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ERIC Number: EJ1016799
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1710-2146
The Contribution of Facilitated Leadership to Systems Development for Greater Inclusive Practices
Jones, Phyllis; Forlin, Chris; Gillies, Ann
International Journal of Whole Schooling, v9 n1 p60-74 2013
Facilitative leadership, in the context of whole school development for greater inclusive practices offers a positive contribution to the discourse of school leadership. This article presents an exploration of the development of greater inclusive practices across an early years service and an elementary school that are both adopting a whole school systems approach. The contribution of two educational leaders, one a district supervisor and one an elementary school principal in South West Florida, to the development of facilitated processes is explored in the light of best practice for effective school change. These two real life examples of the enactment of facilitated leadership in action are shared to illustrate a framework for leadership that has the potential to create systems-wide development that is sustainable. This framework includes the creation of a context for developing a common vision, shared ownership and decision-making. The use of focused questions brings in different stakeholder voices, knowledge and experience, resulting in development of consensus decision making. Leadership in school districts and in schools enacted in this facilitated way supports teachers, benefits students, and encourages system-wide change and development towards more improved inclusive opportunities for everyone.
Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A