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AU The Effective Components of Sustainability Discussion

AU The Effective Components of Sustainability Discussion


Components of Sustainability Evident in Both Districts:

  1. Leadership and Vision: Successful districts exhibit strong leadership that embraces a clear vision for educational improvement. Leaders actively engage in fostering a culture of sustainability through long-term planning and goal-setting.
  2. Data-Informed Decision-Making: Both districts utilize data to inform their practices. They regularly assess student performance and use data-driven insights to adapt and improve teaching strategies.
  3. Professional Development: Both districts prioritize continuous professional development for educators. They invest in training and support to ensure teachers have the necessary skills and knowledge to implement effective practices.
  4. Community Engagement: Successful districts engage parents, families, and the broader community in the educational process. They foster partnerships and collaborations that support student success.

Missing Components in the Unsuccessful District:

  1. Inadequate Leadership: The unsuccessful district lacks effective leadership with a clear vision for improvement. This absence of strong leadership can hinder sustained success.
  2. Lack of Data Utilization: The unsuccessful district fails to effectively use data to inform decision-making. This leads to a lack of adaptability and an inability to address the evolving needs of students.
  3. Limited Professional Development: In the unsuccessful district, there is a lack of investment in professional development. Teachers may not have access to the training and support necessary to implement best practices.
  4. Community Disengagement: The unsuccessful district struggles to engage the community effectively. This can result in a lack of support and resources that are essential for sustaining educational initiatives.

Comparison of Coherence Framework Factors at Kristi’s and Jenny’s Sites:

The Coherence Framework factors impact sustainability differently at Kristi’s and Jenny’s sites:

  1. Moral Purpose: Kristi’s site may have a strong moral purpose, emphasizing the importance of special education and inclusion. In contrast, Jenny’s site might lack this moral commitment, affecting their ability to sustain initiatives in this area.
  2. Management and Governance: Effective management and governance structures can ensure that resources are allocated efficiently and decisions are aligned with the district’s goals. This factor may be more robust at Kristi’s site.
  3. Resource Utilization: Kristi’s site may prioritize resource allocation to support special education, whereas Jenny’s site might struggle with resource constraints, impacting sustainability.
  4. Professional Learning: The commitment to ongoing professional learning is crucial for sustainability. Kristi’s site may invest more in professional development, which contributes to sustainability, while Jenny’s site might not prioritize this aspect.
  5. Parent and Community Engagement: Engaging parents and the community is essential for sustainability. Kristi’s site may excel in building these partnerships, whereas Jenny’s site might struggle to involve stakeholders effectively.

The impact of these factors on sustainability is evident in the differences between the two districts.

Additional Scholarly Sources to Support the Analysis:

  1. Fullan, M., & Quinn, J. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Corwin.
  2. Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. Wallace Foundation.
  3. Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy Implementation and Cognition: Reframing and Refocusing Implementation Research. Review of Educational Research, 72(3), 387–431.
  4. Hallinger, P., & Heck, R. H. (1996). Reassessing the Principal’s Role in School Effectiveness: A Review of Empirical Research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44.
  5. Bryk, A. S., Gomez, L. M., & Grunow, A. (2010). Getting Ideas into Action: Building Networked Improvement Communities in Education. Harvard Education Press.

These additional sources can provide a comprehensive foundation for analyzing the components of sustainability and the impact of the Coherence Framework factors on educational success.

AU The Effective Components of Sustainability Discussion




To Prepare:

·Review the articles on sustainability. Make notes of components of sustainability identified in successful districts.

·Review the McIntosh et al. article. Reflect on the four factors contributing to sustainability.

·Reflect on the Ontario Reform Strategy in Chapter 5 of the Fullan and Quinn text, concentrating on special education aspects.

·Read The Components of Sustainability provided in the Module Resources. Focus on components of sustainability evident in both districts. Consider other aspects of the Coherence Framework that support sustainability.

·Identify five additional scholarly sources that would support your position on components of sustainability.

Post your analysis of effective components of sustainability identified through your research and module resources. Based on the components chosen, identify components of sustainability evident in both districts. Which components of sustainability might be missing in the unsuccessful district? Compare and contrast any notable differences as they relate to sustaining and achieving success. Explain which components of the coherence framework are evident at Kristi’s site as opposed to Jenny’s. How do these factors impact the components of sustainability? Explain your answer. Include at least five scholarly resources to support your position.

·Coffey, J. H., & Horner, R. H. (2012). The sustainability of school-wide positive behavior interventions and supports Links to an external site.Exceptional Children, 78(4), 407-422. doi:?10.1177/001440291207800402

·McIntosh, K., MacKay, L. D., Hume, A. E., Doolittle, J., Vincent, C. G., Horner, R. H., & Ervin, R. A.(2011). Development and initial validation of a measure to assess factors related to sustainability of school-wide positive behavior support Links to an external site.Journal of Positive Behavior Interventions, 13(4), 208–218. doi:10.1177/1098300710385348

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