Leading by Convening

"Leading by convening, as we describe it, is an overarching idea, a guiding framework and a new discipline for leaders at every level. We envision this framework to include habits of interaction, elements of interaction and depth of interaction. The habits we work to instill in individuals, organizations and agencies include:

• coalescing around issues

• ensuring relevant participation and

• doing work together. "

Leading by Convening: A Blueprint for Authentic Engagement

"In developing this blueprint, NASDE (National Association of State Directors of Special Education) recognized that this work is about our shared experience in creating learning partnerships across stakeholders who work in the same landscape of practice...Other partners have described this as the leadership strategy of the future in systems that demand greater transparency. ..there are times and issues that call for a leadership model that bridges policy and practice, a shared leadership model that honors what decision makers, practitioners and consumers know and are willing to do on an issue."

Georgia: The Partnership Way

• Groups with authority over the issue join with groups that have influence in the field.

• Persons with expertise and/or experience share knowledge and skills.

• Decision makers, practitioners and consumers understand that collective influence has the potential to change outcomes.

We describe four levels of interaction:

• Informing – Sharing or disseminating information with others who care about the issue.

• Networking – Asking others what they think about this issue and listening to what they say.

• Collaborating – Engaging people in trying to do something of value and working together around the issue.

• Transforming – Doing things The Partnership Way (leading by convening, cross-stakeholder engagement, shared leadership, consensus building).

Questions to Discuss:

What shared concerns are going to bring people together in meaningful ways?

Who should be at the table to ensure real progress in practice?

What should participants be doing together to increase their individual and collective learning and ability to act?

Who has the skill, legitimacy and leadership to convene these groups?

TECHNICAL VS. ADAPTIVE CHALLENGES

Technical challenges are those that can be solved by the knowledge of experts. These elements come into play when the problem definition, solution and plan implementation are clear. For example, research identifies early warning signs for academic failure. The technical challenge can be met by sharing the information with educators and implementing the strategies.

Adaptive challenges are those that require new learning, those for which there is no clear-cut problem definition and solution. Adaptive challenges require experimentation, discovery and/or adjustment to past practice. Adaptive change is about the human elements of change: values and beliefs, relationships and buy-in or lack thereof. When asking people to think differently, act differently and believe differently, the success rate is often less than if the solution relies on technical elements alone. For example, in the preceding situation, the technical information is necessary but not sufficient. Adaptive strategies also are needed to address behavior changes in both staff and students.

COALESCING AROUND THE ISSUE OF MTSS

FOUR SIMPLE QUESTIONS ACTIVITY