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

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

? 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

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

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

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

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

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.

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

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.

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

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.

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

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.

Conference on SL in SEN

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

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

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

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

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 .

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

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

Conference on SL in SEN Participants’ views

Conference on SL in SEN Participants’ views

Conference on SL in SEN Participants’ views

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

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

Thank you!