Provide leadership for teaching and learning
Provide vision and active oversight of teaching and learning, using inclusive pedagogies for all ākonga.
On this page:
On this page:
Current page section: Provide leadership for teaching and learning
Go to top of current page: Provide leadership for teaching and learning
Go to top of current page: Provide leadership for teaching and learning
Go to top of current page: Provide leadership for teaching and learning
Recognise diversity as a strength
Recognise diversity as a strength
“Diversity” needs to be recognised as a strength for a future-oriented learning system, something to be actively fostered, not a weakness that lowers the system’s performance.
Diversity encompasses everyone’s variations and differences, including their cultures and backgrounds.
Rachel Bolstad and Jane Gilbert, with Sue McDowall, Ally Bull, Sally Boyd and Rosemary Hipkins
Promote inclusive teaching practices
Promote inclusive teaching practices
Shelley Moore uses a bowling metaphor to talk about inclusive practices.
No captions or transcript
Develop an inclusive local curriculum
Develop an inclusive local curriculum
Te Mātaiaho, The New Zealand Curriculum, is non-prescriptive. Its flexibility allows schools to develop their curriculum as they notice, recognise, and respond to the needs of all their learners and their community.
The curriculum mandates a move away from a one-size-fits-all paradigm towards the inclusive design of teaching and learning, where ALL students can expect to:
- connect their culture, experiences and interests to their learning
- learn in flexible environments with adjustable materials they can personalise to meet their learning needs and preferences
- engage in ongoing, timely conversations about their learning with teachers and peers
- access learning opportunities, experiences and environments alongside their peers
- be supported to advocate for their own needs and lead their own learning
- share their thinking and learning in ways that demonstrate their understanding.
Plan for all learners
Plan for all learners
Ask student what inclusion means to them.
Allow their experiences to shape your teaching.
Use a Universal Design for Learning (UDL) approach
Use a Universal Design for Learning (UDL) approach
Linda Ojala and Room 3 at Silverstream School talk about using UDL to design learning for all.
Closed Captions
Useful resources
Useful resources
Enhancing staff capability at Newtown School
This Education Gazette article shows how Newtown School’s commitment to being everybody’s school supports their culturally diverse students, and their wide range of needs.
Inclusive education – Our school
Lake Rerewakaaitu School blog about their school actions to develop a “highly inclusive culture for learning.” (ERO report, 2019)
Publisher: Lake Rerewakaaitu School
Next steps
More suggestions for implementing the strategy “Leading learning to support inclusive practices”:
-
Current page Provide leadership for teaching and learning
Return to the guide “Leading schools that include all learners ”
![11444 [leading-an-inclusive-school.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/leading-an-inclusive-school__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: Leading inclusive schools
Understand:
Strategies for action:
-
Leading with moral purposeShow suggestions for Leading with moral purpose
-
Strategically resourcing for inclusive practicesShow suggestions for Strategically resourcing for inclusive practices
-
Leading learning to support inclusive practicesShow suggestions for Leading learning to support inclusive practices
- Review inclusive practices, transitions, and pathways
- Provide leadership for teaching and learning
- Support collaborative planning and problem solving
- Cater for diverse learners
