1. Kick-off meeting Athens,
17-19 June 2014
Inclusive Leadership - challenges and
perspectives from the European Policy
Network on School Leadership
Kathy Kikis-Papadakis & representatives from the Institute of Education Policy,
Greece

2. School Leaders in Special Education
School Leaders in Special Education. Primary data from Greece: challenges and perspectives for inclusive education
Chrissi Bombaridou, M Ed, Staff Member, IEP
Maria Gelastopoulou, M Ed, Special Teacher, IEP
Vassilis Kourbetis, PhD, Counselour A’, IEP

3. ? Is there a SL model Inclusion
UN Convention on the Rights of Persons with Disabilities
Inclusion
the basic principle for designing and implementing education policies and practices
? Is there a SL model
leadership in education

4. INCLUSION: complexity in defining
Social & Value system factors
Educational factors
Economical factors
Political factors
seen differently by different individuals
implemented with different practices

5. INCLUSION & SCHOOL LEADERSHIP
elements of leadership that encourage inclusion
collaboration
accountability
responsibilities’ allocation
school culture and ethos
acceptance of diversity
equal opportunities
equity
Leadership distribution

6. IEP and School Leadership in SEN
IEP’s objectives
the way School Leadership is related to promoting inclusive education
the emergence of problems in School Leadership that prohibits inclusive educational settings
highlighting the challenges and prospects for developing a model or models for a kind of leadership that promotes inclusion

7. IEP activities on School Leadership in SEN
Sharing of knowledge
sending targeted information on the (via EPNoSL procedures) formulated SL theses
Small scale qualitative survey
Preliminary data on SL views concerning leadership in SEN
One –Day conference on SL in SEN
Key-note speeches and interactive exchange of views

8. School Leaders in SEN
Relevant data were collected via small scale qualitative survey
Findings on Problems School Leaders in SEN seem to face
lack of knowledge on the legal framework of SEN & school administration issues.
school staff management
the commonly shared feeling that they are “all alone” or that they are an “orchestra- person
lack of collaboration attitude both from the School Leader but also from other stakeholders too.

9. Selection criteria could be formed on the basis of:
Relevant data were collected via small scale qualitative survey
School Leaders in SEN
school leaders should be selected not only on the basis of extra managerial or administration studies.
Selection criteria could be formed on the basis of:
ability to co-operate with other staff members
ability to hear the needs of others
ability to be a mentor for other teaching staff members
ability to lead the way for the school to open up to the local community
Findings on Implications: Selection Criteria for School Leaders in SEN

10. School Leaders in SEN
Relevant data were collected via small scale qualitative survey
Findings on Implications: development for School Leaders in SEN
Administration issues – law knowledge, writing official documents – need to be clear to SLs prior to taking up their responsibilities
Issues on staff management, SEN issues, teachers’ burn-out, relations with stakeholders need to be offered in training courses on a more targeted and constant basis – during their office time.

11. School Leaders in SEN Inclusion Policy
Relevant data were collected via small scale qualitative survey
Findings on Implications: Inclusion and School Leaders in SEN
Inclusion Policy
On a theoretically and philosophical level, School Leaders have positive views
On the application and praxis level, School Leaders have strong reservations

12. School Leaders in SEN What is needed Recourses
Relevant data were collected via small scale qualitative survey
Findings on Implications: Inclusion and School Leaders in SEN
What is needed
Recourses
(enough) Specialized staff
Good planning
Support
Change in attitudes:
the climate of “not acceptance” or difficulty in accepting on behalf of the teachers, parents and pupils.
the view that including all children is not feasible for all.

13. School Leaders in SEN
Relevant data were collected via small scale qualitative survey
Findings on Implications: Inclusion and School Leaders in SEN
The role of a School Leader in the inclusion process
Altering staff attitudes and ways of thinking
Creating a climate of acceptance at school
Making staff more sensitive towards inclusion
Coordinating role on the practical level

14. Conference on SL in SEN December 2013, Athens, Greece
In the context of sharing knowledge and a direct communication, about 200 participants were informed and at the same, views and experience on leadership in Special Education were Exchange.

15. Conference on SL in SEN

16. Conference on SL in SEN Main issues discussed :
The role of school leaders in the context of special education and inclusive procedures at the secondary education level
Ethical dilemmas and the administration of special education school units
Developing collaborative cultures amongst those involved in persons’ with disabilities quality of life
European policies for the development of school leadership.
Specific difficulties and problems school leaders face in special education school units

17. Conference on SL in SEN Key findings and conclusions (1)
Decentralized and Inter-school or in-school training programs within a constant support framework are needed.
Modular - Flexible Targeted Curricula
Inclusion seems to be the trend in various Member States of the European Union providing at the same time, teachers with various forms of support in terms of personnel, materials and equipment.
Secondary level education pose more serious problems, emerging mainly from the way secondary school units are organised and administered

18. Conference on SL in SEN Key findings and conclusions (2)
a SL in SEN should:
have a vision for the school
provide incentives for the teaching staff
support and encourage educational initiatives without putting constraints
inspire and be able to transform the ordinary school life with creative spirit

19. Conference on SL in SEN Key findings and conclusions (3)
a SL in SEN should:
adopt the acceptance of diversity
be guided by the characteristics of empathy, diligence, flexibility, adaptability and accountability
be lead by the notions of ethical leadership moving away from notions of efficiency and effectiveness per se.
be a communicant for the needs of the action field, the school culture and the priorities of staff and parents, when operating as a behaviour analyst

20. Conference on SL in SEN Key findings and conclusions (4)
Every special education school unit can :
make choices based on needs and priorities
take care of various severe general or specific problems concerning school and the local community
operate a system of values and culture, which enables stakeholders to engage in activities related to the educational and social life .

21. Conference on SL in SEN Suggestions (1)
a more decentralised administration system – a more decentralized training programme.
coordination of all structures of special education.
more autonomy of the school unit.
specialized, structured [not fragmented and random] professional head teacher training
existence of a specialized professional code of administrative and leadership behaviour within the school

22. Conference on SL in SEN Suggestions (2)
Beyond any formal training, the School Leader should seek self-improvement, this could be the only way for him/her to be in the position to help all members of the school community

23. Conference on SL in SEN Participants’ views

24. Conference on SL in SEN Participants’ views

25. Conference on SL in SEN Participants’ views

26. Conference on SL in SEN Participants’ views
interesting points of the event (open question)
collaboration issues
SL role in the legal educational context
ethical leadership
leadership and equity
differences in SL between primary and secondary education level
differences in SL between general and special education

27. Conference on SL in SEN Participants’ views
Suggestions (open question)
SL need to exchange views locally
need to exchange views SL of the same education structures
training on more specialized issues
use of on-line training; webinars
train also general education SL on such issues

28. Thank you!