Effects of Consultation on Professional Learning Communities

Abstract

advocacy into research and I am a better School Psychologist because of you. I also want to extend my thanks to Dr. Chad Rose, Dissertation Committee Member, for your trust and support through my doctoral experience. Thank you to my fellow graduate student and project right-hand woman, Lisa Aguilar. There is no way this project would have been executed as it was without your help and the time you dedicated. And thank you to my project observers and fellow graduate students, Crystal Taylor, Helen Young, Katie Eiben, and Karen Keltner. Last but not least, I want to thank my incredible support system outside of Mizzou. To my mother, you taught me to question everything and never stand for the mistreatment of others. You created a culture of advocacy in our home that has fueled my career and I have full intentions of following in your footsteps throughout the rest of my life. To my father, you have given me more gifts than you could ever know. You taught me how to work hard to earn respect and recognition. You have been my rock during this journey and I could not have accomplished this without you. To my brother, extended family, and friends, I am incredibly lucky to have so many people who have loved and supported me through my prolonged status as a professional student. You have provided guidance, respite, meals, and so many other things for which I am so grateful. Thank you to my Southbrook family for giving this NC girl a home and a family away from home. And a last thank you so my spotted spaniels. You provided the cuddles I needed after hard days, walks to clear my head, and necessary breaks to keep my sanity. iii

Implementation Support Skills: Findings From a Systematic Integrative Review

“…When ISPs are providing consultation/facilitation , five common components emerged across studies: (1) identifying the support needs of those involved in the consultation/facilitation efforts, for example, through formalized, periodic needs assessments (Duffy et al, 2012), structured interviews (Bice-Urbach & Kratochwill, 2016), or by explicitly inviting stakeholders to articulate their support needs in each session (Akin, 2016; Chilenski et al, 2016); (2) educating and professionally supporting these stakeholders, for example, through processes such as learning from others (Akin, 2016), role-plays (Barac et al, 2018), didactic teaching (Beidas et al, 2013; Chaffin et al, 2016), answering questions (Chilenski et al, 2016; Hurtubise et al, 2016; Kelly et al, 2000), or offering advice (Rosen et al, 2012); (3) monitoring the progress and/or performance of stakeholders, for example, by measuring fidelity (Bice-Urbach & Kratochwill, 2016; Caron & Dozier, 2019; Eiraldi et al, 2018; Murray et al, 2018), program outcomes (Funderburk et al, 2015; Olson et al, 2018), or progress toward other implementation or service goals (Chilenski et al, 2016; Holtrop et al, 2008; Preast & Burns, 2018); (4) identifying implementation barriers and problems faced as part of the change efforts, typically related to learning a new practice (Dusenbury et al, 2010; Eiraldi et al, 2018; Kauth et al, 2010; Nadeem, Gleacher, Pimentel, et al, 2013) and/or enabling its implementation within a particular local context (Rosella et al, 2018; Saldana & Chamberlain, 2012; Tierney et al, 2014); and (5) identifying potential solutions to these problems, including next steps to initiate these. This final step was at times characterized as “troubleshooting” (Chaffin et al, 2016; Hodge et al, 2017; Meropol et al, 2014) signaling a more urgent and ad hoc type of character that this strategy could take.…”

“…The use of audit and feedback involved multiple activities for the ISP, including sourcing relevant administrative or statistical data or self-collecting such data (Burns et al, 2008; Dickinson et al, 2014; Jacobson et al, 2019; Meropol et al, 2014), summarizing these data in relevant and operational ways (Calo et al, 2018; Chaple & Sacks, 2016; Chinman et al, 2018; Mold et al, 2008), presenting them for stakeholders (Holtrop et al, 2008; Jacobson et al, 2019), and promoting a discussion of findings enabling stakeholders to set priorities for improvements (McCullough et al, 2017; Preast & Burns, 2018). Multiple studies also included descriptions of ISPs tracking and assessing fidelity data to better understand whether interventions were implemented as intended by their developers (Brunette et al, 2008; Chinman et al, 2018; Eiraldi et al, 2018; Gunderson et al, 2018; Kirchner et al, 2014), highlighting that evaluative functions were included in implementation support.…”

Práticas de Avaliação Psicológica Escolar: Uma Revisão Sistemática da Literatura

“…No que diz respeito à categoria 1 (35% dos estudos), percepção de papéis e/ou competências de avaliação psicológica de profissionais de psicologia escolar e afins, os estudos evidenciaram uma grande variabilidade de práticas de avaliação psicológica escolar, entre as quais estudo de competências e papéis de psicólogos escolares na avaliação para o risco de suicídio (Erps et al, 2020), verificação de dados de raça e influência na tomada de decisões de psicólogos escolares (Sullivan et al, 2019), utilização do instrumento WISC-V no esclarecimento diagnóstico de casos de crianças com dupla excepcionalidade (superdotadas e com dificuldade de aprendizado) (Silverman & Gilman, 2020), e análise de erros mais comuns no uso da WISC-IV e de seus subtestes mais problemáticos (Oak et al, 2018) (Quadro 2). De entre as práticas referentes à categoria 1, destacaram-se, ainda, a identificação, via inquéritos (surveys), de perfis de utilizadores e de utilização de instrumentos por psicólogos (Benson et al, 2019a;Benson et al, 2019b;Cochrane et al, 2019;Johnson et al, 2019;Preast & Burns, 2019;Seabra-Santos et al, 2019, Maki, Burns & Sullivan, 2018Aiello et al, 2017 2017) (Quadro 2), a discussão de medidas de prevenção, avaliação de risco e estratégias de intervenção de psicólogos e conselheiros escolares ao abordar o cyberbullying (Elbedour et al, 2020) (Quadro 3), os papéis de psicólogos escolares para crianças pequenas (Albritton et al, 2019) (Quadro 3) e o uso de entrevistas telefônicas para identificar as forças, fraquezas e possibilidades de desenvolvimento da "aprendizagem baseada em problemas" (Problem-based Learning) (Dunsmuir et al, 2017) (Quadro 3). Na categoria 2, (15% dos estudos) avaliação de minorias e grupos culturalmente diversos, inclui-se a identificação de práticas mais comuns de psicólogos e conselheiros escolares na avaliação de estudantes culturalmente e linguisticamente diversos (CALD), ou com dificuldades acadêmicas (Velasco & Campbell, 2020) (Quadro 2).…”

Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

“…Hence, school improvement consultancy, generally being anchored on a conceptual level in the form of steering groups rather than concrete lesson improvement in Germany, becomes increasingly important for schools in socially marginalized contexts. However, findings from international researchers show that school improvement consulting appears to be especially beneficial if combined with school-wide strategies of working in professional learning communities that allow for a broad impact on holistic school improvement (Coburn and Russell, 2008;Preast and Burns, 2019;Stoll et al, 2006).…”