The elements of sustainability that were evident in Jenny and Kristi’s
settings were the inclusion of leadership at various levels, technical
assistance, and staff buy-in. Coffey and Horner (2012) expressed the importance
of giving leadership responsibilities to personnel at various levels. According
to the author, other professionals should be included in the ranks to be able
to continue the processes if the administration should change. Technical assistance support such as that
provided to Kristi’s teachers is another element that is highly recommended for
sustainability. Hargraves and Fullan (2012) expressed the importance of
building professional capital throughout the school. The staff “buy-in” evident
in Jenny’s setting by the determination shown as teachers worked long hours to
meet their professional goals. “Buy-in” is a critical element that is necessary
for implementing and sustaining change (Crocket, Billingsley & Boscardin
2012). These elements along with others outlined by Coffey will ensure
long-term existence of the school’s school-wide programs. For example, Kristi’s
district included leadership at various levels and ongoing trainings. Having
these features as part of the implementation and maintenance process ensured
that positive outcomes as evident in the reading, math and writing data.
Coffey, J.,
& Horner, R. (2012). The sustainability of schoolwide positive
behavior interventions and supports. Council for Exceptional Children, 78(4), 407-422.
Retrieved from http://libraryguides.waldenu.edu/educ8767
Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (Eds.).
(2012). Handbook of leadership and administration for special education. New York, NY: Taylor & Francis.
Fullan, M. (2010). All systems go: The change
imperative for whole system reform.
Thousand Oaks, Calif: Corwin.
Hargreaves, A.,
& Fullan, M. (2012). Professional capital: Transforming teaching in
every school. New York, NY: Teachers College Press.
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