Leading for Inclusion Welcome Learning Overview Section A - - PowerPoint PPT Presentation

Leading for Inclusion Welcome

Learning Overview

Section A #1-Context for learning module #2-Know Thyself (Values and Beliefs) Section B #1-How has education changed/changing to respond to societal changes? #2-What is an ideal inclusive education system and which educational practices support inclusive environments? Section C #1-What is a continuum of supports and services and how do we implement? #2-What are the problems of practice/challenges and possible solutions to implementing Alberta’s Inclusive Education Policy and the Principles of Inclusion?

Outcomes

• Participants will develop a shared understanding of how beliefs and

values influence inclusive practice.

• Participants will develop a shared vision of an ideal inclusive education

system and articulate how education has adjusted to respond to societal changes

• Examine problems of practice and lead educational practices for

implementation of a continuum of supports and services.

Resources

https://padlet.com/adminCASS/inclusion

• A. Essential Understanding

Essential Understandings are ideas that:

• Are universal
• Have lasting value
• Will always be with us

• A. Essential Understanding

for Inclusive Education

“Being” and “Doing” inclusion becomes the lens through which we develop mindsets of respect, understanding and belonging, leading to a natural way of being.

This Photo by Unknown Author is licensed under CC BY-SA-NC

“Being” Inclusion “Doing” Inclusion

• A. Write down your thoughts

What are your first reactions to the Essential Understanding for Leading for Inclusion? Share

• A. Identity

Think about traits that describe or represent your thoughts on being a “good teacher”

• A. Know thyself as a leader...

• A. Being and Doing

• A. Know thyself as a leader...

DILTS Model of Logical Levels

Environment and Structure Identify Values and Beliefs Behaviour Capabilities Purpose

• Who: The roles we play - our identity as a leader
• Why: What we value and believe to be important
• How: The skills and competencies we have and

use

• What: The behaviour we display (real actions)

▫ Where, When, With Whom: The results we get

• A. Reflection Questions

Environment and Structure (Where, When, With Whom): What results am I achieving - are they the ones I want? What are you seeing, hearing, feeling? What structures are in place? Behaviours (What): How are my actions and reactions impacting the environment? What do I do to advance this work? What impact do these behaviours have on my team/work colleagues/parents, etc? Skills and Competencies (How): What skills am I using as a leader? What am I aware of that I am not doing as well as I would like? What challenges me in this role? Values and Beliefs (Why): What do I believe about or value in this work? What do you believe or value as a leader? Which beliefs are supporting and which might by hindering you in reaching your purpose? Identity (My Role/Who): Who am I in this work? How do I hope to contribute? How would I describe myself/my role as a leader in this work? What might get in the way of my success? Purpose: Never forget your purpose...individual and shared.

• A. Know thyself as a leader...

Reflect and write down your thoughts on Knowing Thyself. What is your value system? What do you believe? How will this inform your growth plan?

Reflection Tool: DILTS Logical Levels of Change

B.Historical Timeline of Schooling in Alberta

1850-1975 Indian Residential Schools (established ) 1860-80s Parochial schools established (fees) 1881 Public and separate schools (free) 1883-1905 School systems established constitution(taxes) 1977 Canadian Human Rights Act 1980’s Changing demographics (immigration /rural ) 1982 Francophone school system (established)

B.Timeline (cont’d)

1995 Charter schools (established) 2004 Standards for Special Education ( ministerial order) 2009 Setting the Direction 2010 Inspiring Education 2013 Inclusive education policy (established) 2015 UNDRIP/TRC Calls to Action (adopted in Alberta) 2016 LGBTQ2+ 2019 Professional Standards (legislated) TQS,LQS, SLQS

• B. The Evolution of Education
• 1. The government is responsive to the people.
• 2. The 20th century model of education was designed in response

to the Industrial Revolution and the societal needs of the people.

• 3. The needs of the 21st century learner are different from those
• f the previous century.

Changing Education Paradigms

https://padlet.com/ad minCASS/inclusion

Reflection

Reflect and jot notes on your own for 10 minutes 1. In the context of your school which imperatives are a priority? 2. Where/how would you begin to address the changing education paradigm as identified by Robinson in your setting?

B.The Evolution of Inclusion

Inclusive Education Policy

“Alberta’s education system is built on a values based

approach to accepting responsibility for all children and

• students. Inclusion is a way of thinking(being) and acting

(doing) that demonstrates universal acceptance of and belonging for all children and students.”

• B. Principles of Inclusion

The principles of inclusion….

• 1. Anticipate, value and support diversity and learner

differences

• 2. Set high expectations for all learners
• 3. Understand learners’ strengths and needs
• 4. Remove barriers within learning environments
• 5. Build capacity
• 6. Collaborate for success

B.Reflection

In your group discuss the following: 1.Where in the evolution of inclusion is my school? poll

• 2. As a leader in my school this evolution

makes me think about…..where might I need to focus my own growth and leadership ?

• C. Continuum of Supports
• A set of actions, strategies, supports and services to meet all students needs.
• Provided through a multi-tiered model that range from strong universal

preventative services that provide support for all students, to intensive, individualized supports for severely struggling students.

• Begins by knowing your students and your context.
• Is collectively developed and incorporates problem-solving, creativity and

critical thinking

• Includes reaching beyond the classroom and school to access supports and

services

Universal Targeted

Individualized

• C. Continuum of Supports

Consider the actions, strategies, supports and services required to appropriately serve students upon relaunch, with a focus on mental health and well-being. Include these on a continuum of supports and services for a school. Questions to consider might be:

1. What are the students’ needs/challenges? What else about my context might I need to consider? 2. What stakeholders might provide support or services? 3. What collaborative structures are in place that provide opportunities to problem solve and support diversity of ideas? 4. What evidence based approaches, strategies, interventions and/or accommodations are in place throughout the continuum?

• C. Problems of Practice

There is a g a p between our values and our actions…. A problem of practice:

• Focuses on the instructional core
• Directly observable
• Actionable (within the school’s control and can be improved in real time)
• Connects to a broader strategy of improvement (school, system)
• High leverage (if acted on would make a significant difference for student

learning)

• C. Problems of Practice

Some examples of problems of practice are:

• Staff feel they do not have the capacity to be inclusive in their practices.
• Staff are overwhelmed with the number of needs in their classrooms.
• Staff are concerned about meeting the mental health needs of students

upon relaunch.

• Staff feel they do not have adequate resources to meet the needs of their

students.

• Staff may have a fixed mindset around inclusive practices.

• C. Problem of Practice

Identify Values and Beliefs Behaviour Capabilities Purpose

Why is there a gap between inclusive values and actions?

Environment and Structure

• 1. Problems of practice are

difficult to identify correctly (root cause - p. 19)

• C. Problem of Practice

Why is there a gap between inclusive values and actions?

• 2. There is no known solution

Trust the process as well as the people (Fullan and Hargreaves)

• C. Problem of Practice

Consider this problem of practice...there is a gap between inclusive values, and our actions. Reflect on your actions, competencies (skills and knowledge), values and identity. What might get in my way? What might I need to address? Where might I need to focus my

• wn growth and leadership?

Essential Understanding for Inclusive Education

“Being” and “Doing” inclusion becomes the lens through which we develop mindsets of respect, understanding and belonging, leading to a natural way of being.

This Photo by Unknown Author is licensed under CC BY-SA-NC

“Being” Inclusion “Doing” Inclusion

FINAL REFLECTION Reflecting back to the essential understanding, what will be your first action as a leader?

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