Roles and responsibilities of inclusive school leaders within the ecosystem of inclusive education systems

European Agency for Special Needs and Inclusive Education
European Agency for Special Needs and Inclusive EducationEuropean Agency for Special Needs and Inclusive Education
SUPPORTING INCLUSIVE SCHOOL LEADERSHIP
ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS
WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS
This infographic was developed as part of the Supporting Inclusive School Leadership
(SISL) project. Adapted from the Agency’s ecosystem model of inclusive education
systems, it focuses on the four ecosystem levels and represents the elements of the
model that are relevant for school leadership.
Within the SISL project, the model is used to consider the roles and responsibilities of
school leaders that lie at the interface between education policies and their
implementation in schools. It highlights the potential for school leaders to extend their
sphere of influence well beyond their own school and to play a key role in supporting
wider system transformation.
For more information, see the SISL project synthesis report.
Individual
level
School
level
Community
level
National/
Regional level
EUROPEAN AGENCY
for Special Needs and Inclusive Education
Page 1 www.european-agency.org/projects/SISL
Co-funded by the
of the European Union
Erasmus+ Programme
ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS
WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS
Individual level
• Influence learner-centred practice/
listening to learners, personalisation
(centre)
• Ensure that teachers take
responsibility for all learners
• Support innovative and flexible
evidence-based pedagogy/practice
in classrooms
• Monitor classroom practice assuring
high-quality education for all
• Develop a culture of collaboration –
positive and trusting relationships
• Use data as a basis for teacher
reflection and on-going
improvement
School level
• Guide and influence school
organisation and resources
according to principles of equity
• Engage the learning community in
self-review and reflect on data to
inform on-going school
improvement
• Provide professional development
opportunities
• Ensure a continuum of support
for all stakeholders
• Commit to the ethic of everybody
• Ensure curriculum and assessment
are fit for purpose and meet the
needs of all learners
• Actively engage all families
Community level
• Build partnerships with support
agencies, other schools/institutions
at other system levels, and
businesses in the community
• Build school capacity for diversity
through research engagement and
collaborative professional
development activities, e.g. with
universities
• Manage human resources,
securing commitment to the
shared vision of inclusion
• Manage financial resources to
meet the needs of the whole
school community
National/
Regional level
• Influence the development of
national policy on equity and
inclusive education through
consultation and communication
• Translate and implement policies
in ways appropriate to their
school context and values and
manage school-level change
regarding curriculum and
assessment frameworks,
professional development,
funding and resource allocation,
and quality analysis and
accountability
Page 2
ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS
WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS
Individual level
• Influence learner-centred practice/listening to learners, personalisation (centre)
• Ensure that teachers take responsibility for all learners
• Support innovative and flexible evidence-based pedagogy/practice in classrooms
• Monitor classroom practice assuring high-quality education for all
• Develop a culture of collaboration – positive and trusting relationships
• Use data as a basis for teacher reflection and on-going improvement
School level Community level National/
Regional level
Page 3
ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS
WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS
Individual level Community level National/
Regional level
School level
• Guide and influence school organisation and resources according to principles of equity
• Engage the learning community in self-review and reflect on data to inform on-going school improvement
• Provide professional development opportunities
• Ensure a continuum of support for all stakeholders
• Commit to the ethic of everybody
• Ensure curriculum and assessment are fit for purpose and meet the needs of all learners
• Actively engage all families
Page 4
ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS
WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS
Individual level School level
Community level
• Build partnerships with support agencies, other schools/institutions at other system levels, and businesses
in the community
• Build school capacity for diversity through research engagement and collaborative professional
development activities, e.g. with universities
• Manage human resources, securing commitment to the shared vision of inclusion
• Manage financial resources to meet the needs of the whole school community
National/
Regional level
Page 5
ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS
WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS
Individual level School level Community level
National/Regional level
• Influence the development of national policy on equity and inclusive education through consultation and
communication
• Translate and implement policies in ways appropriate to their school context and values and manage
school-level change regarding curriculum and assessment frameworks, professional development,
funding and resource allocation, and quality analysis and accountability
Page 6
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Roles and responsibilities of inclusive school leaders within the ecosystem of inclusive education systems

  • 1. SUPPORTING INCLUSIVE SCHOOL LEADERSHIP ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS This infographic was developed as part of the Supporting Inclusive School Leadership (SISL) project. Adapted from the Agency’s ecosystem model of inclusive education systems, it focuses on the four ecosystem levels and represents the elements of the model that are relevant for school leadership. Within the SISL project, the model is used to consider the roles and responsibilities of school leaders that lie at the interface between education policies and their implementation in schools. It highlights the potential for school leaders to extend their sphere of influence well beyond their own school and to play a key role in supporting wider system transformation. For more information, see the SISL project synthesis report. Individual level School level Community level National/ Regional level EUROPEAN AGENCY for Special Needs and Inclusive Education Page 1 www.european-agency.org/projects/SISL Co-funded by the of the European Union Erasmus+ Programme
  • 2. ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS Individual level • Influence learner-centred practice/ listening to learners, personalisation (centre) • Ensure that teachers take responsibility for all learners • Support innovative and flexible evidence-based pedagogy/practice in classrooms • Monitor classroom practice assuring high-quality education for all • Develop a culture of collaboration – positive and trusting relationships • Use data as a basis for teacher reflection and on-going improvement School level • Guide and influence school organisation and resources according to principles of equity • Engage the learning community in self-review and reflect on data to inform on-going school improvement • Provide professional development opportunities • Ensure a continuum of support for all stakeholders • Commit to the ethic of everybody • Ensure curriculum and assessment are fit for purpose and meet the needs of all learners • Actively engage all families Community level • Build partnerships with support agencies, other schools/institutions at other system levels, and businesses in the community • Build school capacity for diversity through research engagement and collaborative professional development activities, e.g. with universities • Manage human resources, securing commitment to the shared vision of inclusion • Manage financial resources to meet the needs of the whole school community National/ Regional level • Influence the development of national policy on equity and inclusive education through consultation and communication • Translate and implement policies in ways appropriate to their school context and values and manage school-level change regarding curriculum and assessment frameworks, professional development, funding and resource allocation, and quality analysis and accountability Page 2
  • 3. ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS Individual level • Influence learner-centred practice/listening to learners, personalisation (centre) • Ensure that teachers take responsibility for all learners • Support innovative and flexible evidence-based pedagogy/practice in classrooms • Monitor classroom practice assuring high-quality education for all • Develop a culture of collaboration – positive and trusting relationships • Use data as a basis for teacher reflection and on-going improvement School level Community level National/ Regional level Page 3
  • 4. ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS Individual level Community level National/ Regional level School level • Guide and influence school organisation and resources according to principles of equity • Engage the learning community in self-review and reflect on data to inform on-going school improvement • Provide professional development opportunities • Ensure a continuum of support for all stakeholders • Commit to the ethic of everybody • Ensure curriculum and assessment are fit for purpose and meet the needs of all learners • Actively engage all families Page 4
  • 5. ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS Individual level School level Community level • Build partnerships with support agencies, other schools/institutions at other system levels, and businesses in the community • Build school capacity for diversity through research engagement and collaborative professional development activities, e.g. with universities • Manage human resources, securing commitment to the shared vision of inclusion • Manage financial resources to meet the needs of the whole school community National/ Regional level Page 5
  • 6. ROLES AND RESPONSIBILITIES OF INCLUSIVE SCHOOL LEADERS WITHIN THE ECOSYSTEM OF INCLUSIVE EDUCATION SYSTEMS Individual level School level Community level National/Regional level • Influence the development of national policy on equity and inclusive education through consultation and communication • Translate and implement policies in ways appropriate to their school context and values and manage school-level change regarding curriculum and assessment frameworks, professional development, funding and resource allocation, and quality analysis and accountability Page 6