Support the development of inclusive practices that meet the needs of all students
Suggestion for implementing the strategy ‘Reviewing your planning, monitoring, and reporting obligations’
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On this page:
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Go to top of current page: Support the development of inclusive practices
Go to top of current page: Support the development of inclusive practices
Establish shared expectations
Establish shared expectations
Leaders talk about how they have supported the development of inclusive practices in their schools.
No captions or transcript
Use a framework to guide practice
Use a framework to guide practice
UDL is a framework that supports the design of inclusive and flexible environments where barriers to learning are removed at the outset.
![7158 [3-principles-of-UDL-based-on-the-work-of-CAST-Center-of-Applied-Special-Technologies.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/3-principles-of-UDL-based-on-the-work-of-CAST-Center-of-Applied-Special-Technologies__ScaleMaxWidthWzEwODZd.jpg)
Understand the principal's role
Understand the principal's role
The principal is responsible for developing, maintaining, and reporting on an effective professional development and appraisal programme for all staff and for reporting this process back to the board of trustees.
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What educational outcomes are valued for our learners and how are our learners doing in relation to those outcomes (particularly our priority learner groups)?
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How can I as a professional leader improve my knowledge and skills to improve outcomes for learners?
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Engagement in further learning or development to refine my professional knowledge and skills.
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Engagement of learners and/or teachers in new learning experiences.
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What has been the impact of changed actions on our learners (particularly our priority groups)?
Source: Timperley, H. (2008). Teacher professional learning and development (opens in a new tab/window)
Value and develop staff capacity
Value and develop staff capacity
Build staff capacity and confidence in inclusive practices.
The principal and leadership team will create opportunities for staff to identify:
- areas where students will need support based on ongoing data collection
- immediate professional learning needs related to individual students, or teacher inquiry
- areas of personal experience and knowledge that they are happy to share with colleagues
- preferred learning pathways, for example, workshops, large meetings, one-to-one conversation, coaching and mentoring.
Support student wellbeing
Support student wellbeing
The school trustees booklet includes question and information that guides discussion with school leaders as a board member.
![10686 [school-trustees-booklet.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/school-trustees-booklet__ScaleMaxWidthWzEwODZd.jpg)
Source: Education Review Office | Te Tari Arotake Mātauranga (opens in a new tab/window)
Next steps
More suggestions for implementing the strategy “Review planning, monitoring, and reporting obligations”:
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Identify additional support, monitoring and reporting processes
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Current page Support the development of inclusive practices
Return to the guide “The role of school boards”
![11502 [Board-of-Trustees.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/Board-of-Trustees__FillWzIwOCwyMDhd.jpg)
How to use this site
Guide to Index of the guide: The role of school boards
Strategies for action:
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Understand inclusive educationShow suggestions for Understand inclusive education
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Meet legal responsibilities and obligationsShow suggestions for Meet legal responsibilities and obligations
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Review planning, monitoring, and reporting obligationsShow suggestions for Review planning, monitoring, and reporting obligations
- Develop inclusive strategic and annual plans
- Review community and financial resources
- Seek feedback
- Identify additional support, monitoring and reporting processes
- Support the development of inclusive practices
