Lesson 7 Discussion Collaborative School Culture PDF

This is a graded discussion: 5 points possible
due Feb 28
Lesson 7: Collaborative school cultureThe article by Waldron & McLeskey (2010)

13 35
described a number of elements that are

necessary for establishing a "collaborative school culture," as reflected in both the Thasya and
the Class of '96videos. This is often referred to as Comprehensive School Reform (CSR).
Post your response to these questions:
What are the three key elements of CSR that were emphasized in the Waldon and
McLeskey article? How do you think these elements are related to the goal of including
students with ASD in general education classrooms?
Please note that you are not allowed to edit a post, once you've submitted it.
This post is worth up to 5 pts.
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Emma Liu
Feb 5, 2021
-the development of a collaborative culture
-the use of high-quality professional development to improve teacher practices
-strong leadership for school improvement activities by the principal and other school
leaders
All three elements are equally important and beneficial for achieving the goal of including
students with ASD in the general education classrroom. It is crucial to create a safe, positive
and collaborative culture and environment as differences existed among individuals in the
classroom. The development of collaborative culture of multiple parties working together
effectively can improve and further achieve inclusion in the classroom. It is also important to
use high-quality professional development to improve teacher practices as a lot of different
skills are needed to assist and teach students with ASD. It is important for teachers to have
professional knowledge about ASD when it comes to inclusion in the classroom. Lastly, if the
principal and other school leaders have strong leadership skills they are able to create a
better environment more activities in order to include students with ASD.
Julia Wilson
Feb 14, 2021
The three key elements of CSR are high quality professional
development, development of collaborative culture and strong
leadership.
1. High Quality Professional Development
This form of professional development is different as it has been designed using the
constructivist approach. This means that teachers are active participants in all aspects of
development. This includes both determination of topics addressed and delivering the
professional development. The key message of high quality professional development
seems to be the idea that we support teacher training to improve student learning.
An aspect of high quality professional development is that it is coherent and focused
compared to the traditional fragmented approach. This form of learning may be more
appealing, and easy to follow for someone with ASD.
2. Development of Collaborative Culture
This means that decisions are not only made by one individual rather, decisions are made
through collaboration with many individuals. Everyone working in the school including
teachers, counselors and psychologists should all share responsibility for decision making -
all decisions should not be left to the principle. This relates to inclusion because multiple
perspectives are being taken into consideration. When parents, teachers, counselors and
other adult perspectives are heard (from various aspects of the students life), they can work
together to create the most suitable learning environment for the individual with ASD.
3. Strong Leadership
A collaborative culture cannot be established without strong leadership. Thus, the principal
(arguably the most prominent leader in the school) needs to not only model this form of
behaviour but truly understand its importance. A critical action a principle engages in to
support collaborative culture is to model collaboration in working with other professionals in
the school. For example, when goals for improvement are being addressed, a principle
might present data regarding the extent to which students with disabilities are included in
general education classrooms and academic outcomes for these students. After this is
discussed the principle may choose to work collaboratively with the teachers and determine
ways in which their classrooms can be more inclusive to all students no matter the disability.
This form of leadership empowers the school personnel to share responsibility for decision
making. Thus, should the principal (general leader of the school) supports the idea of
inclusive education through ideas, workshops and conversations, the principals staff
members are more likely to follow suit.
Kenji Wong
Feb 15, 2021
Based on the article (Waldron & McLeskey, 2010), the three
elements that are necessary for establishing a "collaborative school
culture" are development of a collaborative culture, use of high-quality professional
development to improve teacher practices, and strong leadership for school improvement
activities by the principle and other school leaders. Details of how these three elements are
related to the goal of including students with ASD in general education classrooms will be
discussed below.
1. Development of a collaborative culture:

- It is critical to develop a collaborative teaching culture in the school to better understand
and promote learning for all students, including students with ASD. Educators (teachers)
must question their beliefs about teaching and learning for students who struggle, since
questioning their "typical" ways of teaching will allow them to understand what their students
want and provide a better, more personalized learning environment for their students.
Educators need to collaborate with other professionals and individuals who understand the
students best (their parents, family members) to create new values, beliefs, norms and
preferred behaviours for their students. For example, teachers should work with EA, social
workers, parents of students with ASD to understand their behaviours and come up with a
better method for them to learn. The key to this approach is to maintain open-minded and to
promote joint problem solving, shared decision making, and distributed leaderships.
2. Use of high-quality professional development to improve teacher practices:

- The traditional forms of professional development, which are mainly based on researches
conducted outside of the classroom setting, while the teachers are passive recipients of
research-based classroom practices are proved to be ineffective to promote students
learning due to it one model fits all property. While the use of high-quality professional
development aims to promote peer-to-peer support, promotes reflection, dialogues,
collaboration. This model allows educators (teachers) to be the active participants of
students' learning, and development and it allows teachers to modify their teaching
strategies based on students' needs to further promote their learning.
3. Strong leadership for school improvement activities by the principle and other
school leaders:
- Principles are in executive positions that hold a lot of powers of school reforms and
educational direction of the school, therefore, for the promotion of a collaborative culture, it
is important to start with the mindsets of the principles. Principles need to support this model
and maintain a open-mind in order for this model to work in its full potential to better support
students' learning. For example, if a student with ASD is going to participate in the school's
general education. It is critical for the principle to provide information of the student's
conditions, preferred behaviours and understanding levels to the educators. The principle
should host meetings alongside with the teachers, EA, parents to discuss how to better
engage that individual in the general classroom setting.
Kalena Gunn
Feb 16, 2021
The three key elements of CSR as emphasized in the Waldon
and McLeskey article include the development of a collaborative
culture, the use of high-quality professional development to improve teacher practices, and
strong leadership for school improvement activities by the principal and other school
leaders.
The first element is important because it helps to ensure that the student will be supported
in multiple areas of their lives by various people in similar ways. In including classroom
teachers, it keeps them informed on the goals and progress of their student and allows
them to take part of the ownership of the improvement of their students/class. It is also
their classroom in which we are looking to make more inclusive for students with ASD, thus
there is no doubt that it would be essential for them to both be informed and have the
opportunity to inform. It is important to have a variety of people on the team because each
would bring a different perspective and area of expertise.
The second element is important as trained and experienced professionals will more
effectively change teacher practices and improve student outcomes compared to
traditional forms of professional development which allow teachers to play a passive role
when implementing practices non-specific to the needs of their students/classroom.
Collaborative forms of professional development on the other hand encourage the active
participation of teachers, are focused, provide extensive follow-up, and address
instructional practices and content knowledge that improve student outcomes.
The third element is important since distributing the responsibilities of leadership prevents
one person from becoming overwhelmed. It also allows the approach to be of a team effort
- supporting the idea of a collaborative culture. Furthermore, this element ensures
coherence across the entire staff team as all would be involved in the processes of
direction-planning, goal-making, and decision-making.
Karen Tam
Feb 16, 2021
According to the article by Waldron & McLeskey (2010), there are
3 key elements of CSR.
1. The development of a collaborative culture
2. The use of high-quality professional development to improve teacher practices
3. Strong leadership for school improvement activities by the principal and other school
leaders
These elements are related to the goal of including students with ASD in general education
classrooms. A collaborative culture can provide a safe and inclusive learning environment
for students with ASD and they are able to learn with their peers and teachers in the same
groups. This form of education can benefit students with ASD as well as improve student
achievement school wide. High-quality professional development for teachers is also
important for ASD students. Teachers need to be educated to understand the needs of their
ASD students to provide optimal support and effective education. Furthermore, strong
leadership is important to create a collaborative culture and to provide high-quality education
in the schools. As the principle of the school is responsible for making decisions, it is
important for them to make sure every child in the school is taken care of and learning
effectively.
Christine Hsin (She/Her/Hers)

Feb 20, 2021
The three key elements of Comprehensive School
Reform (CSR) are the development of a collaborative
culture, the use of good professional development to improve teaching, and solid leadership
for school improvement activities by school administration and leadership.
A collaborative culture involves educators changing their beliefs and values of teaching and
learning for students with disabilities to be more inclusive. This may involve working with
other professionals and teachers to share expertise and find the best practices for producing
optimal outcomes for students. School staff should engage in discussions and consult each
other for insight so they are able to effectively improve education and create more inclusive
environments. If we wish to include students with ASD in general education classrooms,
teachers, education assistants, and special education teachers should work together to
discuss strategies and approaches that are effective and allow the students to reach their
learning objectives. Having all staff on the same page will also allow the students with ASD
to experience some consistency across classes to be taught in ways that work for them.
The second key element is delivery good quality professional development. This may be
different from traditional forms, where teachers may be viewed as recipients of research
based practices. However, high quality professional development acknowledges that
teachers are active participants, uses collaboration, provides follow up coaching, and is
supported by the school administration. While these forms of professional development may
be more expensive and time consuming, engaging properly in them allows for needed
change. This is especially critical for integrating students with ASD in most aspects of
general education classrooms. Teachers that may have not previously had to adjust their
curriculum to challenge those of all abilities may need help and feedback to ensure they
carry out what they learn from workshops successfully. Some teachers may also not have
previously worked closely with students with autism, and professional development ensures
that teachers are equipped with the tools to succeed.
Lastly, it is critical that school leadership including principals, play an active role in
supporting the development of a collaborative culture, improvement, and ensure that the
school team is able to meet and address student leads. It is often inadequate for a single
leader to tackle all of the supervisory and leadership activities that occur in a school. Rather,
the school leadership should recognize improvement involves the contributions of many
individuals. This signifies that school leadership values the expertise of various staff and that
no single individual is able to create and implement effective change alone. This approach
demonstrates that school leadership prioritizes having inclusive education where students
with ASD and other learning disabilities are able to reach their full potential as much as other
neurotypical students.
Zhongwei Wang
Feb 21, 2021
What are the three key elements of CSR that were
emphasized in the Waldon and McLeskey article? How do
you think these elements are related to the goal of including students with ASD in
general education classrooms?
The Comprehensive School Reform (CSR) helps to achieve a collaborative school culture
with the aim of improving schools and making them more inclusive. Waldon and McLesky
(2010) identifies three elements that are significant in driving CSR. These elements are the
development of a collaborative culture, the use of high-quality professional development to
enhance the practices of teachers and strong school leadership.
According to the article, one of the ways of promoting inclusive education is through
collaborative culture. It is important when creating a collaborative culture to define specific
goals that will guide the entire school. As these goals are being addressed, school
administrators can present data regarding the extent to which students with disabilities are
included in general education classrooms and academic outcomes for these students. The
school leadership have a mandate of empowering teachers to enable them to work
collaboratively to identify goals for increasing inclusive placements and improving student
outcomes as well as determining how this will be achieved. Collaboration empowers school
personnel to make decisions.
Waldon and McLesky (2010) also emphasizes on the importance of high professional
development. Teachers are instrumental to the success of students as well as to their
educational outcomes. This implies that it is important to ensure that teachers maintain an
open minded attitude and be flexible in their teaching. This will enable them to accept new
modern practices in the classroom and thus foster inclusive learning settings. High-quality
professional development entails seeking peer to peer support, engaging in reflections and
focusing on collaborative teaching practices (Waldon & McLesky, 2010).
The third CSR element highlighted in the article is strong leadership. In a school with a
collaborative culture decisions are not made by one individual, but by a team of individuals
working together for the sake of the school. These dialogues form the core of a strong
leadership as the principal of the school empowers school personnel to share responsibility
for the decision-making process. School administrators can involve the other school
personnel in making decisions regarding the process of school change, changes in
curriculum and instruction, the use of evidence-based practices in basic skill areas,
classroom and school wide behavior management, and other areas.
References
Waldron, N. L. & McLeskey, J. (2010) Establishing a Collaborative School Culture Through
Comprehensive School Reform. Journal of Educational and Psychological Consultation,
20(1), 58-74, doi: 10.1080/10474410903535364
Brianna Salway
Feb 23, 2021
The three key elements necessary for establishing
collaborative school culture (CSR) are:
1. A building or development of collaborative culture - getting everyone involved and
invested to ensure success
2. High quality professional development to improve teacher practices - professional
development should not be a one-way transmission of information, but rather, it should
involve active participation, be engaging and useful long-term
3. Strong leadership - strong leadership should involve everyone (principals, teachers,
support workers, counselors, specialists, etc.)
I see these elements relating to the goal of including students with ASD in general education
classrooms through the framework of universal design for learning (UDL). Collaborative
school culture is about ensuring success not just for students with additional or special
needs, but in the end, all students, much like the concept of UDL. In order to ensure that
students with ASD are successfully included in a general education classroom, a team of
professionals need to collaborate openly and often, much like the first and last key elements
of CSR. This team will work together to ensure that the needs of every student are being
met and that every student can and will be involved in everything that is being done in the
classroom. True inclusion happens through collaboration. High quality professional
development is always essential to expand your teaching practices.
Waldron, N. L. & McKleskey, J. (2010). Establishing a Collaborative School Culture Through
Comprehensive School Reform. Journal of Educational and Psychological Consultation, 20
(1), 58-74.
Amiya Chandramouli
Feb 24, 2021 According to Waldron & McLeskey (2010), the three key
elements of CSR that are necessary for establishing a
"collaborative school culture" are"
1. The development of a collaborative culture:
A collaborative culture is fundamental to the inclusion of students with ASD in general
classrooms. Not only does it include general educators and special educators in the same
classroom, but it also includes parents and other professionals such as occupational
therapists, speech-language pathologists, behaviour consultants, and so on. Collaborative
teaming is crucial because it allows these individuals, especially general educators and
special educators, to fully understand the (academic/learning) needs of the child with autism
and how they can be met efficiently in the general classroom. This is important because it is
only once teachers understand their students' needs and preferences that they can be fully
inclusive of them in their classroom and make their learning experience a memorable one.
2. The use of high-quality professional development to improve teacher practices:
Given that the idea of inclusivity is still fairly new (a few decades only), it is common that
general educators incorporate traditional learning strategies in their classrooms. However,
these learning strategies are not very inclusive and do not take into consideration the needs
of students with disabilities, such as those with autism. High-quality professional
development improves educator's practices such that they develop the necessary skills to
optimally educate students with ASD, after taking all of their needs into consideration (e.g.,
their sensory sensitivities, etc.). By understanding how students with autism function,
educators will be able to facilitate inclusion appropriately, learn to be more acceptive and
flexible of students, and also teach non-disabled students to be inclusive, ultimately
encouraging positive peer relationships.
leaders:
A strong leadership is fundamental for collaborative teaming, and is especially optimal if
leadership responsibilities are distributed among different members in a collaborative school
setting. I believe that simply having one person responsible for all of the work can prove to
be detrimental because it places a lot of pressure on the person, resulting in poor quality
decision-making and thus, poor outcomes; this is likely to be the case even when the one
person is the school principal. When team members share responsibilities and are good
leaders, it is likely that each of them will take their role in the child's development very
seriously, which results in significant progress as seen in the child with ASD. When there is
more than one person making decisions for the child with autism, they (the decisions) are
likely to have been put under scrutiny to ensure that each of them (i.e., each decision) is
being carried out by having the child's best interest in mind. However, if individuals are not
strong leaders, it is unlikely that they will be able to voice out their opinions, stand up for
what they think may be insignificant or even harmful for the child, and so on.
Chelsea Reader
Feb 25, 2021
The three key elements of CSR that I feel were emphasized in
Waldon and Mcleskey’s article were communication, strong and
distributed leadership, and high-quality professional development for all staff. I think these
elements are strongly related to the goal of including students with ASD in general education
classrooms because they will increase the capacity for all teachers and staff to differentiate
their practice and provide a curriculum that is accessible for all learners. Specifically, I think
that distributed leadership will help share the load of supporting more vulnerable students
across all staff and allow the mentoring responsibility, inclusion goals, and strategies to be
shared across all grades and school community. I think that this type of collaborative
approach will support students transitioning from classes each year, and create more
opportunities for inclusion in every class in the school. I currently work in a secondary setting
and have noticed that some of my colleagues do not have the capacity to include my
students with ASD in their curriculum. I can imagine that with more opportunities for
professional development, communication, and distributed leadership from my
administration, we would be able to work together to find ways to include my students in all
of the content classes instead of falling solely on the shoulders of the learning support
teachers.
CRS requires regular and productive communication between staff so that the voices of
many perspectives are represented in the school culture and I think that this type of
framework sets the tone for how inclusion in the general classroom should truly work.
Productive communication should include the voices and experiences of all placeholders at
the school and so should every classroom.
Dorothy He
Feb 26, 2021
Waldron & Mcleskey indicated that the three key elements of CSR
would be developing a collaborative culture, using high quality
professional development as well as strong leadership from the principal. All three elements
are undoubtedly important for the inclusion of ASD students within the general classroom
setting. First of all, collaborative culture is critical as it facilitates the collaboration between all
staff responsible for the education of ASD students. It is crucial that different parties involved
in the education of ASD students, such as classroom teachers, special education teacher or
other school staff are well coordinated about the detailed schedules and plans in assisting
the ASD students. so that the learning experience of ASD student would be maximized.
Secondly, the use of high quality professional development is equally important since
classroom teachers may not possess the adequate knowledge to teach ASD students and
meet their special needs. Therefore, these classroom teachers would need to undergo
professional training that better equip them with the required knowledge and skills for
teaching students with ASD. For instance, classroom teachers in the video of Thasya
underwent training regarding the newly purchased device so that they would better assist
her with classroom inclusion. Finally, stronger leadership is also important for ASD students
due to the fact that the principal would better direct the appropriate staff in organizing and
coordinating the education of ASD students.
References
Waldron, N. L., & McLeskey, J. (2010). Establishing a Collaborative School Culture Through
20(1), 58-74,
May Guan
Feb 27, 2021 In
the article written by Waldron and McLeskey (2010), the three key
elements of Comprehensive School Reform (CSR) include the use of
quality professional development to improve teaching practices, the development of a
collaborative culture, and strong leadership from the principal, school administration,
teachers, and counselors.
The first element involves incorporating quality professional development for educators and
school staff. This may differ from passive methods (e.g. educators being the recipients of
research or knowledge from outside resources) as school staff become active participants
throughout the entire developmental process. Implementing high-quality professional
development is essential to enhancing the skill level and capacity of schools to meet student
needs and improve learning and behavioural outcomes. Within the context of inclusion for
students with ASD in the general classroom, educators and other school professionals can
develop and implement effective inclusive teaching practices through active, high-quality
professional development. For example, the process may initially involve meetings to ensure
that all individuals in the school are engaged in the planning process. Then, with the support
of school administration, professional development to develop inclusive programs for
instruction can be conducted. Progress can also be monitored to make the necessary
changes in instruction or the classroom setting so that all students, regardless of their ability,
can succeed.
The second element involves developing a collaborative culture where decisions that are
made regarding teaching practices are shared between and informed by multiple
stakeholders, rather than being made by one individual. In relation to students with ASD, this
can involve the collaboration between the principal, general education teachers, special
educators, other professionals (e.g. psychologists), and the parents of the student with ASD
to address the unique needs of students with ASD and ensure that the student has the
means to achieve the learning objectives set within the curriculum. Through sharing
expertise or resources and discussing different strategies or approaches to facilitate
inclusive teaching, educators can be more supported and equipped to create an inclusive
setting for students with ASD in general education classrooms.
The last element involves strong leadership within schools, as a collaborative culture cannot
be established or maintained without it. Although the school principal has been known to be
the most important school leader, the collaboration required to ensure that student needs
are successfully met has increased the need to distribute leadership to other school staff
(e.g. teachers, counselors, school psychologists). Therefore, when the principal empowers
other staff to take an active role in sharing responsibility in decision-making, a broad range
of knowledge, expertise, and skill can be presented before implementing changes to
teaching practices. This is important for the inclusion of students with ASD in the general
classroom as strong and shared leadership indicates that the principal is knowledgeable
about, and actively maintaining, a collaborative culture within their school. By encouraging
and supporting shared leadership roles, school staff can collaborate to develop and
implement inclusive practices and programs tailored to the needs of students with ASD. This
can ensure that students with ASD are able to access and participate in the curriculum
within a general classroom setting.
References
Waldron, N. L. & McLeskey, J. (2010). Establishing a collaborative school culture through
Comprehensive School Reform. Journal of Educational and Psychological Consultation, 20
(1), 58-74.
Adrija Chakrabarti
Feb 27, 2021
Date: February 26, 2021 Associated Readings/Content: Waldon & McLeskey

(2010)
The three key elements of CSR that were emphasized by Waldon & McLeskey (2010)
comprise of the following:
Developing a collaborative culture

Using high-quality professional development to improve teacher practices
Having strong leadership in the school for school improvement activities
I believe that the goal of including students with ASD in general education classrooms, is
essentially related to ensuring that no matter what pre-existing conditions or disabilities a
child might have, that each student should be having a meaningful learning experience, or at
least there is significant effort made by teachers to make sure that this is the case. It is quite
clear that each of these three elements are closely related to this goal.
Firstly, it is especially important to develop a collaborative culture because we need to make

sure that everyone in the classroom is working cohesively to meet the outlined targets no
matter what difference that may exist among these individuals. It should be acknowledged
that all individuals, be it parents, teachers, counselors and other professionals, all hold equal
responsibility towards the student and inclusive education is not possible unless everyone
works together.
I think the second element is particularly relevant because it is common for teachers to feel
intimidated by the concept of teaching students with disabilities because they have not had
proper support to do so. Providing comprehensive training and professional development in
this regard will boost confidence and encourage more teachers to care about making all
aspects of their teaching inclusive to all students.
The third element pertaining strong leadership is important because it ensures that the goals
that are being made regarding inclusive education will be successfully met, since we can
trust that all required tasks will be carried out. The article provides the example of school
principals being required to be strong leaders, and this makes sense because these
individuals arguably, hold the most power and responsibility in the context of a school. It is
important to make sure that they are doing their job correctly, and setting a good example
regarding inclusive education practices for their colleagues.
References
20(1), 58-74, doi: 10.1080/10474410903535364
Sinclaire Baulcomb
Feb 28, 2021 The three key elements of CSR necessary for
establishing a "collaborative school culture" according to
Waldron & McLeskey (2010) are as follows:
A. Developing a collaborative culture
A collaborative culture fosters inclusion of students with ASD in classrooms.
Keeping everyone in the general classroom stresses the importance of having
everyone on an equal platform/playing field. It allows for educators (special and
general alike) to convene and collaborate to make the best experiences for the
student in the general classroom. The child's immediate family/caretakers are
invited to stay in the loop as they are the most important influences on a child.
Outside of school professionals like OTs, SLPs, and BIs need to collaborate as a
team to help the child achieve success via congruent goals and growth. Different
areas of needs are addressed by different people, and including all of them will
strengthen their influence and growth of the child.
B. High-quality professional development to improve teachers' best practices
Traditional instruction is often very curricula focused and non-inclusive in its
setting. Learning and growing needs to be done by the teachers to reflect the
dynamic needs of the students. Everything changes, and incorporating inclusivity
as a principle is necessary.
Developing the skills needed to properly educate students with ASD is not
something just the resource teacher or special ed teacher should know. Teaching
practices should adapt as a function of the students they are instructing. Students
with ASD typically have different needs than neurotypicals effectively learn and
participate. By understanding the best practices for teaching students with
autism, everyone can better work towards success and inclusion.
C. Strong leadership for school improvement activities by the principal and other
school leaders
Leadership provides some structure for inclusion. Leadership duties can be
distributed amongst school personnel so that all the responsibilities are not
unevenly divided. Someone can make a decision with the input of many.
Sinclaire Baulcomb
Feb 28, 2021
Sorry i didn't mean to post this as a reply to yours!
Sinclaire Baulcomb
Feb 28, 2021
The three key elements of CSR necessary for establishing a
"collaborative school culture" according to Waldron & McLeskey (2010) are as follows:
A. Developing a collaborative culture
A collaborative culture fosters inclusion of students with ASD in classrooms. Keeping
everyone in the general classroom stresses the importance of having everyone on an
equal platform/playing field. It allows for educators (special and general alike) to convene
and collaborate to make the best experiences for the student in the general classroom.
The child's immediate family/caretakers are invited to stay in the loop as they are the
most important influences on a child. Outside of school professionals like OTs, SLPs, and
BIs need to collaborate as a team to help the child achieve success via congruent goals
and growth. Different areas of needs are addressed by different people, and including all
of them will strengthen their influence and growth of the child.
B. High-quality professional development to improve teachers' best practices
Traditional instruction is often very curricula focused and non-inclusive in its setting.
Learning and growing needs to be done by the teachers to reflect the dynamic needs of
the students. Everything changes, and incorporating inclusivity as a principle is
necessary.
Developing the skills needed to properly educate students with ASD is not something just
the resource teacher or special ed teacher should know. Teaching practices should adapt
as a function of the students they are instructing. Students with ASD typically have
different needs than neurotypicals effectively learn and participate. By understanding the
best practices for teaching students with autism, everyone can better work towards
success and inclusion.
C. Strong leadership for school improvement activities by the principal and other school
leaders
Leadership provides some structure for inclusion. Leadership duties can be distributed
amongst school personnel so that all the responsibilities are not unevenly divided.
Someone can make a decision with the input of many.
Ryan Hart
According to Waldron & McLeskey (2010), the three key elements
Feb 28, 2021
of Comprehensive School Reform (CSR) are the development of a
collaborative culture, delivery of high-quality professional development for teachers to
improve, and strong leadership within each school.
1. Developing collaborative culture
As we have learned throughout the course, collaboration is key to providing optimal
environments for children with ASD. This includes experts in all different fields such as
psychologists, occupational therapists, social workers, speech-language experts, etc.
The same process should be applied to producing an optimal learning environment by
including parents, teachers, educational assistants, social workers, and so on. Each
will bring expertise and different perspectives that can collectively produce the best
outcome for the child.
2. Professional development
This component relates significantly to the first. While collaboration of a large team can
be used in producing an optimal learning plan for children with ASD, teachers play a
vital role in delivering that plan. For this reason, it is important that significant support
and expertise is made available to them and that the teachers continue to actively
learn. This will help expand their “toolbelt” of knowledge so that teachers are prepared
for situations that may arise in the classroom.
3. Strong leadership
Once again, this component relates significantly to the previous two. Collaborative
culture, and professional development are important, but they do not simply come into
existence from nothing. It takes leadership from teachers, principals, school
counselors, or others to step forward and set a standard within a school. This could be
through contacting parents to ensure there is open communication, setting up
workshops for teachers, making resources available, adjusting curriculum, or ensuring
inclusive messaging is present in the school. This sets a standard and creates the
culture that is the basis of CSR.
Raymond Wong
Feb 28, 2021
The three components of a comprehensive school reform
(CSR) are the development of a collaborative culture, high quality
professional development as well as the strong leadership guided by the principle and other
school teachers.
Collaborative Culture
According to Waldron and Mcleskey (2010), a team that consists of many specialists such
as special education teachers, school psychologists and other professionals. By creating an
environment where different professionals are able to share their expertise and experiences,
this type of system can better support the needs of students with ASD. More specifically, the
development of a collaborative culture within a school system can help ensure that everyone
within the school community feels included and welcome. This is significant as it can
facilitate the development of more meaningful relationship between other students and
teachers.
High Quality Professional Development
Waldron and Mcleskey (2010) suggest that collaborative professional development tends to
be more effective than more traditional strategies since high quality professional
development appears to be better suited in addressing instructional practices and content
knowledge that improve student outcomes. Moreover, in the context of providing education
for students with ASD, collaborative professional development may be efficacious in helping
students with ASD since there are improved teaching practices due to higher levels of
teacher buy-in and extensive follow-up and coaching that occur in teachers’ classrooms
(Waldron & Mcleskey, 2010).
Strong Leadership
A strong leadership environment facilitated by school principal and other leaders advocate
for the importance of distributing the leadership role within a collaborative school setting
given that a collaborative culture necessitates other teachers share the responsibility in the
decision making process. With The leaders of the school community providing direction for
other school staff, this helps to ensure that the decisions being made are coherent and that
the focus is on improving the teaching practice and student outcomes (Waldron & Mcleskey,
2010). Another important component of strong leadership is to build school capacity by
allocating the appropriate infrastructure and resources available within a school to address
student needs (Waldron & Mcleskey, 2010). In the context of the education of students with
ASD, having strong leaders in place that support a collaborative culture will allow more
teachers and other professionals to voice and express opinions about the education of their
students. This in-turn can lead to improvements in the overall learning experience of
students with ASD in the general classroom setting.
Xiaoqing Liu
The three key elements of CSR that were emphasized in the
Feb 28, 2021
Waldron and McLeskey (2010) are “a collaborative culture, the use of
high quality professional development to improve teacher practices, and strong leadership
for school improvement activities for the principle and other school leaders” (Waldron &
McLeskey, 2010, p. 58).
I think a collaborative culture is related to the goal of including students with ASD in general
education classrooms because everyone should be on the same page for the same goal to
be reached. I consider the “entire school community” as a team and everyone should be well
informed in terms of creating an inclusive education environment for it to be possible. If
some people on the team are not well trained or do not have decent awareness of the
importance of an inclusive education environment, their thoughts are likely to impact their
behaviours and their behaviours may make the education environment less inclusive, which
is undesired. We would never want the students with ASD to feel they are unwelcomed by
anyone because the surroundings should be safe and friendly for them to grow.
I think the use of high quality professional development to improve teacher practices is
related to the goal of including students with ASD in general education classrooms because
teachers should be specially trained to include students with ASD in general education
classrooms; otherwise, teachers are likely to feel anxious whenever they have students with
ASD in their classrooms. If we think of these teachers as cooks, students with ASD may be
some new food items that the cooks have never seen. In order to include the new food items
and cook them well, the cooks need to be especially trained on how to cook them, which
decrease the cooks’ anxiety level on trying the new food items.
I think strong leadership for school improvement activities for the principle and other school
leaders is related to the goal of including students with ASD in general education
classrooms because the principle and other school leaders resemble the brain of a human
body, which means they are the ones taking initiatives to change, send out orders for other
body parts to follow, and they are the models. Comparing to the principle and other school
leaders who believe inclusive education is important and cannot wait, the principle and other
school leaders who think inclusive education is not up on the top of their priority are less
likely to initiate changes seriously at the school level.
Reference
Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through
comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1),
58-74. https://doi.org/ 10.1080/10474410903535364
Lindsay Rochon (She/Her/Hers)
Feb 28, 2021
1. Development of a collaborative culture
A collaborative school culture is essential for supporting students with ASD.
Students with ASD often have a large team of professionals behind them providing supports.
This can include the classroom teacher, school support teacher, administrators, educational
assistants, therapists, counselors... it is important that the school encourages a culture of
collaboration so that these professionals can share thoughts, ideas, and provide the best
possible education for the student.
2. High-quality professional development
It can be difficult to find high-quality professional development activities that are available
locally and affordably. Something that COVID has changed is how professional development
opportunities are offered, and they have actually become a lot more accessible. If a school
promotes and supports high-quality professional development opportunities, they can
encourage their teachers to engage in opportunities that best support their classroom
communities. High-quality professional development opportunities are essential to ensuring
that teachers have the best possible strategies and information for teaching students with
ASD.
Waldron and McLeskey's article points out that most often, "no single individual has the
broad range of knowledge or skills regarding general and special education to provide
leadership for every aspect of school change" (p. 66). Even the most incredible school
principal can't possibly be an expert in everything. The ability to delegate and share
responsibility and leadership is an important quality in a school leader. They can empower
other professionals to take the lead in areas where they are the experts, and in this way can
provide better support and more opportunities for all students and staff in the building.
Waldron, N.L., McLeskey, J. (2010). Establishing a Collaborative School Culture Through
Comprehensive School Reform, Journal of Educational and Psychological
Consultation, 20:1, pgs. 58-75.
Tarandeep Dhillon
Feb 28, 2021
What are the three key elements of CSR that were
emphasized in the Waldon and McLeskey article? How do you
think these elements are related to the goal of including students with ASD in general
education classrooms?
3 critical elements are development of a collaborative culture, high quality professional
development and strong leadership for school improvement by the principal and other
school leaders
1) Development of a collaborative culture:
This component would make everyone in the school community feel more included
enhancing the relationship between classmates. As stated by Waldon and Mcleskey
(2010), a team that’s includes special education teachers, school psychologists and
other professional will allow for better support for students with special needs such as
ASD or other kind of disabilities
2) High quality professional development:

This second component emphasizes collaborative professional development that tends
to be more effective than traditional professional development would. This is because it
may address instructional practices and content knowledge that improves student
outcomes while providing follow in teachers classrooms (Waldron & Mcleskey, 2010). In
terms of providing education for students with ASD, collaborative professional
development would provide a helping outlet for ASD students due to improved teaching
practices from instructors
3) Strong leadership for school improvement by principal and other school leaders:
Waldron and Mcleskey (2010) emphasize the importance of distributing leadership within
a collaborative school setting, therefore empowering school staff to share the
accountabilities in decision making regarding important events. In relation to the
education of ASD students, distributing leadership allows more professionals to share
and express opinions regarding education of ASD students making it increase the
effectiveness of decision to improve ASD students overall experience in classroom
settings.
Cecilia Lee
Based on the article by Waldron & McLeskey (2010), the three
Feb 28, 2021
elements of CSR are collaborative culture, the use of good
professional development to improve teaching, and strong leadership for school
improvement activities by school leaders and administration.
Collaborative culture is critical when establishing a comprehensive school reform. This
involves school staff engaging in discussions with experts and with other co-workers to
improve and develop and an education curriculum that is inclusive to all students. This
collaborative discussion can include teachers, special education teachers, psychologists,
and other professionals who have knowledge in the field. In relation to students with ASD,
this discussion among the teachers, specialists and parents will establish consistency
among all classes and will allow the teachers to create the most effective curriculum directed
at the needs of students with ASD. Sharing expertise and resources will create an inclusive
teaching environment where educators have the means to support students with ASD and
create the optimal learning environment for students with ASD to achieve their learning
objectives and goals.
The second key element involves incorporating good quality professional development for
educators and school staff. This deviates from passive traditional methods where educators
were the recipients of research-based classroom practices. The delivery of professional
development is supported by the school administration and will push teachers to become
active participants, incorporate collaborative culture, and provides extensive improvement
follow-ups. This will lead teachers to address their students’ educational needs which is
especially critical when creating an inclusive environment for students with ASD. Teachers
will become more aware of special adaptations that are needed in their curriculum to aid the
success of all students. By understanding the accommodations that students with ASD may
need, teachers will be able to lessen their educational barriers and promote an engaging
and inclusive school environment.
The third key element is strong leadership for school improvement activities by the principal
and other school leaders. While establishing strong leadership, collaborative culture is
crucial for the maintenance of successful leadership positions. To adequately address the
needs of the school, principals must consult other school staff for their input and expertise.
This approach shows the importance of distributing the leadership position within a
collaborative culture. Strong leadership cannot be maintained by a single person, but rather
by a group of people who share the same desires and goals. For students with ASD, this
constant relaying of information between the principal and the teachers will facilitate the
implementation of improvements designed to target students' education goals, ultimately
creating an inclusive learning environment for all students.
Michellene Habre (She/Her/Hers)

Feb 28, 2021
The three key elements of CSR that were
emphasized in the Waldon and McLeskey article
are:
1. Collaborative culture
Certain roles at a school are expected for a school to participate in Comprehensive School
Reform (CSR) which consists of clear expectations on roles at a school, in the classroom, to
develop more inclusive placements for school development. Meetings and discussions are
included with the principle and other professionals, such as the teachers, special education
teachers, school psychologists, etc. all represent different perspectives on issues to be
addressed. All members of the school come together, engage in the planning to come
together and monitor. That relates to inclusion because many perspectives are being taken
in consideration to address students' needs.
2. High-quality professional development
Change is difficult which results as a difficult process from the traditional professional
development to the collaborative forms of professional development which are designed with
a constructivist approach for teachers to participate in the activity as prior.
The principal plays a high role to model a type of leadership and decision making to promote
a collaborative culture. This results in many means of relationships with the staff on the
explicit shared responsibility of decision making with distributed leadership. This also assists
on preventing someone on being overwhelmed
Jackie Chan According to Waldron & McLeskey (2010), the three key
Feb 28, 2021 elements of CSR are:
The development of a collaborative culture
The use of high quality professional development to improve teacher practices
Strong leadership for school improvement activities by the principal and other
school leaders
Collaborative Culture: Through creating a collaborative culture in school systems,
students form stronger relationships with their teachers and there is a development of
a more effective and inclusive school environment. There are formations of teams
which often include general and special education teachers, as well as school
psychologists (Waldron & McLeskey, 2010). Through the formation of teams,
students will be able to receive the resources that they need in order to succeed in
their classes since there is an aspect of collaboration.
High Quality Professional Development: Waldron & McLeskey (2010) state that
through improved professional satisfaction, improved instructional practice, and more
respect and trust among colleagues, there are better outcomes for all students. This
is important in considering the goals of inclusion for students with ASD since they will
be receiving the highest quality of instruction and care from their teachers. As well, a
critical area of professional development is developing inclusive programs through
co-teaching and differentiating instruction (Waldron & McLeskey, 2010). This is
crucial when looking at the goals of including students with ASD since a major goal is
having students with ASD be able to participate in the general classroom. Through
having different methods of instruction and the use of co-teaching, students with ASD
will have a much better opportunity to have their needs met in the classroom.
Strong Leadership: Having a strong leadership environment is important to have in
order to facilitate a collaborative culture within the school environment. According to
Waldron & McLeskey (2010), distributed leadership is crucial in developing an
effective, inclusive school. Through this, individuals can provide their expertise, and it
is not expected that one single person is responsible for having a broad range of
knowledge or skills. Special education teachers can provide their knowledge without
feeling that they may be shut down by the principal or general teacher. In turn,
students with ASD will receive the support that they need in order to stay in the
general education classrooms. Contrasting how schools used to be with students
with ASD being brought to separate classrooms to learn, hang students with ASD in
the general classroom will not only allow the student with ASD to feel included, but
also allow the other students develop more inclusive behaviours and attitudes.
References
Waldron, N. L., & Mcleskey, J. (2010). Establishing a Collaborative School Culture Through
Comprehensive School Reform. Journal of Educational and Psychological
Consultation, 20(1), 58-74. doi:10.1080/10474410903535364
Victoria Carvill
Feb 28, 2021
The three key elements CSR that were emphasized in Waldon
and McLeskey (2010) were :
1. Development of Collaborative Culture
2. High Quality Professional Development to Improve Teacher Practice
3. Strong leadership for school improvement activities by the principle and other school
leaders
I think these elements are related to inclusion of students with ASD in the classroom
because I feel as if they would all help improve inclusion in some way. Through focusing on
developing collaborative culture we are able to work on the class room environment in order
to promote inclusion. This means that not only the principle will make decisions but instead
they will be shared and include those that interreact with the students everyday. High quality
professional development amongst teachers is also critical because it promotes different
strategies such as promoting reflection and collaboration which allows for teachers to adjust
there strategies to meet students needs. With strong leadership they an help pave the way
for those around them such as the teaching stave so this is a critical piece to inclusion as
well.
Gurshan Brar
Feb 28, 2021
The article by Waldon and McLeskey discusses three key
elements of Comprehensive School Reform that focus on
establishing a collaborative school culture (Waldron & McLeskey, 2010). The three elements
are: the development of a collaborative culture, professional development, and strong
leadership to support collaborative culture (Waldron & McLeskey, 2010). These elements
directly relate to the inclusion of students with ASD in general education classrooms.
For the development of collaborative culture, the article expresses how promoting the
discussion of school improvement results in generating more inclusive placements (Waldron
& McLeskey, 2010). This directly improves the outcomes as children with ASD can be
placed into mainstream classrooms rather than be segregated into classes that are not
inclusive. These discussions allow teachers to understand that they are empowered to
improve their school and classrooms by generating changes to include all students including
students with ASD (Waldron & McLeskey, 2010). For example, discussing and sharing
amongst the professional staff about experiences and strategies that they have inherited
and used can be beneficial for others as it serves as a potential for new practice.
The professional development is another critical element that is related to the inclusion
of children with ASD in general education classrooms. The professional development is
assumed to address instructional practices and content knowledge that can allow innovative,
professional practices to be applied to promote inclusion for students with ASD in general
education classrooms (Waldron & McLeskey, 2010). Furthermore, an extensive follow-up
can help make adjustments to strategies, which allows the teacher’s practices to be
enhanced in order to maximize inclusion for all students including those with ASD (Waldron
& McLeskey, 2010). In result, this allows teachers to learn how to create and implement
inclusive teaching strategies and make an effort to include students with ASD in the general
classroom.
Lastly, strong leadership to support collaborative culture was discussed, which is another
element that aids in including children with ASD in general education classrooms. The
leadership within schools is not about individual decisions that serve to include all students
in the school and classrooms, but essentially engage in collaborative dialogues and mutually
dependent activities (Waldron & McLeskey, 2010). Essentially these two things aid in
supporting the collaborative culture that empowers the teachers to share responsibility for
decision making (Waldron & McLeskey, 2010). This directly results in teachers working
through the complex network of relationships and interactions among the staff to support
effective decisions to include all students (Waldron & McLeskey, 2010). These decisions are
heavily influential and can be followed school wide by all teachers (Waldron & McLeskey,
2010). These leadership decisions can include beneficial practices such as strategies to
include children with ASD using hands on group activities school-wide (Waldron &
McLeskey, 2010). All this essentially aids in supporting the collaborative culture and
promoting inclusion also.
References:
20(1), 58-74, doi: 10.1080/10474410903535364
Cheryl Wong
Feb 28, 2021
The three key elements emphasized in the article by Waldon and
McLeskey (2010) are:
Teachers, educational assistants, and principals have to work together to create a suitable
learning environment for students with ASD and integrating them into various class
activities. It allows there to be discussions about what is/isn't working, what changes need to
be implemented and ways to better accommodate the needs of students with ASD.
Moreover, members are able bring in their own experiences and expertise working with
students with ASD about what strategies may work into these discussions, which allows for
more alternative strategies for creating an inclusive education classroom for students with
ASD.
2. Use of high-quality professional development to improve teacher practices
Having high-quality professional development allows teachers to have relevant and effective
strategies to create a suitable learning environment for students with ASD. It ensures
teachers are receiving the appropriate information for ensuring they are creating a suitable
learning environment for all students in their classroom and providing the necessary support
for students with ASD to be integrated into the general education classrooms.
3. Strong leadership or improvement activities by the principal and other school
leaders
Principals and other school leaders play a significant role in whether or not the goals of the
school are being met. When the leadership team has a goal on improving the learning
environments of students with ASD or other learning disabilities, it provides teachers and
EAs with appropriate training and resources, as well as be up-to-date with effective
strategies to ensure these students are able to participate and be included in general
education classrooms. Moreover, when any issues arise, strong leadership teams are able
to quickly address them and make appropriate changes to ensure the classrooms are
suitable for all students.
Charlotte Lam
Feb 28, 2021
Date: February 28, 2021 Associated
Readings/Content: Waldon & McLeskey (2010)
1) Development of a collaborative culture
When developing a collaborative school culture, it is important for discussions to be centred
on an informed explanation of what inclusion is and what is expected of teachers in inclusive
classrooms. As the school works together with a team of professionals, such as behavioural
interventionists and therapists to build a collaborative culture, teachers and educators will
feel empowered to make the necessary changes to improve their classrooms. The teachers
will be supported with extensive professional development so that they can be well-informed
about how to best support their students who need specialized guidance. A collaborative
culture should be based on inclusion, trust, and cooperation, so decisions should be made
collaboratively and different perspectives should be heard.
This element is related to the goal of including students with ASD in general classrooms
because the entire team is working towards integration and social inclusion. With the
expertise of all the different professions (eg. teacher, consultant, counsellor), students with
ASD will be supported in the classroom and have the necessary resources to succeed.
Every individual who works with the student needs to be aware of their needs and how they
learn best.
2) The use of high-quality professional development to improve teacher practices
Traditional forms of professional development view teachers as passive recipients of
research-based classroom practices, but implementation may not be realized without
attention to contextual factors or follow-up support. On the other hand, collaborative forms of
professional development are designed with a constructivist approach and teachers will play
an active role in all aspects of professional development. These collaborative forms of
development are coherent and focused, addresses instructional practices and content
knowledge that improve student outcomes, and provides extensive follow-up and coaching
in teachers’ classrooms.
because teachers will undeniably need professional development to improve their
knowledge and to expand their skillset to accommodate different types of learners. Different
students will have varying needs, therefore it is important for educators to constantly receive
coaching or training.
3) Strong leadership for school improvement activities by the principal and other
school leaders.
Traditionally, the powers are placed on the principal. However, schools with collaborative
cultures require a different type of leadership and decision-making style than traditional
schools, so leadership is delegated to multiple individuals, including the principal, teachers,
school psychologists, and counselors. This is because no single individual has the broad
range of knowledge or skills regarding general and special education to provide leadership
for every aspect of school change The success of a collaborative school culture is
dependent on the willingness for individuals to share leadership responsibilities with others
and by empowering each other to share in decision making regarding important issues. This
collaboration and shared leadership leads to increased teacher trust and increased student
achievement.
because the entire team is working with the same goal in mind - for social inclusion and
belonging. The result of this collaboration and shared leadership is for the benefit and
improvement of the classroom.
References
High quality professional development, on the other hand, has been shown to effectively
change teaching practice and student outcomes as teachers are active-recipients of
information (Waldron & McLeskey, 2010). With the roles teachers play in fostering an
inclusive environment, incorporating high-quality professional development is essential in
ensuring that teachers have the necessary training to meet the needs of all students,
including students with disabilities (Waldron & McLeskey, 2010). In relation to students with
ASD, high quality professional development will provide the opportunity for teachers to learn
additional techniques to support students with ASD, thereby enhancing their ability to foster
an inclusive environment.
Leadership to Support a Collaborative Environment:
As noted by Waldron & McLeskey (2010), under a collaborative environment, decisions are
not made solely by the principal, but rather through the collaboration of many individuals.
Termed “distributed leadership”, through the sharing of leadership responsibilities, principals
can empower teachers and staff in the decision-making process (Waldron & McLeskey,
2010). This too relates to inclusivity among students with ASD. By incorporating teachers
and staff members, each can provide inputs based upon their specialities, leading to a well-
versed, informed decision (Waldron & McLeskey, 2010).
References:
University of British Columbia. (2021). Education of students with autism. EPSE 449, 63D
58-74. doi:10.1080/10474410903535364
Inca Chan (She/Her/Hers)

Feb 28, 2021
The three key elements of CSR that were
emphasized in the Waldron and McLeskey article were
“the development of a collaborative culture, the use of high-quality professional development
to improve teacher practices, and strong leadership for school improvement activities by the
principal and other school leaders”. I think these elements are related to the goal of including
students with ASD in general education classrooms through the education and development
of the educational staff and school leaders.
In order for any kind of reform to occur, I think that the environment in which the reform will
be taking place needs to be developed such that it either will be ready, or is ready to accept
the goal/ purpose/ result of the reform. By cultivating a collaborative school culture, it creates
an environment that will complement the efforts of the inclusive education provided by the
teachers. Without an environment that will be able to readily accept what is being
encouraged and taught by teachers through inclusive education models, it would be difficult
for the effects of inclusive education to extend beyond the immediate classroom. In order for
a comprehensive school reform to be successful and effective, it needs to be an ongoing
discussion where expectations are outlined and there is a clear goal for everybody to work
towards.
In order for teachers and other school staff to be able to teach students using inclusive
education, they must also be well equipped to deliver inclusive education in their
classrooms. Although this step has turned out to be more challenging than expected due to
the traditional forms of professional development activities being used, which, according to
the article, are largely ineffective, it is important to recognize that if teachers and other
school staff are expected to deliver high-quality education, they will first require high-quality
development on how to deliver that type of education. Teachers cannot be expected to
provide effective, inclusive education when the development programs for the teachers are
still being delivered using traditional forms of education. According to the article, even
though collaborative forms of professional development are much more time consuming and
expensive than traditional forms, they are much more effective when it comes to changing
teacher practices, improving student outcomes as well as significantly raising the levels of
implementation of inclusive education.
As for strong leadership for school improvement activities by the principal and other school
leaders as a key element for comprehensive school reform, it is important that the principal,
who has many critical roles, works together with other school personnel and school leaders
such that a collaborative culture is in place amongst the leadership of the school. With
collaborative culture, as stated as a quote in the article, decisions are made through the
collaboration and discussion between many individuals who are involved in activities that are
mutually dependent, rather than by a single individual. This helps empower school
personnel to share the decision-making responsibility. It has been found that this
collaborative approach to leadership is key to school reform efforts that address the
development of effective inclusivity in schools.
Christy Exilus
Feb 28, 2021
What are the three key elements of CSR that were emphasized
in the Waldon and McLeskey article? How do you think these
elements are related to the goal of including students with ASD in general education
classrooms?
In the article by Waldron & McLeskey (2010) the development of a collaborative culture, the
use of high-quality professional development to improve teacher practices, and strong
leadership for school improvement activities by the principal and school leaders are the
three key elements of CSR.
The development of a collaborative culture
Developing a sense of "synergy" between the individuals that are aiding in developing an
inclusion is crucial to the development of the students. There needs to be a change in the
school spirit. There must also be a change in values, beliefs, norms and preferred behavior
(Waldron & McLeskey, 2010, p.59). By re-evaluating all of these aspects there tends to
result in new forms of interaction and professionalism. This will then lead to a collaborative
culture in which there is trust among colleagues, educators will be professional satisfied and
this will be better for the students in the end (Waldron & McLeskey, 2010, p.59).
The use of high-quality professional development to improve teacher practices
As stated by the Waldron & McLeskey text (2010) "High-quality professional development is
of critical importance in ensuring that teachers and other school professionals have the
necessary skills to implement and sustain new practices that are needed to support inclusive
programs (p.62)".
Strong leadership for school improvement activities by the principal and school
leaders
The decisions are not to be made by one individual. Everyone must be involved in making
the school a place that is inclusive of all. The key aspect of this element is ensuring that
leadership is distributed amongst the other educators. The principle must be willing to
empower the other educators and ensure that what's best is being done for the school thus
principals must also be willing to share leadership responsibilities (Waldron & McLeskey,
2010, p.66).
In my opinion, these three elements are really key to the inclusion of students with ASD in
general education classrooms. They will be able to be in an environment in which their
needs are taken into consideration before and not after. They will be supported throughout
their education.
Waldron, N., & McLeskey, J. (2010) Establishing a Collaborative School Culture Through
Comprehensive School Reform. Journal of Educational and Psychological Consultation, 20,
58-74, DOI: 10.1080/10474410903535364
Cecilia Li
Feb 28, 2021
Lesson 7: Collaborative School Culture
Establishing a Collaborative School Culture Through Comprehensive School
Reform -Waldron & McLeskey (2010)
Feb 28, 2021
According to Waldron & McLeskey (2010), the three key elements of CSR are the
development of a collaborative culture, the use of high-quality professional development to
improve teacher practices, and strong leadership for school improvement activities by the
principal and other school leaders.
Development of a Collaborative Culture and Comprehensive School Reform (CSR)
The goal of developing Comprehensive School Reform (CSR) is to improve teacher
practices that will result in greater outcomes for all students. Inclusion in general education
classrooms of all students, including students with disabilities, is heavily emphasized. This
element includes ongoing discussions about the importance of developing an effective and
inclusive school, so everyone is informed of what will be expected of teachers in inclusive
classrooms. A CSR team is formed by the principal and other professional leaders in the
school. The team will examine available data on student achievement and focus on students
whose academic achievement is below desirable levels, which includes students with ASD.
Use of High-Quality Professional Development

High-quality professional development is crucial to developing CSR. Traditional forms of
professional development activities are found to be ineffective as it only views the teacher as
a passive recipient who receives knowledge provided by researchers and makes little to no
change in the implementation of the practice. However, collaborative forms of professional
development are more effective in changing teacher practices and improving student
outcomes. In CSR, the teacher becomes an active participant in the process that explores,
questions, and communicates about practices in order to integrate them. Collaborative
professional development is effective in improving student outcomes, supporting the
inclusivity of all students, and promotes flexibility, which are all beneficial for students with
ASD.
Strong Leadership for School Improvement Activities

The principal of the school plays a key role in developing a collaborative culture. However, it
is more effective when multiple leaders engage in collaborative dialogues. When leadership
is distributed in school, it helps to address the development of an effective and inclusive
school. The actions of the principal and other school leaders should model and support a
collaborative culture for it to develop successfully. For example, the principal might
demonstrate that he is working towards the goals of a collaborative culture by trying to
improve inclusivity and outcomes of students with disabilities in the general education
classrooms. The principal and teachers will work collaboratively to identify goals for
increasing inclusivity and student outcomes. The principal is modelling collaboration and is
also empowering teachers to contribute.
Reference
58-74. https://doi.org/ 10.1080/10474410903535364
Carmen Ou
1. Re-culturing schools to develop a collaborative culture
Feb 28, 2021 (comprehensive school reform)
This element focuses on the discussion and importance of CSR for the learning outcomes of
all students, including those with learning disabilities. This is the foundation of creating and
including students with ASD in general education classrooms because educators will
acquire and understand what it means to be inclusive in a school community. Actions
needed to include them in a general education classroom will be addressed and
implemented such that both students and staff will feel supported and confident. I think this
encourages teachers to be more aware of their classroom practices and pushes them to be
more creative to come up with ways to be more inclusive in their classroom, for students of
all nature, ASD or not.
2. Delivery of high-quality professional development
This addresses the support educators need in order to put their ideas to use in the
classroom. Teachers are more likely to change their teaching practices in ways that benefit
student outcomes within a collaborative school culture. It is important that alternative forms
of professional development be given so teachers will develop new skills to effectively
support students with ASD. Additionally, teachers need to be willing to work with others to
maintain a collaborative environment. This is highly necessary for students with ASD as
they're not just working with one individual, but rather a team of professionals to ensure the
best outcomes for their learning and behaviour. Communication and support among this
team is essential. Teachers and educators are further supported by administrative staff, like
the principal. If the administrative staff does not understand the importance of creating a
collaborative and inclusive environment, it will be very difficult for teachers to sustain new
strategies in his or her classroom to support students. This would lead to less motivation and
the resources needed to include and keep students with ASD in a general education
classroom.
3. Strong leadership within schools
In a collaborate environment, everyone puts their minds together to come up with the best
solution and practices for a classroom setting. By sharing leadership responsibilities, this
empowers individuals to understand and do their part in improving the school. The principal
is especially important for changes to occur, by managing the coherence and addressing the
school's capacity to support student learning. Overall, without sustainable collaborative
partnerships within a school community, it will be very difficult to provide struggling students
the support needed to help them reach their true potential.
Rebecca Kim
Feb 28, 2021
The three key elements of CSR that are emphasized by Waldon
and McLeskey in their article include are development of
collaborative culture, high quality professional development, and having strong leadership.
All three factors are equally important in terms of achieving the goal of including students
with ASD in general education classrooms.

It is important to form a team including teachers, the principal, and other specialists to
discuss how they should achieve inclusion of students with ASD in classrooms. It is
important that they start from focusing on a clear explanation of what inclusion is and what
they should be expected from teachers in inclusive classrooms. Discussions should take
place to convey to teachers that they are empowered to make the necessary changes to
improve their school and classrooms. The team altogether should focus on behavioral
issues that exist in the school and make determination that those issues should be
addressed as part of CSR. Having multiple perspectives took into consideration would lead
to successful inclusion, since they work together to make better learning environments.
2. high-quality professional development to improve teacher practices

While the traditional constructivist approach considered classrooms teachers as passive
participants of the framework, high-quality professional development framework observes
teachers as active participants of the process. Also while the traditional approach focused
on developing a framework that were based on outside research which did not consider
actual classroom and school conditions, the framework proposed and highlighted in the
article puts an emphasis on promoting peer-to-peer support, reflection, and collaboration.
This model also emphasizes on teacher training so that teachers could make modifications
to the given framework according to the individual needs of students to better promote
inclusive learning
leaders.
It is important that the leader of the school, or the inclusion model, has full understanding of
the need and important of the model to make the application successful. Although there
should be a collaborative culture among the team formed, there should be strong leadership.
In most cases, the principal takes the role of the leader. The principal should support the
model, support collaboration of participants while working, and at the same time be open to
any suggestions or changes that others make to make the model better work, to let it work in
its full potential. The principal should have knowledge on the situation that the student with
ASD. The responsibility should not solely be on the principal and should be shared among
the team members.

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This is a graded discussion: 5 points possible

Lesson 7: Collaborative school cultureThe article by Waldron & McLeskey (2010)

described a number of elements that are

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1. Development of a collaborative culture:

2. Use of high-quality professional development to improve teacher practices:

Christine Hsin (She/Her/Hers)

Date: February 26, 2021 Associated Readings/Content: Waldon & McLeskey

Developing a collaborative culture

Firstly, it is especially important to develop a collaborative culture because we need to make

2) High quality professional development:

Michellene Habre (She/Her/Hers)

Inca Chan (She/Her/Hers)

Use of High-Quality Professional Development

Strong Leadership for School Improvement Activities

1. Development of a collaborative culture

2. high-quality professional development to improve teacher practices

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