1. PREPARING SCHOOL LEADERS… …”to address the needs of all students in effective inclusive schools.” Tom BellamyJune 25, 2005

2. Theory of Action 1: To make schools effective, principals need expertise in leading instruction  Principals need instructional and interpersonal expertise to influence instruction in the school  Expertise for instructional leadership develops over an extended time and mostly on the job as individuals assume challenging responsibilities  Leading teaching and learning involves both direct action by the principal and shared leadership in the school

3. Implications and Challenges  Opportunities and pathways for teacher instructional leadership  Instructional leadership expertise as a criterion for admission to leadership programs  New conceptualizations of principal development

4. Conventional Design for Principal Preparation

5. School Leadership Pathways

6. Theory of Action 2: To make schools inclusive, leaders to expect problems and be ready with alternative operating models  Even the best “tier 1” school structures, routines, and leadership strategies do not work for everyone  Inclusion depends on:  rapid identification of problems and exceptions as they emerge  capacity to organize and respond differently when normal systems are not sufficient

7. Implications and Challenges  A school-wide norm of doing whatever it takes  Bi-modal and tri-modal operating structures  Focus on problems, collective mindfulness, resilience  Assume that alternatives are needed for every aspect of the school

8. Theory of Action 3: Effective and inclusive leadership depends on knowledge structured around a theory of action for achieving student outcomes  From curriculum that covers the standards to comprehensive theories of action for leading student learning  Aligning theories of action across district improvement agendas and preparation program curricula

9. Framework for School Leadership Accomplishments

10. Implications for Leader Development  Redesigning curriculum to link knowledge with effective and inclusive practice  Major accomplishments that can be met in many different ways  For each accomplishment, knowledge from several sources informs:  Success criteria for the school  Leadership action repertoire

11. Theory of Action 4: Specialized Preparation is Needed for Local Special Education Administrators  Range of principal responsibilities means that expert technical assistance is important in serving students with disabilities  District structures, routines, and capabilities greatly affect principals’ ability to lead effectively and inclusively  Local administrators as consultants to principals in providing effective and inclusive services for all students

12. Implications and Challenges  Constructing a leadership pipeline within special education--opportunities and pathways for leadership by teachers and related services  Creating program capacity for administrative leadership preparation  Policy strategies to encourage and sustain administrative leadership capacity

13. Conventional Design for Principal Preparation

14. WSL Leadership Pathways