- Distributed, sustainable leadership is encouraged
- Staff hiring reflects the diversity (cultural, ability, gender, etc.) within the school and broader community
- Staff members share a common vision of curriculum, behaviour, and the developmental nature of education (e.g., Understanding by Design), including essential understandings that are demonstrated through visible learning
- Professional development is ongoing, relevant and timely
- School events and operations are considered through the lens of diversity
- All school community members participate in planning for and implementing inclusive education programming
Strong, effective, visionary leadership enhances inclusive schools. An effective leader promotes inclusion at all levels and with all members of the school community. Proactive school management and leadership requires school leaders and educators to assume responsibility for ensuring inclusive values and practices are well understood and applied on a daily basis.
The administrator is critically responsible for ensuring a focus on the vision, values and practices of inclusion. Support is provided for the development of a Profile of Inclusive Culture and its interpretation. This requires a comprehensive understanding of inclusion and the legislated. The administrator ensures school staff focuses on the school mission. The administrators provide opportunities and resources to collaboratively and proactively plan for emerging trends in the community. Staff hiring takes into account the diversity within the school community. Distributed leadership within the school community ensures timely and effective implementation of plans. Strong, effective leadership skill development is purposefully encouraged and cultivated.
Members of the school community feel safe taking risks with new ideas as well as questioning and challenging the status quo. They accept change as a necessary part of making improvements. There are many opportunities for members of the school community to brainstorm innovative ways of creating and supporting inclusive school cultures.
Early in planning processes, success is defined and described so that it will be recognized when it occurs. Community members recognize and value many different indicators of success. Important milestones are tracked throughout the change and growth process. The school community members honour individual, group and community successes.
3.4 Professional Learning
The key activity for building capacity within school staff is the provision of planned and purposeful professional growth opportunities. Staff participates in professional learning opportunities to create and sustain inclusive school cultures, based on the most current research.