NotesFAQContact Us
Search Tips
ERIC Number: ED457659
Record Type: RIE
Publication Date: 2001-Sep
Pages: 62
Abstractor: N/A
The Leadership Factor: A Key to Effective Inclusive High Schools.
Bartholomay, Tom; Wallace, Teri; Mason, Christine
This guide is a product of a study of factors associated with exemplary inclusive high schools and focuses on the key factor of leadership. The study identified four schools and studied them for 2 years using various data collection methods. This resulting document describes what school and district leaders can do to build inclusive programs and offers recommendations for school leaders as well as a leadership self-assessment based on the research findings. It identifies seven themes found to be essential to the success of these inclusive high schools. Following an introduction, two sections define the leadership themes and describe the four schools in the context of the leadership factor. The next section identifies the seven leadership themes: (1) challenge all students and their teachers to high standards; (2) build an inclusive and collaborative community of learning; (3) foster a school culture of innovation and creativity; (4) engage stakeholders in school leadership; (5) promote professional development; (6) hire staff who reinforce school values and vision; and (7) use data for decision-making and school improvement planning. The final sections consider relationships among themes and offer a chronology of administrative decisions at one school. A school leadership self-assessment workshop is attached. (DB)
Institute for Community Integration, 109 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455. Tel: 612-624-6347.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Council for Exceptional Children, Arlington, VA.; Minnesota Univ., Minneapolis. Inst. on Community Integration.
Grant or Contract Numbers: N/A