The Power of One-on-One: Conversations, Data, and Short Cycle Wins
SYSTEMS - 2 MIN READ
There is no substitute, and no shortcut, for one-on-one conversations with staff members. As a relationship-focused principal, I have always leaned on individual, in-person conversations. However, after a recent conversation with Erich Bolz of The Center for Educational Effectiveness (CEE), I used this tool in a targeted way to move my school forward through a sticky spot I didn’t know it was in.
Erich coached me in the use of the CEE Survey interactive dashboard. The staff survey question analysis unveiled an item I wondered about: what were my staff members thinking as they said students in our school were not getting timely interventions? This baffled me because our intervention team had worked so hard to ensure ALL students got what they needed after the return to in-person learning, regardless of program eligibility. After some thought, I decided staff members were referring to the past two years of pandemic learning, when students certainly did not get what they needed. I took Erich’s advice and talked with staff members one-on-one to confirm my hypothesis.
“Our CEE Staff Survey showed that lots of staff members do not think students get what they need in a timely manner. I’m curious what you think that might be about?”
The conversations engendered by this simple but powerful leadership move helped me discover my hypothesis was wrong. Pandemic learning was not at the root of staff responses at all! The conversations centered almost entirely around special education and our district’s specific push for increased inclusion. They revealed that many staff members lacked a sufficient general background on special education eligibility and service provision, and knowledge of our school’s process and procedures.
As a result, our school psychologist and I put together a one-hour professional learning experience for our staff. We reviewed the basics of special education eligibility and service provision, and then shared how those work within our school, with specific examples of what specially designed instruction could look like in a general education classroom. We also reviewed the components of an Individual Education Plan (IEP) and made sure the staff knew where they could get IEP information for the students they serve. As an exit ticket, we asked staff to respond to a quick survey. Responses were very positive, and because we asked what else they needed to feel confident serving our students with disabilities, we now have more ideas for future professional learning.
Based on staff input on the exit ticket from our 1-hour session, our next steps will be to deliver professional development supporting increased inclusionary practices. Differentiation in lesson planning, as well as training on classroom structures such as the use of centers to allow for tailored practice and small group time with the teacher will help teachers feel more confident in meeting the needs of all students.
Please reach out to me anytime.
Maria Garcia mgarcia@wwps.org, Principal Sharpstein Elementary, Walla Walla Public Schools
Maria is in her 26th year with Walla Walla Public Schools. She also has two years of experience as a Music Therapist at the Cleveland Music School Settlement in Cleveland, Ohio. During her tenure in Walla Walla, she has served as school psychologist at all levels, and was a District RTI and Assessment Coordinator. She is in her 6th year as Sharpstein’s principal. The opportunities for her to reduce society’s inequities and to influence the strength and cohesion of her community inspires her. She earned a Bachelor’s degree in Music Therapy from the University of Minnesota, and an Educational Specialist degree in School Psychology from the College of William and Mary. She also holds a Principal Certification from Gonzaga University.
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