Inclusive school contexts
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Presenting research findings from a project exploring inclusive school practices across 7 schools in Queensland Australia
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Inclusive school contexts
- 1. CRICOS QLD 00244B | NSW 02225M TEQSA: PRV12081 LEADERSHIP RESEARCH INTERNATIONAL Innovative Pathways to Inclusion: Turning Policy into Positive Student Outcomes Congress for School Effectiveness and Improvement Conference January 2019 Presented by members of the Leadership Research International (LRI) team University of Southern Queensland, Australia
- 4. LEADERSHIP RESEARCH INTERNATIONAL Data collection from: • Queensland State Education Schools (Australia) • Primary and Secondary schools • Principals, teacher leaders, Directors • Metropolitan to Rural and Remote contexts • 7 sites and over 40 participants Research Sites
- 6. LEADERSHIP RESEARCH INTERNATIONAL Refractive Phenomenological Data analysis (Abawi, 2012) was conducted using the following Filters and Phases: Filters: • Research Based Framework • Organizational Culture Phases: • Phase 1: Filter Themes • Phase 2: Emerging Themes • Phase 3: Research Questions Research Approach Phase 1 Themes related to Organizational Culture and RBF Phase 2 Emerging Themes Phase 3 Answering Research Questions
- 7. LEADERSHIP RESEARCH INTERNATIONAL Schein’s Organisational Culture Culture is the deeper level of basic assumptions and beliefs that are shared by members of an organization, that operate unconsciously and define in a basic 'taken for granted' fashion an organization's view of its self and its environment. (p. 6-7) Schein, E. H. (2010), Organizational Culture and Leadership Artifacts Values and Beliefs Norms and Assumptions
- 8. LEADERSHIP RESEARCH INTERNATIONAL The Research Based Framework for Organizational Alignment
- 9. LEADERSHIP RESEARCH INTERNATIONAL What are the leadership practices, at all levels, that contribute to a clear vision of inclusion and a shared pedagogical approach to student learning? Discussant
- 10. LEADERSHIP RESEARCH INTERNATIONAL Paper 1: LEADING How do school leaders effectively leverage strengths within the system and their own school contexts to ensure that individual student needs are met? Cecily Andersen Dr Cheryl Bauman Paper 1: LEADING How do school leaders effectively leverage strengths within the system and their own school contexts to ensure that individual student needs are met? Cecily Andersen Dr Cheryl Bauman LEADERSHIP RESEARCH INTERNATIONAL
- 11. LEADERSHIP RESEARCH INTERNATIONAL 1. Committing to a Social Justice Agenda 7. Distributing & Sustaining Leadership 4. Referencing a clear Vision for Inclusion 8. Modelling Overt Self- Reflection & Learning 9. Structuring Communication 2. Having Strength of Character 3. Cultivating a Moral Imperative 5. Sharing Language Expectations 10. Building Partnerships 6. Embracing Differing Viewpoints
- 12. LEADERSHIP RESEARCH INTERNATIONAL Paper 1: LEADING How do school leaders effectively leverage strengths within the system and their own school contexts to ensure that individual student needs are met? Cecily Andersen Dr Cheryl Bauman Paper 1: LEADING How do school leaders effectively leverage strengths within the system and their own school contexts to ensure that individual student needs are met? Cecily Andersen Dr Cheryl Bauman LEADERSHIP RESEARCH INTERNATIONAL
- 13. LEADERSHIP RESEARCH INTERNATIONAL Paper 2: Aligning What types of school-wide pedagogical approaches enable successful inclusion to translate into high achievement outcomes? Tania Leach “Students experience inclusive education when they can access and fully participate in learning, alongside similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.” Inclusion is embedded in all aspects of school life and is supported by culture, policies and every day practices” (Department of Education, p4 2018) Leadership
- 14. LEADERSHIP RESEARCH INTERNATIONAL “Look this is the culture of the school. So the number one for me would be that connection, the way we work together, that team approach” Reflective practice Formal reflective culture provides safety to build capability • Leadership supports and models reflective practice • Self reflection is central to personal growth • Collegial culture that is strength based. • Evidence based reflection 1. Cascade Coaching Model 2. Formal and Structured reflective conversations 3. Formal Mentoring
- 15. LEADERSHIP RESEARCH INTERNATIONAL “So once again it is years of being able to live your vision and culture…you get to a point where change is not about change but about continuous learning” Informed Leadership • Distributive Leadership Model • Instructional and relational Leadership Approaches • Collective accountability for all student learning
- 16. LEADERSHIP RESEARCH INTERNATIONAL Evidence based data practices “We are inclusive because we are allowing all students to shine. We feel that we are offering, targeted support for the needs of individual students….not just because of verification or behavior or social emotional needs" • Whole school processes are focused on developing clarity of student learning needs and successes. • Shared accountability for all students learning • Decisions are based on knowing each students learning story inside and outside the classroom
- 17. LEADERSHIP RESEARCH INTERNATIONAL Data Informed Decisions • Identify relevant data and reflect upon range of evidence collected • Translate Data to identify student’s next steps in learning • Select pedagogies • Identify short term data tools to ensure learning has occurred
- 18. LEADERSHIP RESEARCH INTERNATIONAL Evidence based pedagogy “That's what our lessons do, following the Anita Archer, explicit instruction format…very much modelling…it has got to be modelled… we are not going to assume ,especially in our context that these little ones know what it looks like.” • Schoolwide Pedagogical Framework underpinned by School Vision and beliefs • Assessment capable students • Learning cycles focused on achieving student learning goals
- 19. LEADERSHIP RESEARCH INTERNATIONAL Evidence based practices “So one of the process we are using is the five student questions. We go on a walk and talk which is the way of ensuring you've got consistency happening across your school. You do it as a clarity thing…” Impact on Learning • Whole School Process to look for the learning line of sight • Learning Walks and Talks • 5 Student Questions • Holistic Student Learning Data • Teacher reflection
- 20. LEADERSHIP RESEARCH INTERNATIONAL Paper 2: Aligning What types of school-wide pedagogical approaches enable successful inclusion to translate into high achievement outcomes? Tania Leach
- 21. LEADERSHIP RESEARCH INTERNATIONAL Paper 3: PRACTICE What does the effective translation of inclusion policy look like, sound like and feel like in daily classroom practice? Michelle Turner
- 22. LEADERSHIP RESEARCH INTERNATIONAL Daily work practices Inclusive pedagogies Open ended view Dynamic process Range of options Translation of inclusion policy to daily classroom practice 4: Getting it right from the start Transitions prioritised Home to school EC centre to primary school Primary school to high school Classroom to playground SE Hub to classroom Foster care to family
- 23. LEADERSHIP RESEARCH INTERNATIONAL Daily work practices Explicit teaching & modelling Role plays Modelling Feedback Scaffolding Student centred structures Accessible Independent Interesting There are pictures on cards throughout the classroom to aid a child’s independence, literacy and problem-solving skills. (T1 PS2) Translation of inclusion policy to daily classroom practice 4: Getting it right from the start
- 24. LEADERSHIP RESEARCH INTERNATIONAL Daily work practices Class Families Children Translation of inclusion policy to daily classroom practice 6: Open information & respectful communication Co-construction of knowledge TeacherParents Agencies Children Class Support staff
- 25. LEADERSHIP RESEARCH INTERNATIONAL Daily work practices Communication through shared language and understandings Whole school Leadership Staff Community Positive relationships Children Parents Translation of inclusion policy to daily classroom practice 6: Open information & respectful communication
- 26. LEADERSHIP RESEARCH INTERNATIONAL Paper 3: PRACTICE What does the effective translation of inclusion policy look like, sound like and feel like in daily classroom practice? Michelle Turner
- 27. LEADERSHIP RESEARCH INTERNATIONAL All groups and organizations need to know how they are doing against their goals and periodically need to check to determine whether they are performing in line with their mission. This process involves three areas in which the group needs to achieve consensus leading to cultural dimensions that later drop out of awareness and become basic assumptions. Consensus must be achieved on what to measure, how to measure it, and what to do when corrections are needed. The cultural elements that form around each of these issues often become the primary focus for what newcomers to the organization will be concerned about because such measurements inevitably become linked to how each employee is doing his or her job. (p. 97) ― Edgar H. Schein, 2010, Organizational Culture and Leadership How inclusive is your educational context?
- 28. LEADERSHIP RESEARCH INTERNATIONAL Principles underpinning Policy into Positive Student Outcomes Principle 1 Informed shared social justice leadership at multiple levels – learning from and with others Principle 2 Moral commitment to a vision of inclusion – explicit expectations regarding inclusion embedded in school wide practice Principle 3 Collective commitment to whatever it takes – ensuring that the vision of inclusion is not compromised Principle 4 Getting it right from the start – wrapping students, families and staff with the support needed to succeed Principle 5 Professional targeted student-centred learning – professional learning for teachers and support staff informed by data identified need Principle 6 Open information and respectful communication – leaders, staff, students, community effectively working together (https://www.intechopen.com/books/new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education/inclusive-schoolwide-pedagogical-principles- cultural-indicators-in-action)
- 30. LEADERSHIP RESEARCH INTERNATIONAL Strategic Foundations - ? Community Cohesiveness - ? Schoolwide Pedagogical Development and Deepening - ? Generative Resource Design - ? Holistic Professional Learning – ? How is HPL different from Professional Development? What are the leadership practices, at all levels, that contribute to a clear vision of inclusion and a shared pedagogical approach to student learning?
- 31. CRICOS QLD 00244B | NSW 02225M TEQSA: PRV12081 Leaders creatively harness and leverage the talent and potential of school staff, system staff, students and community in order to cater for individual need. The assumption that underpins school practices is that all students can succeed if the focus is on enabling learning – no matter what!
- 32. LEADERSHIP RESEARCH INTERNATIONAL References and Key Publications Abawi, L. (2012). Introducing refractive phenomenology. International Journal of Multiple Research Approaches, 6(2)141-149. Abawi, L. (2013). School meaning systems: The symbiotic nature of culture and 'language-in-use'. Improving Schools, 16(2), 89-106. Andrews, D., & Crowther, F. (2003). 3-dimensional pedagogy: The image of 21st century teacher professionalism. In F. Crowther (Ed.), Australian College of Educators Yearbook, 2003. Teachers as leaders in a knowledge society (pp. 95-111). Deakin West, Australia: Australian College of Educators. Bauman, C. (2014). An exploration of the interconnectedness between elementary teacher job satisfaction, school culture and student achievement: A study in two Canadian elementary schools. (Doctoral thesis), University of Southern Queensland, Toowoomba, Australia. Bauman, C. (2015). A refreshing perspective on teacher leadership: How teacher leaders effectively combine the use of autonomy and collaboration to enhance school improvement. Leading & Managing, 21(2), 46-59. Crowther, F., Andrews, D., & Conway, J. M. (2013). Schoolwide Pedagogy: Vibrant new meaning for teachers and principals. Lessons from a successful school system. Moorabbin, Victoria: Hawker Brownlow Education. Milne, A. A. (2016). The House at Pooh Corner, Chapter 6. London, UK: Egmont Books. ISBN10:1405281286 Schein EH. (2004). Organisational Culture and Leadership. 3rd ed. San Francisco, CA: Jossey-Bass •ISBN10 1405281286 •ISBN10 1405281286
- 33. CRICOS QLD 00244B | NSW 02225M TEQSA: PRV12081 LEADERSHIP RESEARCH INTERNATIONAL Contact details: LRI – marlene.barron@usq.edu.au Symposium – lindy-anne.abawi@usq.edu.au Thank You!
Editor's Notes
- (Lindy) Speak to each of the domains and explain that the RBF is also the basis of reflective exercise to answer the research question. (Click to next slide)
- (Lindy) Our research questions form the basis for this presentation and the discussant. Each paper will be presented to help answer the overall question. We would ask each of you to help answer this from your own perspective using the data and findings presented. An outline of the RBF is on the back of this handout and we ask that you jot down points that appear to fit within each of the Frameworks domains and then to discuss your insights at the end of the presentation. Thank you – I shall now hand over to Cecily and Cheryl.
- Department of Education Queensland’s policy statement: “Students experience inclusive education when they can access and fully participate in learning, alongside similar-aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs.” Inclusion is embedded in all aspects of school life and is supported by culture, policies and every day practices” Exploring the principals of collective commitments to whatever it takes and professional targeted student centered learning within sites that reflected the departments policy statement.…the following model emerged. Should I include this contextual information? It is also important to note that these schools have long term principals (over 10 years) who have lead the implementation of the following 2 regional wide improvement agendas within their schools: Development of schoolwide pedagogical framework based on Archer and Hughes Explicit Instruction methodology and Leading Learning Leadership processes utilising Lyn Sharratt ‘s 14 parameters.
- Lived experience quote 2: “So that’s the model... So we have a lot of reflective professional conversations. We model for our colleagues and we would look and say “Hey what would you change? What did I do well…and through that…this culture…where you can walk into any classroom developed. We are all open to working together and from that comes some really great outcomes.” Within a reflective culture: Professional development is holistic and embedded within daily practices rather than confined to a workshop Acknowledges that we are all life long learners What this looks like in practice: (reflective practice conversations picture) Coaching – focused on personal learning is explicitly defined Leadership team are coached by an external executive coach Teachers are coached by leadership team who are trained GROWTH coaches: Formal and structured reflective conversations Reflective buddies: time provided in staff meetings to reflect and refine practice: what strategies am I using to improve learning? What is working and why? What is not working and how can I change? Reflective Jigsaw: time provided in professional learning days to reflect and refine whole school priorities and frameworks: what does this look like in my practice and how can I improve? Common planning time: reflect upon learning journeys of students to inform next learning cycle Formal mentoring Staff induction processes: “ there is a formal system where we are taken under the wing for weeks at a time to unpack what we don’t know”
- Lived experience quote 2 Distributive leadership Leadership team consist of formal leadership roles and teacher leaders Leadership team are lead by a connected principal who walks with staff Instructional leadership approach The principal knows every student All leadership team members are visible in classrooms Leadership team models practices Collective accountability There is a common approach and language used by all the leadership team. Consistency and collaboration (behavior leader doesn’t mean just look at behavior) Principal ensures all stakeholders are accountable for their decisions
- Purposeful use of data model ensures learning experiences in the classroom reflect learning needs that are connected and reflected in whole school, year level and individual data sources. Prior to this teachers would make learning and teaching decisions in isolation. Through these process learning is cyclic rather than linear and explicitly continuous.
- Whole school data processes: Common processes to support teachers in making evidence and strength based decisions Leadership team collaborative data discussions Whole staff collaborative data discussions (data wall) Year level or learning need groups (case management meetings) Enactment of the whole school pedagogical framework ensures: Strategies are selected to address needs identified in the data Pedagogy is consistent, modelled and enhanced through pedagogical feedback There is a common language to talk about teaching and learning
- Schoolwide Pedagogical Framework based on authoritative Explicit Instruction Methodology Every cycle has co constructed learning intentions and success criteria Student use these to develop learning goals and reflect upon their learning Underpinned by the gradual release of responsibility teachers model new learning with think alouds Students metacognition is increased and utilized as evidence of learning Assessment capable students Learning Walls Individual Student Goals Student Feedback Teacher Feedback Clarity of learning intentions Pedagogical feedback
- Learning Line of sight through clear articulation of learning intent and next steps from teachers and students.