inclusive school leadership
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.
The policy framework aims to be applicable to all countries’ contexts. It is open-source, so users can adapt it to their respective contexts. Users may use the policy framework to:
- contribute to and offer a basis for developing new policies aimed at leadership practice;
- support the review and further development of existing policies and policy frameworks;
- spark self-reflection.
Three key questions guide the project activities:
Attention to the topic of school leadership has grown in recent years as research has shown the key role played by school leaders and their influence on learner outcomes. In the context of increasing school autonomy in many countries, this role’s profile and complexity have increased, as has recognition of the need for support. This document summarises recent international and European-level policy documents that are relevant to school leadership.
This literature review aims to examine the available international and European literature (post-2012 and key literature published earlier) in order to: identify key concepts underpinning policy and practice for inclusive school leadership; agree operational definitions of key terms and concepts to be used during the project.
The literature review, as well as a parallel policy review, also underpins the development of a conceptual framework for examining and exploring inclusive school leadership, and a review and ‘mapping’ of country policy that impacts on school leadership.