and reflect through chosen Competency 2:

I let the stakeholders talk and I listened carefully and took notes.

The intentional leadership decisions I made to address issues of diversity, equity, and cultural competence:

I asked for all stakeholders to talk about their feelings about our proposed ideas and prompted each member to share what they thought in a roundtable like session during our needs assessment.

Evidence/Resources to support others that support my competencies:

Informed School- Administrators Guide; Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom; Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K–5; The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students
Zoom Conference Module1- 6 - Aha’s in reflections
Written Module work 1-6
Debriefs with TLI Coach and project partner: Dacia Lackey
Trauma Conference June 2019
https://traumaawareschools.org/traumaInSchools
Reading of: Case Study on Bismark, ND schools: https://news.umary.edu/educating-students-in-poverty/
https://www.jamestownsun.com/news/education/4520719-critical-need-bismarck-schools-offer-additional-mental-health-services
Reading of: Addressing Trauma in Schools Brief
Reading of: The Adverse Childhood Experiences Study - (Ace) Study
Reading of: Ace’s Resource Packet
Reading of: Trauma Toolkit for Educators- The National Child Traumatic Stress Network
Documentary Film - Paper Tigers

Stakeholder feedback

Competency 1 Group Processes

Stakeholder 1

Stated that many of the staff won’t buy in to another behavior program approach since so many have been tried. I stated this could be different if led from a teacher team rather than administration.

Stakeholder 2

Stated that our school staff would be open to trauma informed education but would like term clearly defined with set boundaries for students and consistent follow through. There is no middle ground between general ed and special ed. Teachers have heard theory on behavior initiatives but need theory converted into practice. Agreed book study may be helpful.

Competency 2 Reflective Practice

Stakeholder 1

They agreed that there would need to be 80% buy in stated in Trauma Informed Handbook for change to be instituted in the school. We discussed the biggest issue staff reflects and disagrees on is the fact that there is no consistent follow through with Trauma student behaviors which keeps negative behaviors thriving. This is one thing that needs to change.

Stakeholder 2

Stated that teachers need toolbox to use right now for implementation of trauma-informed practices. Need a foundation team with people supporting kids of trauma. Discussions led to varying books I read over summer and how to best support staff. Implementation Guide to becoming a Trauma Informed School was discussed as a viable first option to educate key leadership team before bringing to staff. Take a step back to evaluate plan of implementation before jumping into informing staff about new trauma informed approach for the future.

Evidence - Notes from Stake holder meetings:

Evidence: Email communications and online google classroom communications with stakeholders/book study participants.

Evidence for Instructional Leadership Competency - Facilitating collaborative relationships

Staff communication about book study- The Behavior Code, google classroom, emails. This was what we developed and participated in as a group book study/professional learning community.
Needs assessment data - This was data-based structure to engage with colleagues about their practice.
Multiple meetings with principal
Meeting with Superintendent
Meetings with stakeholders

All meetings were evidence of engagement in collaborative discussions with colleagues about teaching and learning.

Evidence for Foundational Competency - Cultivate Socially Just Learning Environments

Book study - examples mentioned in the book re: children of trauma and their background/aces/environment/generational poverty. Teachers need to understand and be sympathetic to poverty backgrounds. This is step 1 of starting to cultivate socially just learning environments. Once implementation is underway the hope is that teachers and staff will recognize that students of trauma do not have socially just learning environments and that it is up to us to provide that environment here at school. The book study was the start of identifying issues that impede the cultivation of socially just learning environments. The book study gave me the opportunity to discuss an awareness of characteristics of socially just environments. (evidence Cultivate Socially Just learning environments - emerging)

Implementation of the Action Plan:

Identify the part(s) of your plan you were able to implement (given the nature of leadership work, your project may actually continue beyond submission of your capstone portfolio).

How successful was your plan of action at addressing the challenge? Which stakeholders and practice or program were impacted? How do you know (site evidence)?

First Step = Book Study

We met with our principal about our TLI project and how we first wanted to implement a book study about useful teacher tools that could assist our staff right away with challenging student behaviors.
We emailed the staff about our book club and sign up was slow due to purchasing the book.
We met again with the Principal and he agreed to purchase books for all interested parties.
We set up 3 face to face book club meetings covering 3 chapters at a time. We set up google classroom forum for staff members unable to attend face to face meeting in order to post reflections of readings. (evidence of multiple competencies above and below)

Recording of book study discussion.

Second Step = Another Book Study - Book, Help for Billy

We met with our principal and decided holding a second book study with this book would be a great fall activity. He will purchase books for staff that sign up. We will be more clear this time that in order to sign up you must commit to posting online or coming to face to face meetings.

Next Steps...

Given the outcomes, describe any changes you might make to the Capstone project plan of action.

We will meet with Foundations Team to discuss moving to Trauma Informed Approach at our school. How can they assist in implementation in 2020. I will be part of Foundations Team moving forward. (developing evidence for Facilitating collaborative relationships)
We will meet as a "vision team" principal, Dacia Lackey, Behavior specialist and school psychologist to plan implementation schedule to start in January 2020. What things need to be in place before rollout? Book study is part of staff education plan which will need to be ongoing with a second repeat of Help for Billy Book study in the spring. What ongoing additional training will be needed for staff as rollout happens.

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