Shared leadership, “pull[s] people, resources and ideas together to get a job done” (Goldsmith Article, 2010). I see myself as a qualified individual, which is a characteristic that Goldsmith associates with a candidate for Shared Leadership. I also see myself as an individual that has developed good working relationships with my colleagues and shown that I value their time and talents that they bring to the table. This ability to work well with others towards a common goal, promotes a culture of inclusion and that is one of my strengths.
I am everyone’s biggest cheerleader naturally and I consider myself flexible in my decision making. Since I am such a cheerleader for everyone in my school, I see how being positive and an active participant in the leadership, helps to maintain an inclusive educational environment leading to success for all students in that environment. My job experiences have helped me learn to be a member of a collaborative team and while I am competitive at heart, when it comes to my students and inclusion, it’s all about what will help them. I am adaptable and organized, which can be helpful in a collaborative environment where things are changing to fit whatever hiccup or challenge arises. I know where my strengths are and I see
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I understand that we needed to provide a collaborative environment for inclusive education where all collaborating, are valued and play a role. I am a special education teacher that sees the value of inclusion and I was a classroom teacher that worked in a school where inclusion was common practice. I know that collaboration was a key to the success of our inclusion programs. I strive to have mutual goals with the teachers I work with in my school. My vision for a school’s inclusion program, begins with sharing the leadership and fostering a collaborative
Describe how your leadership beliefs and practices will promote inclusive practices and outcomes at West Linn High School. * I have seen the ways that non-inclusive practices can result in lifelong struggles. My own mother began school in the US as an English language learner, and language barriers consistently stymied her family’s ability to advocate for her. Consequently, she fell through the cracks of an education system that failed to support her. The effects of this early reality have reverberated throughout her life.
Due to my involvement in numerous extra-curricular activities, I have been able to greatly improve my leadership abilities. Throughout by six years in cheerleading, I have learned how to be a good representation of my school by doing what was right, even if I was doing it alone. At the beginning of my senior year, I was proclaimed as captain of the Varsity squad. With this position, I have worked to represent both my squad and my school by making the tough decisions and keeping spirit alive. To me, being a cheerleader meant being a leader first and cheering second.
In response to the Ron Edmond 's correlates for an effective school, I gave my learning institution a score of fair in the area of high expectations for success. In the role of inclusion teacher, I have noticed an educational/professional disconnect with faculty and staff in regards to teaching students with special needs. In some cases, teachers fail to provide an inclusive classroom atmosphere that engages all learners. Moreover, I believe some general education teachers have a negative preconceived perspective about disabled individuals which affects their ability to build genuine relationships.
Build Systems of Data Collection: Countries must invest in collecting accurate data on the degree to which students with disabilities have access to general education, including the amount of time actually spent in general education classrooms. This data can be used to identify schools and communities in need of support in better educating and including their students with disabilities. Provide Educators with a Robust Program of Pre-Service and In-service Preparation on Inclusive Education: First, attitudes matter a great deal and attitudes among educators are often negative, and those attitudes can carry over into the classroom and the school. Teachers and school leaders need opportunities to both confront these attitudes and to see how successful inclusion can work. Secondly, educators must learn classroom techniques that can help students
It not only included challenges with inclusion in an educational setting, but in everyday life and family settings. Including Samuel demonstrates the difficulties of inclusion in education. Through the story of Samuel inclusion in the classroom is not an issue for him. Samuel’s peers are inclusive
What is inclusion? Inclusion is a process of ‘narrowing the gap between learners with and without special educational needs’1. ‘Lessons should be planned to ensure that there are no barriers to every child achieving’2. Inclusion is ensuring that all pupils have equal opportunities, are welcomed and valued in our school community. Our ethos at Friendlydale Academy is to value every child as an individual and acknowledge that every child’s needs are special.
Chris Hadfield once said that “Ultimately, leadership is not about glorious crowning acts... It is about laying the groundwork for others' success, and then standing back and letting them shine.” Hadfield is stating in this quote that in order our leaders to be successful, they muse ensure our prosperity before their own. With this quote clearly effective leaders collaborate with their people to ensure they are successful and mindful. Collaborative leadership is the strongest way to lead because fear and power can sometimes create anarchy and dissent while respect and decency ultimately create a harmonious society.
Summary Shakela Bryant is special education teacher for middle school grades sixth through eighth at Carrington Middle School in Durham, North Carolina. This is Ms. Bryant’s third year at Carrington and her fourth year teaching. Ms. Bryant is an inclusion (co-teacher) and resource 6th grade teacher. An inclusion teacher provides support to students’ with disability in the general education setting. As an inclusion teacher, Ms. Bryant takes turns teaching English/Language Arts (ELA) with the three general education teachers she has been assigned to and also carries out other duties.
If a child cannot learn the way I teach then I will teach the way the child learns. My aim is not to be a sage on the stage but a guide by the side. Involving inclusive pedagogy in my personal education will allow me to achieve my goals. I impart knowledge, I guide learning, I channel ideas, I create opportunities, I impact lives, I TEACH!
Topic: The Focused Leader Goleman, D. (2013). The focused leader: How effective executives direct their own and their organization’s attention. Harvard Business Review, pp. 51-60.
However, every student has the right to be included in an everyday classroom with non-special needs students. The following paper will present and explain inclusion’s purpose, its benefits for both special and non-special needs students, as well as its drawbacks. Literature Review This thesis paper will be carried out with the help of online research, and investigations as well as books. The Wisconsin Education Association Council (WEAC) defines inclusion as “a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend.” Develop more this point
The failure to implement full inclusion appropriately has numerous detrimental effects on the parties involved. One disadvantage for full inclusion is that the socialization part precedes the academic component, notwithstanding the fact that it should not be the primary goal of education. Inclusion movements aim to make disabled students look normal, overlooking the issue of whether they are undertaking educational programs or not. This can have a negative effect on the academic progress of students with disabilities because important skills are not taught for the sake of the learner making physical presence in a full inclusion classroom. Fox (2013) claims that there is a need for disabled students to reap maximum benefits from this integration.
Individual Reflective Paper Introduction Leadership, a controversial concept, has been studied for centuries. Scholars who study leadership have argued with the insight of leadership for many decades and finally promote a wide range of understandings of it. This course “values and leadership” introduces the basic principles and concepts about leadership, and provides us with some conceptual knowledge and practical approaches to be an outstanding leaders. I chose to take this course because I am interested in the topic about leadership.
Henry Ford once said, “Coming together is a beginning; keeping together is progress. Working together is success” (Brainy Quote). From here, the concept of inclusive education, including students with and without learning disabilities as peers in the same classroom, originated. The aim of this type of education is to get students with learning disabilities involved in the society. Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places.
It is a symbol of respect for all of humanity. It can be argued that inclusive education is about social justice and equity and takes into account learner’s abilities, potential and diverse needs. The learner does not have to adapt to the social system. The school or the education system has to change in order to meet the learning needs of all children in a given community (Kisanji 1999; Armstrong 2005). In other words, inclusion involves restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in their locality (Booth and Ainscow 2002).