аЯрЁБс>ўџ ikўџџџhџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС` №Пšjbjb§§ +(dŸdŸ€џџџџџџˆ‚ъъъ8"6$‚)Жff"ˆˆˆˆˆˆ ЂЂЂЂЂЂ,пR1HЮˆˆˆˆˆЮtˆˆуtttˆˆˆˆ t,4`"ˆ tttZ уO”Оъdtt,љ0)tytytt‚‚$ І D‚‚І Collaborative Professional Development/Adult Learning Project MARYLAND STATE DEPARTMENT OF EDUCATION PARTICIPATORY PLANNING MEETING November 29, 2004 Summary of Discussion Points on Benefits and Essentials of Creating Shared Responsibility Maryland’s project is creating a cross-role professional development pilot on the reauthorized Individuals with Disabilities Education Improvement Act (IDEIA) and its impact on the provision of special education services. The process of fostering this synergistic State model may lead to establishment of a statewide dissemination protocol to be used as a continuing vehicle for professional development on other topics in the future. During a participatory planning meeting in November 2004, partners discussed a number of topics that are fundamental to the cross-stakeholder partnerships that underpin the professional development effort. Some of the discussion points are summarized in this paper. The Benefits of Shared Responsibility Among the benefits of shared responsibility that were identified by the group are the following. * Learning each other’s languages and developing a shared vocabulary. * Identifying a clear interdisciplinary vision of what works. * Creating a decision-making structure that connects policy with the realities of implementation. * Allowing groups to collaborate in negotiating roles and providing assistance in areas of shared interest. * Bringing people together to promote continuous improvement and compensatory services by changing the turf culture of designated roles and compartmentalized involvement; * Eliminating blame by bringing people together to solve problems. * Highlighting the ways in which everyone benefits from shared work. Involving Partners The group discussed the roles and types of people who might enhance the role of the Cross-Stakeholder Steering Committee to lead the professional development initiative. Participants emphasized the need to involve people who are aware of “real world examples” of the kinds of changes that are needed, and who also have the ability to communicate these ideas across roles and levels of the system. The lateral connections being made include efforts to connect at different levels and to address barriers to information flow in both directions -- with the goal that no one receives a fragmented message. Further, it will be important to pay attention to both the task orientation and the relationship orientation as the work moves forward. * There has to be a balance within the core group (e.g., cross-stakeholder representation, “figureheads” and “worker bees” perspectives, expertise). * The State has to be politically responsive, so organizations have to be aware of this and be sure to respond in a time-sensitive manner. * Cross-stakeholder involvement can lead to new organizational roles in the context of highly political environment, since organizations can take more of an advocacy role on behalf of the State (i.e., strategically decide on delivery of key messages). * Members need to be honest about what is not working and highlight successes. * Everyone needs to come with a child-centered approach. * There are natural connections that can be leveraged around shared work. * Great opportunities exist through service-specific Advisory Committees (e.g., State Steering Committees, stakeholders from blindness and deafness, physical therapy, occupational therapy, assistive technology, and others). * We could create two-way learning with service-specific Advisory Committees to promote building-level progress. * National organizations and State chapters will be brought in to support this work. This should include a feedback loop to inform the national organization about strategies that work. State, local, and organizational learning should all grow together. The IDEA Partnership representatives encouraged participants to reflect on the various roles of Maryland State Department of Education, the Special Education State Advisory Committee, the Special Education Citizens Advisory Committees, and others involved in State work. It will be groundbreaking work to change roles. Internal learning always takes place during this shift. For complete information about this project, see the update of Maryland’s Living Record. http://www.ideapartnership.org/partnership2c.cfm?initiativeid=3&locationid=27 CITATION: Maryland State Department of Education. (2004). Summary of discussion points on benefits and essentials of creating shared responsibility. Maryland participatory planning meeting on collaborative professional development, November 29, 2004. Baltimore, MD: Author. 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