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Leading & Managing An Inclusive School

School principals play a key role in developing and sustaining effective inclusive schools through four core leadership practices: 1) Building a shared vision and philosophy of inclusion, 2) Understanding teachers' needs and providing professional development, 3) Redesigning the school environment, resources, and roles to support inclusion, and 4) Monitoring teaching quality and student outcomes. Effective principals advocate for diverse learners, support teachers, and ensure resources are aligned to student needs to facilitate high-quality instruction for all.

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EDWIN MASICAT
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225 views35 pages

Leading & Managing An Inclusive School

School principals play a key role in developing and sustaining effective inclusive schools through four core leadership practices: 1) Building a shared vision and philosophy of inclusion, 2) Understanding teachers' needs and providing professional development, 3) Redesigning the school environment, resources, and roles to support inclusion, and 4) Monitoring teaching quality and student outcomes. Effective principals advocate for diverse learners, support teachers, and ensure resources are aligned to student needs to facilitate high-quality instruction for all.

Uploaded by

EDWIN MASICAT
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPSX, PDF, TXT or read online on Scribd
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LEADING

AND MANAGING
AN INCLUSIVE SCHOOL
At the end of the presentation, school heads will
be able to:

• Articulate their roles in developing and


sustaining effective inclusive schools;
• Determine what they need to equip
themselves for managing inclusive schools;
• Identify the needs of their teachers to provide
high-quality teaching and learning for all
learners; and
• Determine what they need to do to facilitate
their teachers’ professional development
References

Billingsley, B. & McLeskey, J. (____). What are the


roles of principals in inclusive schools? In Handbook
of Inclusive Education, pp.67-79.

Powerful Learning Practice (Aug. 28, 2015). Ten


things teachers want in professional development.
Retrieved from
https://plpnetwork.com/2015/08/28/10-teachers-
professional-development/
UNIQUE & INFLUENTIAL POSITION
OF SCHOOL HEADS
• Setting a positive tone for inclusion
• Advocating for diverse learners in their
schools
• Taking action to ensure all students have
high-quality learning opportunities
Four Core Leadership Practices
(Leithwood, Harris & Hopkins, 2008, cited in
Billingsley & McLeskey, ____)

1. Building vision and setting directions


2. Understanding and developing people
3. Redesigning the organization
4. Managing the teaching and learning
programme
BUILDING VISION
AND
SETTING DIRECTIONS
Setting the agenda
• Building a shared inclusive philosophy and
vision
• Fostering the acceptance of group goals
• Demonstrating high performance
expectations
Fostering inclusive values
Promoting inclusion as the philosophy
of the school
• Fostering an understanding of inclusion
• Working with the school staff and
stakeholders in creating an inclusive vision and
mission for the school
• Creating an inclusive culture in the school
Addressing resistance to inclusion

• Providing multiple opportunities for


discussion
• Encouraging questions
• Discussing concerns
UNDERSTANDING
AND DEVELOPING
PEOPLE
Goals
• Determining professional development needs
• Building knowledge and skills
• Building the dispositions to persist in applying
the knowledge and skills
Establishing good relationships with
teachers and staff
• Being optimistic, sharing decisions
• Remaining flexible, open-minded and ready to
learn from others
• Listening to concerns and ideas
• Treating teachers and staff fairly
Providing teachers and staff
learning experiences in the initial stage of
inclusive reform
TOPICS
• Rationale for inclusion
• Inclusive values
• Planning for inclusion
• Effective teaching practices in inclusive education
• Differentiated instruction
• Peer tutoring
• Collaboration
• Co-teaching
• Visits to inclusive schools
Providing professional development
beyond the initial phase of inclusive reform
• Continued opportunities to learn and refine
their practices
• Regular meetings to discuss and solve
problems
• Interaction between SPED and GenEd
teachers
 Share information about students, their goals
and needs
 Make subject area modifications
Planning for the continuation of inclusive
schools
• Supporting new teachers and staff through
professional development
• Providing encouragement and recognition for
inclusive change
Philippine Professional Standards for Teachers: Domain 3
REDESIGNING THE
ORGANIZATION
Establishing conditions that make the
most of teachers’ motivations,
commitments and capacities
• Building collaborative cultures
• Restructuring and reculturing the school
• Building productive relationships with SPED
teachers and service providers, parents and
the community
• Modifying school buildings, facilities and
grounds to make it more accessible
Establishing conditions (cont.)

• Working with teachers to ensure that LSEN


are placed in accessible classrooms with
specific teachers and friends
• Securing funds for paraeducators and
programs
• Purchasing and/or developing teaching
resources
• Establishing discipline policies with
accommodations for addressing the needs of
LSEN
Involving teacher leaders in planning and
designing programs

• Forming teacher teams that draft staff


rearrangement and rethink student placement
to enhance inclusion and belonging
• Encouraging teacher leadership and involving
them in decision making
• Encouraging action researches to improve
curriculum and instruction; strategies towards
high-quality instruction and learning
• Co-teaching and collaborating
Redefining teacher roles
• Changing relationships among GenEd and
SPED teachers
 Grade level teachers
 Resource teachers to all students
 Co-teachers in inclusive classrooms
• Providing support and encouragement to one
another as a community
• Creating conditions necessary for teachers
and students to be successful
MANAGING TEACHING
AND LEARNING
Creating productive working conditions
for teachers
• Providing teaching support
• Monitoring school activity
• Being personally involved in planning,
coordinating, and evaluating teachers and
teaching
• Obtaining and allocating resources that are
aligned to the teaching-learning activities
Monitoring the effects of inclusive programs
on student achievement and non-academic
progress

• Using mandated tests to determine whether


student performance remained stable, or was
maintained or improved
• Periodic monitoring learner progress
• Using needs assessments to identify issues
relate to implementation of inclusion
Monitoring the effects (cont.)

• Providing program quality indicators to


evaluate inclusive culture, policies and
practices
• Periodic monitoring of student growth
• Meetings with teachers and staff to discuss
school progress
• Meeting with parents to review student
progress
• Listening to the voice of all learners
Leading in providing the resources
teachers need to successfully deliver
high-quality instruction
• Developing a school-based data system to
monitor student needs
• Re-organizing the school day to ensure that
resources are used effectively and efficiently
• Ensuring that resources are well aligned with
identified student needs
SUMMARY
Principals play a key and active role
in developing and sustaining
effective inclusive schools.

Strong, well-informed leadership develops and


sustains an effective inclusive school.
4 Core Roles of Effective Principals of
Inclusive Schools
1. Building vision and setting directions for
inclusion

2. Understanding and developing teachers and


staff

3. Redesigning the school

4. Managing the teaching and learning program


IMPLICATIONS

Professional development for principals


of inclusive schools
Maraming salamat!

Thank you very much!

Daghan salamat!

Agyamanak kada kayo amin!

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