Date
18 September 2019

Support the development of inclusive practices that meet the needs of all students

Suggestion for implementing the strategy ‘Reviewing your planning, monitoring, and reporting obligations’

Establish shared expectations

Establish shared expectations

Leaders talk about how they have supported the development of inclusive practices in their schools.

Video hosted on Youtube http://youtu.be/jM653D52tQs

Use a framework to guide practice

Use a framework to guide practice

UDL is a framework that supports the design of inclusive and flexible environments where barriers to learning are removed at the outset.

 

Understand the principal's role

Understand the principal's role

The principal is responsible for developing, maintaining, and reporting on an effective professional development and appraisal programme for all staff and for reporting this process back to the board of trustees.

  • What educational outcomes are valued for our learners and how are our learners doing in relation to those outcomes (particularly our priority learner groups)?

  • How can I as a professional leader improve my knowledge and skills to improve outcomes for learners?

  • Engagement in further learning or development to refine my professional knowledge and skills.

  • Engagement of learners and/or teachers in new learning experiences.

  • What has been the impact of changed actions on our learners (particularly our priority groups)?

Source: Timperley, H. (2008). Teacher professional learning and development. In The educational practices series 18. Ed. Jere Brophy. International Academy of Education and International Bureau of Education: Brussels (page 26) (opens in a new tab/window)

Value and develop staff capacity

Value and develop staff capacity

Build staff capacity and confidence in inclusive practices.

The principal and leadership team will create opportunities for staff to identify:

  • areas where students will need support based on ongoing data collection
  • immediate professional learning needs related to individual students, or teacher inquiry
  • areas of personal experience and knowledge that they are happy to share with colleagues
  • preferred learning pathways, for example, workshops, large meetings, one-to-one conversation, coaching and mentoring.

Next steps

More suggestions for implementing the strategy “Review planning, monitoring, and reporting obligations”:

Return to the guide “The role of the board of trustees”

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