Guided by The Lippitt-Knoster Model for Managing Complex Change (1991)
While we may have all the other components in place, without a clear plan of action for creating an inclusive school that takes into consideration the short and long term, all of your efforts may feel like you are just spinning your wheels. Or, even worse, you may feel like you are off to a great start, but then quickly encounter barriers. Michele shares her district’s experience with action planning and offers a framework for deciding where and how to begin.
In public school systems, resources can sometimes be very limited, but even when they are plentiful, they may not be the “right” resources. Materials and supplies certainly can be at the center of the “resources” we need, but it may also come down to staffing, training, a building schedule, planning time, or administrative support. In this post, Michele shares her insights in obtaining and allocating resources to make inclusive education happen.
As we forge ahead seeking to affect complex change in education and foster equitable access and participation for all learners, including those with disabilities, the Lippitt-Knoster Model advises us to engage and motivate staff with multiple incentives to show up to school, ready to not only work hard, but perhaps work differently. Read more about how to apply this component to practice.
To curb the anxiety that can and does result without the skills needed to design and deliver inclusive instruction, districts like Michele’s recognize that a one-off workshop is insufficient and have invested in sustained professional development, training, and coaching for the entire district community. Read more to learn how Michele achieved this component of the Lippett-Knoster Model.
What does it take to translate a vision for inclusive education into implementable, sustainable policies and practices? In this month’s blog, we start with Vision. Learn how Katherine and Michele worked together to implement this component in a school district.
