authentic approaches to interprofessional collaboration camille catlett fpg child development...
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KEEPING IT REALAuthentic Approaches to InterprofessionalCollaboration
Camille Catlett
FPG Child Development Institute
University of North Carolina
(919) 966-6635
camille.catlett@unc.edu
•AUTHENTIC APPROACHES▪rethinking what we mean by evidence-based practice and decision-making
▪new models for leadership
A decision-making process that
integrates the best available research evidence with family & professional wisdom & values
Buysse & Wesley, 2006; Buysse, Wesley, Snyder, & Winton, 2006
identifying specific research-based practices that have been validated through a rigorous review processOdom, Brantlinger, Gersten, Horner, Thompson, & Harris, 2005
Step 1 Dilemma
Step 2 Question
Step 3 Evidence
Step 4 Decision
Step 5 Evaluation
Research-based practices
Evidence-based ApproachTo Professional Development
Process for Making Evidence-Based Practice Decisions
5-step Learning Cycle
STEP 1: DILEMMALUKE’S STORY
Family’s Perspective (Christine)
Step 1: Dilemma
Step 2:Question
Step 3:Evidence
Step 4: Decision-Making
Step 5:Evaluation> > > >
Teacher’s Perspective (Jackie)
TURN THE DILEMMA INTO AN ANSWERABLE QUESTION
Step 1: Dilemma
Step 2: RefQuestion
Step 3:Evidence
Step 4: Decision-Making
Step 5:Evaluation> > > >
STEP 3: EVIDENCE Definition of practice &
examples of teaching strategies
Best available research Related policies Related consensus statements
Families’ perspectivesStep 1: Dilemma
Step 2: Question
Step 3:Evidence
Step 4: Decision-Making
Step 5:Evaluation> > > >
STEP 4: DECISION-MAKING
Step 1: Dilemma
Step 2: Question
Step 3:Evidence
Step 4: Decision-Making
Step 5:Evaluation> > > >
Summarize the general sources of knowledge from Step 3
Integrate sources of knowledge Describe how to implement the
decision
Unique Practice ContextUnique Family ContextNature of evidence
EVIDENCE-BASED PRACTICE DECISION-MAKING TOOL
Sources of Knowledge
Child / Family Response
Recommendation
Best Available Research Research Synthesis
Laws/Policies/StandardsPolicy AdvisoryJoint Position Statement on Early Childhood Inclusion
Experience-based KnowledgeParents Speak Out
STEPS 5: EVALUATION
Step 1: Dilemma
Step 2: Reflection
Step 3:Content
Step 4: Decision-Making
Step 5:Evaluation> > > >
What information would you gather to evaluate whether the practice was implemented as designed?
What information would you gather to evaluate the results of the intervention?
How will that information be used to make adjustments and identify next steps?
TYPES OF LEADERSHIP
Situational Leadership Transformational Leadership
Servant Leadership Directive Leadership
SITUATIONAL LEADERS
Able to lead based on time, place and/or circumstance
Strong ability to influence and inspire others
TRANSFORMATIONAL LEADERS
Influence and inspire others
Create change and inspire a vision
Work effectively with complexity, ambiguity and uncertainty
SERVANT LEADERS Focus on the needs and goals of others
Determine what actions and behaviors are most likely to benefit those being served
DIRECTIVE LEADERS Monitor, guide, coach, direct and
evaluate the work of others
Influenced by values and beliefs about how people (children and adults) grow, change and develop
Often needed when an individual or group is performing a new task
A NEW VISION OF LEADERSHIP
Watch the video clip from Sister Act.
Look for ways in which Sister Mary Clarence influences up, down, and sideways.
LEADING FROM THE MIDDLE A new way of thinking about
collaborative leadership Leading as a peer, not a superior Requires persuasion, technical competence,
relationship skills, and political smarts to get and keep the coalition together and produce the desired goal.”
Influencing others to accomplish things that none of them could accomplish – at all or as well - individually.
“As a leader you can’t possibly know enough, or be in enough places, to understand everything happening inside – and more importantly outside – your organization. But you can actively collect information that suggests new approaches. You can create a network of listening posts. Partnerships and alliances not only help you accomplish particular tasks; they also provide knowledge about things happening in the world that you wouldn’t see otherwise.”
–Rosabeth Moss Kanter, Leader to Leader Institute
THREE UNDERSTANDINGS THAT ARE INTEGRAL TO LEADING FROM THE MIDDLE
Leadership is relationship
Leadership is everyone’s business
Leadership development is self-development
(Modified from Kouzes & Posner, 2003, p. 47)
UNDERSTANDING 1: LEADERSHIP IS RELATIONSHIP
It’s not about position or fame or fortune. It’s about working and learning with people whose
experience, education, gender, and professional affiliation all differ.
Effective leaders can touch each and every life through relationships. By enhancing interprofessional colleague-colleague, practitioner-family relationships will be enhanced. These relationships, in turn, strengthen parent-child relationships.
TRY THIS…
Write down the names of the following:
The 2008 and 2009 Time magazine Persons of the Year
Five Nobel or Pulitzer Prize winners The 2008 and 2009 Best Picture, Best
Actor or Best Actress Academy Award winners
(Modified from Kouzes & Posner, 2003)
Early Intervention Leadership AcademyMSDE/CTE
NOW TRY THIS…
Now write down the following: a teacher or coach who encouraged you
in school friends who helped you through a
difficult time a person who has taught you something
worthwhile
(Modified from Kouzes & Posner, 2003)
The people who make a difference in our lives – who provide daily leadership from the middle – are not the ones with the most credentials, the most fame, the loftiest titles, or the most awards.
UNDERSTANDING 2: LEADERSHIP IS EVERYONE’S BUSINESS
Leadership is collaborative.
You don’t have to be in a position of power or prestige to be an effective leader or change agent. Anyone can make a difference.
CONNECTED LEADERSHIP PROJECT at theCENTER FOR CREATIVE LEADERSHIP
Leadership includes the links between individuals and the systems and cultures in which they work, enacting leadership together.
Leadership practices include greater collaboration, engagement across boundaries, dialogue and learning, embracing differences, and the direct involvement of people at all levels in leadership work.
TOGETHER, WE REALLY ARE BETTER
Research underscores that “cooperative learning promotes higher individual achievement than do competitive approaches or individualistic ones.”
(Johnson, Johnson, & Smith, 1998, p. 31)
UNDERSTANDING 3: LEADERSHIP DEVELOPMENT IS SELF-DEVELOPMENT
A leader’s primary instrument is him or herself.
To develop others, we have to develop ourselves.
WHERE TO START?
Get clear about your leadership philosophy
Get clear about who else and what else need to be part of your interprofessional approach (e.g., evidence-based practice and decision making)
Build your communication repertoire
YOUR LEADERSHIP PHILOSOPHY What is your concept of effective leadership?
Which experiences and people have shaped you as a leader?
What are your skills and strengths as a leader?
What are the areas in which you’d like to develop to be a more effective leader?
What’s your plan for developing those areas?
EFFECTIVE COMMUNICATION Communication is a full-body, multi-sensory,
360° process.
The Chinese pictograph for communication includes the symbols for heart, ears, eyes and hands.
HOW DO YOU CREATE A COMMUNICATION CLIMATE THAT INVITES PARTICIPATION?
One way is to establish ground rules for our conversations. Here are some that Margaret Wheatley suggests in Turning to One Another.
We acknowledge one another as equals We try to stay curious about each other We recognize that we need each other’s help to become
better We slow down so we have time to think and reflect We remember that conversation is the natural way
humans think together We expect it to be messy at times
QUALITIES OF INDIVIDUALS WHO LEAD EFFECTIVELY FROM THE MIDDLE
Informed Compassionate Courageous Passionate
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