Inclusive School Leadership: A Tool for Self-Reflection on Policy and Practice
The Supporting Inclusive School Leadership (SISL) project investigates how to develop and promote inclusive school-level leadership through national and local-level policy frameworks and support mechanisms.
This self-reflection tool builds on two issues from the SISL policy framework: aspirational standards for inclusive school leadership and the supportive policy framework. It enables reflection and exchange among the different stakeholders to identify gaps that need to be addressed.
This self-reflection tool builds on two issues from the SISL policy framework: aspirational standards for inclusive school leadership and the supportive policy framework. It enables reflection and exchange among the different stakeholders to identify gaps that need to be addressed.
The SISL Self-Reflection Tool aims to stimulate professional dialogue and collaborative policy development within and across schools and at different policy levels. It is intended for:
- school leaders and leadership teams seeking guidance in adopting and developing inclusive leadership practices;
- policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.
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Year:
Organisation:
European Agency for Special Needs and Inclusive Education
Keywords:
continuing professional development, professional development, professional learning, inclusive school leadership, mainstream school, inclusion in education
Marginalized & Vulnerable group:
Socially & Economically excluded groups, Persons with disability
Topic:
System wide approach, Inclusive Pedagogy & Practices, Educational Staff Professional Development
Level of Education:
Early Childhood Education, Primary & Secondary
Type of Resources:
Guidelines and Tools, Research & Policy Papers
Country/Region:
Europe & North America
Language of Publication:
English