Most teachers come into the profession wanting to make a difference in children’s lives; many do and would like to do it better. In reality, teaching can be challenging; and for effective practice and professional development, it is essential that there is commitment, collaboration and communication between teachers, leaders and the school community.
The complexity of the educational landscape requires us to be supportive of each other with kindness and professionalism in equal measure. From the many teachers we have spoken to across the country, the message is the same— they think, after initial training, that they should know everything. This is a disturbing feature of our educational culture. ‘Initial teacher education’ is self-defined and needs to be supported and further developed throughout your career. Continuing professional development is available in all major professions from law to medicine and should underpin the professional journey of all teachers. In England, teacher professional development can be fragmented, where teachers are left to ‘furrow’ their own path. It does not have to be like this. In high performing education systems across the Organisation for Economic Co-operation and Development (OECD) countries, teacher professional development is both collective and more central to pupil performance—improvement across the system is through ‘conscious, deliberate and sustained effort’.1
This article is about your role in the achievement of all children and pushing back against any practice that does not improve their life chances through education. And, written for teachers, leaders and wider professionals, it provides some reflections on how to do this better.
Developing practice: Leadership
Recent years have borne witness to the increasing emphasis on inclusive education. England is not alone in this. The movement has been a global phenomenon as demonstrated in the fundamental philosophy and key practice of the United Nations Children’s Fund (UNICEF) and the United Nations Education, Science and Cultural Organisation.2 In practice, it is about the provision of opportunities; for pupils it is about choices and not chances.
Inclusive education looks towards increasing access and participation and addresses areas such as culture, policies, parental voice, child’s voice, practices and fulfilling of potential.3 It is most effective when based on a model of inclusive leadership, where transformation is concentrated across four key areas—vision, commitment, collaboration and communication.4
In practice, the elements of inclusive leadership can be defined as:
- Vision – A set of core values and beliefs, centred on high expectations for all pupils and positive engagement with parents, staff and other professionals. A wide range of learning opportunities are on offer to the pupils.
- Commitment – A commitment to core values, whereby appropriate opportunities are secured and provided to all pupils, and their progress is tracked. Staff development is supported and promoted.
- Collaboration – A culture of collaboration between staff, parents and other organisations. Leaders in and across schools/academies work together with a sense of collective responsibility.
- Communication – An ability to communicate effectively, enabling the school community to share in the vision.