Inclusive school leaders – their role in raising the achievement of all learners

Edda Óskarsdóttir, Verity Donnelly, Marcella Turner-Cmuchal, Lani Florian

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose
This article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.

Design/methodology/approach
This paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.

Findings
Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.

Findings
Agency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.
Original languageEnglish
JournalJournal of Educational Administration
Early online date28 Apr 2020
DOIs
Publication statusE-pub ahead of print - 28 Apr 2020

Keywords

  • inclusive education
  • inclusive school leadership
  • transformational leadership
  • instructional leadership
  • distributed leadership
  • core functions of school teachers

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