Evidence From Australian Successful School Leaders Promoting Inclusion and Equity

• In Event: Meeting the UNESCO Sustainable Development Goal 4 of Inclusive and Equitable Quality Education: What Does Research Say?

Abstract

Objectives
This paper draws on evidence from Australia of five principals who were leading schools that promoted inclusion and equity. The cases include principals of four government secondary schools and one Catholic primary school. All principals were concerned to ensure their schools were places of inclusion in which students were supported at an individual level and they promoted student and school outcomes beyond the typical narrow definitions of effectiveness.

Perspectives or theoretical frameworks
A recently developed open-systems model of successful school leadership is used to guide the analysis. The model depicts schools as a continuous cycle of inputs-transformation-output with feedback loops that inform each stage. It is described as an open system to show that the school context is influenced by the numerous forces in the external environment and there is an interaction between the internal context and external context. Inputs include school context, and principal, staff and family characteristics. Transformation elements include school direction, culture and structure, capacity building, networks, collaborations and partnerships, and educational leadership combining to influence teaching and learning. Extensive student and school outputs are described.

Methods, techniques, or modes of inquiry
The research uses multiple perspective case studies with individual interviews with the principal (multiple interviews), senior and middle leaders (between 4-6 individuals interviewed), teachers (either individual or group interviews covering between 4-8 teachers), group interviews with parents and students. Schools and principals were selected on the basis of reputation of success, combined with confirmation on publicly available student assessment data.

Results or warrants for arguments or conclusions
Principals and other school leaders are key influences on how schools invite students and families to school and support students during their time at school. A focus on developing student agency and voice and the contribution that students can make to their own learning and schooling are important ways to help students to feel included and part of a school community, and to promote learning and social outcomes. Across the cases, there are different ways that the principals led inclusive school communities, but there were also consistent practices that included developing agreed school purpose and directions, connecting of students, parents and teachers in a learning community framework, focussing on individual student needs, and doing so within a high expectation and empowering teaching and learning environment.

Scientific or scholarly significance
Whilst the cases describe considerable differences in school leadership practice, the successful school leadership model provides a framework for considering similarities in leadership. The differences in leadership can be considered as part of the reciprocal influence of leadership with several contextual elements.

Author

• David M. Gurr, University of Melbourne
  Presenting Author