Inclusive Leadership in Special Education Criteria
- Empathetic: inclusive leaders need to be able to understand and empathise with students’ experiences in order to fully understand and advocate for them. Sharing students’ experiences of being left out and not included, in some way, can ensure that inclusive leaders are better able to understand how students feel and advocate for their inclusion. This requires inclusive leaders to reflect on their own experiences. It supports student-centred planning, as advocated for by Inclusion BC.
- Brave: inclusive leaders need to be able to advocate for their students’ needs and for their meaningful integration, to school leaders, to teachers, to EAs, and to other students. Often, special education teachers are dismissed, and asked to ignore inclusion philosophies. In my school, teachers that I have been paired with have frequently asked me just to pull out their students, and I have had to stand up to them and find ways that the students can be meaningfully included in their classes. Educational Assistants, teachers, and principals often resist full, meaningful inclusion, simply because it is not what they are accustomed to. I have had to be brave and confident in advocating for my students’ needs in the face of such resistance. With continual advocacy and exposure to inclusion, most people in education come around to the idea, though my school did return to dedicated resource classes where students are pulled out this year.
- Organized: inclusive leaders need to ensure that they are on top of IEP filing and interview requirements, IEP reviews, applications for assessment and re-assessment, supporting adaptations in classes, and troubleshooting problems as they arise. There are many reporting and progress monitoring requirements through the Ministry of Education, and inclusive education leaders must ensure that they align their practice with provincial guidelines. For example, the school district must ensure that an IEP is created as soon as is practical after a student is designated, and that that IEP must be reviewed every year. The IEPs must detail the student’s current abilities, the adaptations required for the student to succeed, and the student’s goals for the year.
- Collaborative: an effective inclusive leader is able to work together with teachers, administration, parents, and students to coordinate an evidence-based plan that is specific to the student’s unique needs and challenges. Goodwin and Davis (2021) define “transformational leadership” as including “collaborative goals” and the creation of “a collective sense of purpose” (74). Brown (2019) notes that good leaders “honour and value input, nurture purpose in others, and encourage authenticity.” Throughout this course, it has been increasingly clear to me that collaboration, with students, families, and educators, is the only way forward. We can accomplish so much more together than we can alone. We must honour our students’ voices, honour our teachers’ perspectives and opinions, and honour our students’ families’ interests. By working hard to include everyone in meaningful ways, we can set goals together that feel worthwhile and right for everyone involved.
- Visionary: inclusive leaders collaboratively set “aspirational goals” for their students (Goodwin & Davis, 2021, 74). Goodwin and Davis (2021) cite research that shows that principals who refused to accept bureaucratic challenges and lack of resources, and instead ignored unhelpful bureaucracy, made their own decisions, and advocated for resources helped to ensure better educational results (75). I aspire to be visionary in my work as an inclusive leader. I want to work around unfair systems and limited resources to ensure that my students are meaningfully included and that they are afforded the right to learn and to be successful.
- Self-efficacy: Goodwin and Davis (2021) state that self-efficacy, or the belief “that one can have a positive impact on the world around them,” is the most important trait for a leader (74). I see how this is a necessary trait in special education. We must be persistent and confident in our abilities to effect change.
- Reflective: effective leaders reflect on what has worked and what has not, and set goals and adjust accordingly. Effective leaders reflect regularly as part of their self-awareness. This involves “examining your current level of skills, your strengths, weaknesses, behavioural patterns and how you seek to influence others,” as well as “interrogating your values, goals, and ambitions” (Neale, 2019). Self-reflection also “accelerates” leadership development (Neale, 2019).
- Self-aware: inclusive leaders’ self-awareness is necessary to enable them to be focused, intellectually stimulated, to monitor school success, and to be situationally aware (Goodwin & Davis, 2021, 75). It is so important to be aware of our strengths, capacities, and challenges in order to be effective for our students.
- Optimistic: principals in high-performing, high-poverty schools in South Africa “identified and drew upon strengths, capabilities, and insights from their communities and found ways to build on bright spots in their schools” (Chikoko, Naicker, & Mthiyane, 2015, quoted in Goodwin & Davis, 2021, 75). It is easy to be critical, but much more worthwhile to see the good in everyone, and to approach our colleagues, students, and students’ families with optimism and openness.
- Caring: caring about the well-being of students is a prerequisite for an inclusive leader. Goodwin and Davis (2021) note that “relational trust,” or “the extent to which everyone in the school community shared a sense of moral obligation, mutual respect, and reliance on one another” is the most important metric associated with ongoing school improvement (75). It is easy to get burnt out in teaching, especially in special education, so we must protect at all costs our capacity to care for our students. This might mean that we have to set boundaries around work and what we can accomplish, so that we protect our ability to effect change.
- Transformational: according to Goodwin and Davis (2021), transformational leadership “works from the inside-out–instilling aspirational goals and vision, creating a collective sense of purpose, defining collaborative goals, and encouraging risk-taking, continuous learning, and self-reflection” (74). Ensuring consistency of a visionary outlook is essential for effecting change. We all face resistance in our schools, with our administration, with our colleagues, with families, and with our school districts. It is essential that we can maintain our vision and work towards it collaboratively, working hard to bring our colleagues onboard. I think that encouraging risk-taking is one of the most important parts of this definition. In my school, teachers tend toward what has been done. When we work together to set ideas and frame a vision for our students, we can push one another into greater bravery and be accountable to one another for that bravery. This leads us into transformation, and shifts outcomes for our students.
- Inclusive: truly effective leaders “create a culture of belonging where everyone can thrive in countless ways” (Brown, 2019). Brown notes that good, inclusive leaders are “dedicated to the thriving of others, particularly those who have struggled proportionally more to be heard and valued.”
- A Willingness to Be Uncomfortable: Brown (2019) notes that “Leadership is not leadership unless it’s uncomfortable.” Brown terms this a “necessary discomfort” where you push yourself to learn more about yourself, improve, and reflect on areas for growth and change. I have felt very uncomfortable in IEP meetings and in meetings with teachers about adaptations. When I reflect back on why I am uncomfortable, I can usually articulate what I feel is wrong, and figure out a way to address the issue and work better together in the future.
- Open: inclusive leaders are open about their own experiences, challenges, and vulnerabilities. In sharing these, they create safe spaces for their employees to be more open and transparent about their own identities. Brown (2019) explains that employees’ progress is limited when they hide parts of themselves at work: “if you anticipate being negatively stereotyped about a certain aspect of your identity,” she states, “it takes extra effort to adjust how you show up, and this valuable energy could be leaking away from your productivity.” It can be challenging to share aspects of your life that are vulnerable, but it is important to fully be yourself in your leadership capacity, and to be comfortable with sharing mistakes and missteps. Sharing these usually helps other people more comfortable to take risks and share ideas and perspectives.
- Participatory: Inclusive leaders are actively involved in the community and share leadership. They value collaboration and include diverse voices in decision-making, especially those of students, families, and staff working directly with students. They do not make top-down decisions about programming or support services, but instead involve stakeholders in the process and trust in staff expertise. Whenever I am able to successfully be participatory, we together accomplish a much better plan than I would have alone. My favourite is when I work with students to set their own goals for the year, and bring them back regularly to those goals.
- Intentional: Effective leadership is purpose-driven and focused. Inclusive leaders deliberately plan and embed inclusive practices into every aspect of the school’s operation. They ask questions like “Who is not yet included?” and “What are the barriers we haven’t addressed?” Inclusive leaders need to be persistently intentional, and work strategically to advance their vision.
- Vigilant: Inclusive leaders are vigilant in monitoring equity and ensuring accountability. They understand that inclusion is not static and requires ongoing attention. This includes tracking outcomes for students, reviewing IEP implementation, identifying gaps in service, and ensuring staff follow through with strategies. There are many reporting and progress monitoring requirements via the Ministry of Education, and inclusive education specialists should ensure that they have checklists and calendars that they continually refer back to in order to make sure that they monitor and record all necessary items.
- Authentic: Authenticity feeds connection and learning. Inclusive leaders create conditions where students and staff can show up fully as themselves. This means embracing differences as strengths. Leaders who encourage authenticity help create environments where people can be creative and take risks, which leads to better problem solving and solutions.
- Engaged: Effective leaders are actively engaged in teaching and learning processes. They ensure that instruction is responsive and grounded in evidence-based practices like PBIS, UDL, and SEL. They help staff with collecting and interpreting data to support informed decision making. The best teachers (and humans!) are the most engaged, and are immersed deeply in their practice. When I am at my best in teaching, I feel like a coach, who figures out what each teammate needs to function optimally within a larger group.
- Supportive: Inclusive leaders balance accountability with empathy. They recognize the complexity of inclusive classrooms and create systems of support that respect teachers’ time, emotions, and knowledge. They promote mental safety, listen actively, and affirm the contributions of team members. Effective leaders create spaces where people feel safe to take risks and try new approaches, knowing they won’t be judged for mistakes or setbacks. The best leaders see the best in their colleagues and students, and approach all work from a strengths-based perspective.
- Build Capacity: Finally, inclusive leaders invest in developing others. They provide timely and relevant professional learning around inclusive education, trauma-informed practice, and student-centred planning. They model lifelong learning, coach staff through challenges, and make space for reflection. They also recognize the emotional toll of this job and offer structures like mentorship, collaboration time, and wellness supports.
References
British Columbia Ministry of Education. (2006). Inclusive education policy. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/inclusive-education
Brown, J. (2019). How to be an inclusive leader: Your role in creating cultures of belonging where everyone can thrive.
Coast Mountains Board of Education. (2021). Inclusive education learner support handbook.
Goodwin, B., and Davis, K. (2021). What kind of leader are you? Educational Research. https://web-s-ebscohost-com.proxy.queensu.ca/ehost/pdfviewer/pdfviewer?vid=0&sid=f0a61efa-03a2-41b2-a611-18064e967ac7%40redis
Inclusion BC. (2024). On my way: Transition planning workshop guide for students and families. https://inclusionbc.org/wp-content/uploads/2024/02/TransitionPlanningBooklet.pdf
Neale, P. (2019). Self-reflection in leadership: Part 1: Ambitions, values, and personality. Unabridged Leadership. https://unabridgedleadership.com/self-reflection-in-leadership/