;
Lorem Ipsum Dolor Spring 2016
5
Implementation
Though creating a sense of urgency was the first step, I needed to
recognize that various groups were motivated by different factors (e.g.,
campus teams compared to district administration). Recognizing the order in
which groups needed to hear the vision and the plan was equally important. I
decided to start by first communicating the plan for students with
deafblindness with the Region 4 RDSPD Management Board.
Every RDSPD has a management board that governs the actions of the
program. The power of knowing the why was extremely important in order to
convey why 22 students deserved a completely new approach in how they
were being served educationally. After reviewing current national and state
agendas, the current landscape of instructional programming for students
with deafblindness within the member district, and the scope of my plan, the
management board voted and approved the proposal.
The work then began on crafting the job description for an itinerant
teacher of students with deafblindness. What made this interesting was that
the state of Texas did not have state certification for a teacher of students
with deafblindness. (At the time of this writing, July 2016, this is still true.) In
essence, both the district and the program not only had to accommodate
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