ERIC EJ787950: Collaborating and Advocating with Administrators: The Arkansas Gifted Education Administrators' Story

6 Pages·2003·0.08 MB·English

by  ERIC

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Imagine this scene. During cation, thus opening the door for the assistant executive director of
a stormy February, more years of additional court hearings. the state administrators associa-
than 800 gifted educators Massive changes in the state’s pro- tion, and he knew his business: to
met in Hot Springs, AR, gram approval standards would be present and defend the positions of
at the annual conference necessary—particularly at risk one of his constituent associations.
of the state gifted association. The were the inclusive identification His comments were of great inter-
attendees were primarily gifted standards. There was a possibility est to the legislators on the com-
and talented facilitators and class- that the curriculum would be pre- mittee. The initiating legislator
room teachers, with a sprinkling scribed and evaluated by grade- withdrew his bill. The other legisla-
of parents. Suddenly, a call came level achievement tests. tors were informed by a knowl-
in from Little Rock, the state capi- Following the first alarming edgeable spokesperson about the
tol. That morning, a legislator call, a second call sent more reas- needs of talented learners. After the
introduced a bill into a committee suring news. During the legislative interchange, the administrator
to change the state definition of committee hearing, a member of went modestly back to his job
giftedness and to prescribe the the Arkansas Association of watchdogging the interests of
kinds of programming options Education Administrators was schools in the state. A collective
possible to districts. The implica- asked to comment from the audi- sigh of relief rose from the gifted
tions of the proposed legislation ence. He rose and gave the legisla- education community 50 miles
were significant. School programs, tive committee the views from the away. The incident was handled
which had been vetted previously gifted education community. He before any of the experienced advo-
by the courts in a desegregation was not a member of our commu- cates in the group could have made
case, were likely to require modifi- nity, but he represented us. He was the drive to appear at the capitol.
20 FALL 2003 • VOL. 26, NO. 4
This is a telling incident in a unique
Table 1
collaboration between gifted educators
and school administrators. Without the States With an Umbrella Association
support of the school administration com- for Administrators
munity and the savvy advocacy of the
assistant director, we could have found
Alabama Council for Leaders in Alabama Schools
ourselves scrambling to persuade legisla-
Alaska Alaska Council of School Administrators
tors to defeat a bill voted favorably out of
Arkansas Arkansas Association of Educational Administrators
committee. Instead, we found ourselves as
Arizona Arizona School Administrators, Incorporated
partners in a powerful group of school
California Association of California School Administrators
administrators with the credibility to be Colorado Colorado Association of School Executives
askedfor an opinion, rather than having to Delaware Delaware Association of School Administrators
interject it. Could you say the same for the Florida Florida Association of School Administrators
gifted education community in your state? Idaho Idaho Association of School Administrators
Iowa School Administrators of Iowa
The Importance Kansas Kansas Association of School Administrators
of School Administrators Kentucky Kentucky Association of School Administrators
Missouri Missouri Association of School Administrators
Montana School Administrators of Montana
Empirical research on the philoso-
Nebraska Nebraska Council of School Administrators
phies, beliefs, and actions of school
Nevada Nevada Association of School Administrators
administrators such as principals or
North Carolina North Carolina Association of School Administrators
superintendents toward talented students
North Dakota North Dakota Council of Educational Leaders
is largely nonexistent in the published lit-
Oklahoma Cooperative Council for Oklahoma School Administrators
erature. What little is known suggests that
Oregon Oregon Association of School Executives
administrators are crucial (Delcourt &
South Carolina South Carolina Association of School Administrators
Evans, 1994; Dettmer, 1991), but that
South Dakota School Administrators of South Dakota
advocates of services for high-ability
learners need to carry the message more
effectively to school leaders. While the make decisions with positive outcomes school leadership. What follows is one
knowledge base on the understanding for high-ability learners (Feldhusen, state’s story in advocating effectively
and support of the school administrator Haeger, & Pellegrino, 1989). with administrators. The actions taken
for specialized services for talented youth In what ways can advocates for tal- and the lessons learned provide a blue-
is limited, the general literature on school ented youth sit at the table with admin- print for gifted educators in other states
leadership asserts the importance of the istrators to develop service initiatives, who need to sit at the policy table.
role of the building principal as an policies, and procedures that assure the As a part of the blueprint, a list of
instructional leader. According to best possible outcomes for talented 22 state organizations structured in ways
VanTassel-Baska (1995), the curriculum learners? And in what ways can advo- similar to the Arkansas context is pro-
is a key feature in the development of tal- cates for talented learners contribute to
vided in Table 1. Gifted educators are
ents. If the curriculum is the key and the the broad-based community support for
encouraged to investigate these umbrella
school administrator is to be the instruc- the school that school leaders—both
organizations as possible collaborators,
tional leader, then principals are crucial building principals and central office
thus increasing awareness, interest, and
players in providing opportunities to tal- administrators—must nurture every
action on behalf of talented youth.
ented youth. Landrum and Callahan day? It is important to be in the room, so
(2001) noted that administrators are an to speak, and to sit at the table where
Professional Associations
important audience for our professional policies are made in order to be effective
as Advocates
development efforts in gifted education. advocates for high-ability learners
Informed administrators are more sup- (Robinson & Moon, 2003a, 2003b). It
portive of teachers engaged in differenti- is also important to be a collaborative The key players in this story of col-
ated instruction and are more likely to supporter of the broad enterprise of laboration are the umbrella organization
GIFTED CHILD TODAY 21
Collaborating With Administrators
of school administrators and the affili- administrators is the opportunity to dis- for their legislative issues in the best case;
ated association of gifted educators cuss issues with school leaders. For in the worst case, the other constituent
organized with guidance from the example, three of the nine constituent groups agree not to oppose an issue that
umbrella organization. Specifically, groups are primarily school principals: AAGEA supports.
what are the Arkansas Association of elementary, middle, and secondary level. Finally, crucial briefings are held
Educational Administrators (AAEA) Gifted educators, who are often teach- each Wednesday evening during the
and the Arkansas Association of Gifted ers, rather than administrators in terms legislative sessions. These sessions are
Education Administrators (AAGEA)? of training and experience, find new open to all association members, but
The AAEA is an umbrella for nine professional roles, contacts, and con- are organized and heavily attended by
constituent professional education orga- cerns in such organizations. superintendents who constitute the
nizations. These are associations for the One of the most important benefits membership of four committees that
following educational leaders: is the opportunity to sit on the board of report each week on legislative issues
• superintendents, assistant superin- directors of the Arkansas Association of and concerns. The four superinten-
tendents, central office administra- Education Administrators (AAEA). The dents’ committees are curriculum and
tors; Arkansas Association allocates a board instruction, finance, governance and
• elementary school principals; seat to the president of each of the nine administration, and employee benefits.
• secondary school principals; constituent groups and additional seats In the last legislative session, for exam-
• school business officials;
to the constituent groups with the ple, one of the superintendents’ com-
• curriculum and instruction admin-
largest membership. The 19-member mittees reviewed a bill to allow
istrators;
board meets regularly and has the advanced kindergartners to begin
• special education administrators;
responsibility for the overall business of school at age 4. The bill had the inter-
• gifted education administrators;
the organization. It is important to note est of the gifted educators in the state,
• middle-level administrators; and
that the president of AAGEA has a vote and, through AAGEA’s participation in
• school personnel administrators.
as do the presidents of the groups repre- the legislative committee and the
The AAEA employs full-time staff and is
senting the elementary school principals, Wednesday evening briefings, the field
governed by a 19-member board com-
the secondary school principals, and the was able to have input on these bills or
posed of representatives of the nine con-
school superintendents. All 19 members to recommend a position for the overall
stituent groups and officers elected at
have a vote in the deliberations. association.
large. The association is assured high vis-
In addition to the board of direc- The legislative briefings provide the
ibility in the state by having its head-
tors, the AAEA also has a legislative opportunity to speak with school lead-
quarters in its own building within sight
committee made up of presidential ers in an informal setting about issues of
of the Arkansas State Capitol, the loca-
appointees from the nine constituent mutual concern. It is easy to meet and
tion of the state legislature and its com-
groups. During legislative sessions, the exchange views with school principals
mittee meeting rooms (see Figure 1 for a
legislative committee meets each week to and central office administrators.
graphic representation of AAEA and its
discuss the pending legislation and to Superintendents are accessible. The vis-
constituent groups).
vote on the association’s position on ibility of the legislative briefings orga-
The specialized professional organi-
education bills, which come before the nized by the superintendents is reflected
zation, the Arkansas Association of
state house and senate. If a member in the roll call of guest speakers who
Gifted Education Administrators
group is in favor of or opposed to a bill appear at the Wednesday night brief-
(AAGEA), was formed in 1992 to pro-
being drafted or pending in the legisla- ings. In any given session, the speaker
vide a home for gifted program adminis-
ture, its voice is heard. In general, the may be a legislator explaining his or her
trators and to be a part of the overall
overall association does not support leg- bill to the group or sending up a trial
umbrella association, AAEA.
islation to which a constituent group is balloon for comment. The Wednesday
opposed. If there are differing opinions speaker is often the director of the
Benefits
among the nine constituent groups on Department of Education, who explains
of an Association
any piece of legislation, the association the implications of various legislative
takes no formal stand. Thus, gifted edu- bills to school leaders and answers ques-
In general, a key benefit of partici- cators might find themselves in the envi- tions from the floor. On occasion, the
pating in a professional association of able position of receiving open support governor’s office also sends staffers and
22 FALL 2003 • VOL. 26, NO. 4
Arkansas Association of Educational Administrators
Elementary
Secondary
principals Business
Superintendents principals
managers
Special education
Arkansas Association directors
of Gifted Personnel
Curriculum Middle school
Administrators directors
specialists principals
Figure 1
AAEA and Its Constituent Groups
educational liaisons to speak to the Steps to Participate are administrative tasks, and many gifted
group. The executive director and assis- in Your State educators do them, but the key is to
tant directors of AAEA, who track bills, understand that the position held by
study the impact of legislation, policies, such coordinators is an administrative
What are the steps to participate in
and procedures on the schools, and keep one. Second, the core group should
a similar administrators’ association in
in contact with legislators and the gov- investigate the context—both formal
your state? Where can you join a collab-
ernor’s office, are also available weekly and informal—to learn more about the
orative forum to advance the cause of all
to brief the association members. umbrella organization available or to
education and exchange ideas with the
Conversely, these knowledgeable profes- determine if one can be established
school administrators who are crucial to
sionals are interested in hearing from where none exists.
advocacy for gifted students?
individual members of the nine con- The beginnings of the organization
First, a key group of gifted educators
stituent groups. Armed with informa- were made possible with the advice and
in the state must think of themselves as
tion, they can better represent the administrators, and they need to see direction of the AAEA executive director,
interests of the schools. Recall that the school administrators as partners, rather who explained to a small group of gifted
assistant executive director who rose to than adversaries. In many states, the coordinators that they needed an organiza-
respond to legislators’ questions con- gifted and talented coordinator is a tion focused on administrators within
cerning the surprise bill on gifted edu- hybrid position, which includes both their field. They needed a constitution,
cation had worked with the president teaching responsibilities and the mid- bylaws, policies, officers, and a member-
and the legislative liaison of AAGEA to management responsibilities of an ship. When the group accomplished all of
inform himself about the issues and administrator. Whether part-time or these things, they could petition the board
concerns of the group. He was armed full-time, the first step in establishing a of directors of the Association for mem-
with good information before he found link with the umbrella administrators’ bership in the umbrella administrators’
himself the lone representative in the organization in your state is to find a organization. Within a year, the newly
legislative committee hearings. Had the core group of gifted educators who see elected officers petitioned the board and
opportunity to discuss policies, bills, themselves as administrators. They work were granted membership. In 1992,
and issues in a collegial setting not been with budgets, organize and provide pro- AAGEA became an official constituent
available to the gifted education com- fessional development, supervise staff, group of AAEA. We had established a last-
munity, the outcome very likely would collaborate with building principals, and ing avenue for communicating, collaborat-
have been different. engage in long-range planning. These ing, and advocating with administrators.
GIFTED CHILD TODAY 23
Collaborating With Administrators
Lessons Learned tors have knowledge and skills to offer ately available option for the school to
assistance in those areas: locating and implement. Sessions that present useful
How did the collaboration with nurturing talents in culturally diverse information on new legislation or poli-
school administrators help the gifted and low-income youth and developing cies relevant to talented youth are also of
education community? First, gifted edu- rigorous and challenging curricula. We interest to administrators, particularly if
cators learned the lessons of taking the learned to weigh in, especially with prin- the policies carry funds with them.
broad view and understanding the way cipals, when schoolwide efforts in diver- School administrators want to know
policy is made. Administration is a diffi- sity and curricula were discussed in the what opportunities are opened up for
cult balancing act. Constituents, advo- context of general education. We their schools by new legislation and poli-
cates, and stakeholders all vie for the weighed in by offering to get informa- cies. Succinct presentations on legisla-
attention of school administrators daily. tion for a busy principal, by serving on a tion and their accompanying allocations
Gifted educators need to develop an curriculum committee, by providing an are important. For example, Arkansas
appreciation for the varied voices that a in-service session on a particular instruc- passed incentive legislation to encourage
principal hears each day, sometimes each tional strategy, or by speaking to the fac- schools to implement Advanced
hour. To be more effective collaborators, ulty or school board on the importance Placement programs. AAGEA provided
we learned to present solutions, rather of talent development in culturally sessions featuring principals and super-
than problems. To understand the diverse and low-income learners. intendents who made this initiative
power of forming alliances with other Gifted educators learned to be visi- work in their schools. Figure 2 is a sam-
stakeholder groups, we learned to ble in the home haunts of the school pling of sessions available to administra-
explain clearly how the needs of several administrator. Each year, the umbrella tors at a recent summer conference.
stakeholders can be met with a single association organizes a summer confer- To summarize, the goal is to meet the
administrative decision. We learned to ence with each constituent group, pro- needs of high-ability youth through the
appreciate the difficult job of a principal viding a program strand for their development of enlightened policies and
or a superintendent who wants to listen members. We made certain that a the wise allocation of resources. The
and then must act. healthy contingent of gifted education means to that end is advocacy. The field
Gifted educators learned the lessons administrators were in attendance at the of gifted education has traditionally relied
of timely information presented in a suc- sessions and participated in the coffee on parents and teachers as the key advo-
cinct written form for a principal or super- breaks. When AAGEA acquires suffi- cates for talented children. However, we
intendent’s consideration. Hundreds of cient funds in its coffers, we will sponsor should work to include another key
pieces of paper pass across the desk of a one of those breaks. group of advocates: administrators. The
school administrator every day. There are Gifted educators learned to see following suggestions are offered as ways
directives from the central office, direc- issues from an administrator’s point of to collaborate effectively with school
tives from the state department of educa- view. At the summer conference, we administrators:
tion, school notices, and countless used our eyes and ears. By looking at the • Examine your state for the existence
telephone message slips. E-mail has not titles of the presentations offered by the of an administrators umbrella group.
diminished the paperwork; it has simply school principals’ groups and the super- • If an umbrella group exists, establish
given constituents another medium to vie intendents’ group, we began to under- a committee of gifted educators to
for the administrators’ attention. We stand what issues these administrators visit with the association leadership
learned to make an appointment with an considered important. For example, about becoming a constituent
administrator, present our point of view, Arkansas has many small school dis- group.
and hand over a single page with bullets tricts, and sessions addressing the chal- • If no umbrella group exists, consider
summarizing the concerns, implications, lenges of leading a small school were working with other administrator
and recommendations. always well attended. During a recent groups to establish one.
Gifted educators learned to step for- summer conference, a panel of educators • If no umbrella group exists and can-
ward with expertise when the principal discussed the services available through not be established, use strategies like
or superintendent needed help with distance learning for small schools. If the those effective in the Arkansas story.
school initiatives. For example, two areas administrator has one or two students For example,
have been of consistent interest to school ready for calculus, but no calculus - Provide speakers on topics
leaders for many years, and gifted educa- teacher, the session provides an immedi- important to administrators at
24 FALL 2003 • VOL. 26, NO. 4
cessful advocacy at the state
10:00–11:45 a.m.
level.
Arkansas Association of Gifted Education Administrators (AAGEA)
- Be present, knowledgeable, and
Topic: “The Road Less Traveled . . . Guiding Students To Choose Rigorous
cordial.
Curriculum”
In the end, the collaborative bond
Presenter: Dr. Nicholas Colangelo, Professor of Gifted Education, University of
forged through the structure of an
Iowa and Director of the Connie Belin & Jacqueline N. Blank International
umbrella association and its constituent
Center for Gifted Education and Talent Development
group provides a powerful vehicle for
Presider: Davis Hendricks, AAGEA President and Director of the Talented and
advocacy. The Arkansas experience
Gifted Program, Pulaski County Special School District
could be replicated in at least 21 addi-
tional states to give the field of gifted
Arkansas Association of Curriculum and Instruction Administrators
education a new network of partners.
(AACIA)
GGGGCCCCTTTT
Topic: “An Overview of the Minimum Performance Honors Program and the
Grade Inflation Formula”
References
Presenter: Kathy Morledge, Director of Communications and Training,
Arkansas School Boards Association and Diana Gray, Secondary Curriculum
Delcourt, M. B., & Evans, K. (1994).
Coordinator, Siloam Springs School District
Presider: Dr. Merle Dickerson, Superintendent, Van Buren Qualitative extensions of the learning
outcomes study. Storrs: The National
3:00–4:30 p.m. Research Center on the Gifted and
Arkansas Association of Gifted Education Administrators (AAGEA) Talented, University of
Topic: “Advanced Placement and Technology” Connecticut. (ERIC Document
Presenters: Dr. Nicholas Colangelo, Professor of Gifted Education, University of Reproduction Service No. ED 388
Iowa and Director of the Connie Belin & Jacqueline N. Blank International 019)
Center for Gifted Education and Talent Development; Dr. John Measle, Dettmer, P. (1991). Gifted program
Superintendent, Arkansas School for Mathematics and Science; Cheryl advocacy: Overhauling bandwagons
Caldwell, Director of Web Based Pre-Calculus Project, Cybercollege, University to build support. Gifted Child
of Arkansas at Little Rock; and Mary Lester, Math Instructor, Arkansas Quarterly, 35, 165–171.
Department of Education Distance Learning Center Feldhusen, J. F., Haeger, W. W., &
Presider: Dr. Ann Robinson, President-Elect, AAGEA and Director, Center for Pellegrino, S. (1989). A model
Gifted Education, University of Arkansas at Little Rock training program in gifted educa-
tion for school administrators.
Arkansas Association of School Administrators (AASA) Roeper Review, 11, 209–214.
Topic: “A Review of National Educational Issues” Landrum, M. S., & Callahan, C. M.
Presenter: Dr. Jim Clark, President, The Audio Journal, Chicago (2001, Winter/Spring). Staff devel-
Presider: Albert Brown, AASA President and Superintendent, Corning opment. Professional Speaking, 3–6.
Robinson, A., & Moon, S. (2003a). A
Figure 2 national study of local and state
Example Sessions from Administrators’ advocacy in gifted education. Gifted
Child Quarterly, 47, 8–25.
Summer Conference
Robinson, A., & Moon, S. (2003b).
Advocating for talented youth:
Lessons learned from the national
their annual state conference. during, and after legislative ses- study of local and state advocacy in
- Sponsor a refreshment break at sions. gifted education. Parenting for High
an administrators’ conference. - Hone your message to a single Potential, 8–13.
- Meet with the administrators’ page with bullets and white VanTassel-Baska. (1995). The develop-
legislative watchdog to offer space. ment of talent through curriculum.
information and support before, - Learn the ins and outs of suc- Roeper Review, 18, 98–102.
GIFTED CHILD TODAY 25