School leaders working in inclusive settings need access to resources, support and professional development.

School leaders working in inclusive settings need access to resources, support and professional development. 
Education authorities can support this by:

  • improving co-ordination between governments and agencies, such as universities and inspectorates, to support evidence-based policy-making;
  • increasing stakeholders’ engagement in policy-making;
  • introducing policy measures that facilitate inter-disciplinary working at all levels to ensure that inclusive school leaders can effectively use resources, experience and expertise;
  • resourcing professional development opportunities to ensure that inclusive school leaders can meet the required standards, agreed with key stakeholder groups;
  • setting out policy measures that support and facilitate collaboration between ministry level, regional/local-level training providers and schools to develop a continuum of professional development opportunities and agreed framework of competences for aspiring and practising inclusive school leaders;
  • developing systems/structures to provide access to mentoring and on-going support (continuum) for inclusive school leaders to enable them to work effectively within these areas of autonomy.

Project findings and outputs from the Supporting Inclusive School Leadership project can be found in the project web area.