Judgement & Problem Analysis

When SMEC opened the level IV program in 2019, staff were faced with a new concern.  It was not academic skill deficits preventing these students from successful transition to level III or general education settings.  Staff needed a way of quantifying and qualifying the specific learning/ skill requirements to assess student present levels and measure student progress.  Following consultation with SMEC's mental health department lead, I developed SMEC's Behavior Programs Rubric.  This document provides observable, measurable skill standards to assess present levels and measure progress.  In addition, it provides guidance regarding staff responsibilities, key learning priorities, and measurements of success.

The Success Commitment to Students regarding consistency is qualified further for staff as adaptable and flexible consistency.  "Consistency DOES NOT mean; the same consequences every time, the same consequences for every student, the same path/plan for each student."  Each decision a leader makes requires flexibility - must take into account the people, the circumstances, the priorities, and foresight to consider the consequences for all involved. An effective leader doesn't make policy that doesn't allow for exception.

"It is the nature of our programs that decisions need to be made on-the-fly and in-the-moment.  As a team, and as your department lead, we collectively support our colleagues in these instances until such a time as we can consult collectively and collaborate.  These collaborations are never done in front of students and never when the adults themselves are not regulated."  Effective leadership is shared and supportive.