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Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

  • Bonnie Billingsley (a1), David DeMatthews (a2), Kaylan Connally (a3) and James McLeskey (a4)
Abstract

School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked the Professional Standards for Educational Leaders (PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titled PSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.

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Corresponding author
Correspondence: Bonnie Billingsley, Virginia Tech School of Education, 205 War Memorial Hall, Blacksburg, VA 24061-0313, USA. Email: billingsley@vt.edu
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*This manuscript was accepted under the Editorship of Umesh Sharma.

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Australasian Journal of Special and Inclusive Education
  • ISSN: 2515-0731
  • EISSN: 2515-074X
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