Inclusive Practice Tool: WHAT TO LOOK FOR—School-Level Administrator A Power Elements for Inclusion This tool—a supplement for principal Identified by Massachusetts stakeholders is designed to identify, reinforce, and support as being most directly related to successful leadership practice in inclusive school inclusive instruction. Elements within Standards I and II below are observable. communities. This tool a guide to discussion and reflection more than a list of readily Standard I: observable practices. Instructional Leadership Diverse Learner’s Needs Directions: Building administrators and Lesson Development Support based leadership teams can use this tool to Diverse Learner’s Needs on inclusive practice. Superintendents can use this tool to conduct conversations about Standard II: Management and Operations a inclusive behaviors and to school’s enacted frame feedback to building administrators. Variety of Assessments Building administrators can use this tool as a Student Safety, Health, and Social and school-wide diagnostic tool at the beginning of Emotional Needs the year to inform decisions about school-wide Standard III: initiatives, goals, and professional development Family and Student Engagement priorities. Time for Teaching and Learning Definition Inclusive practice refers to the instructional and behavioral Student Support strategies that improve academic and social-emotional outcomes for with and without disabilities, in Standard IV: all students, general education settings. Professional Culture To support inclusive practice, the tools of this Guidebook Shared Vision Development are on the frameworks of , , and . Family Collaboration The Guidebook tools are designed to strengthen inclusive practices and empower educators to meet the needs of all students by leveraging and augmenting the educator evaluation process. Although each tool is designed as a stand-alone resource, many tools mutually support educator practice. This tool has a strong relationship to the following Guidebook tools: Tool 2b: Tool 8a: Tool 8b: In Effective Inclusive School Communities . . . The Leader Will Be . . . The Staff Will Be . . . The School Environment Will . . .
Inclusive Practice Tool: WHAT TO LOOK FOR—School-Level Administrator A Power Elements for Inclusion Identified by Massachusetts stakeholders as being most directly related to successful inclusive instruction. Elements within Standards I and II below are observable. Standard I: Instructional Leadership Diverse Learner’s Needs Lesson Development Support Diverse Learner’s Needs Standard II: Management and Operations Variety of Assessments Student Safety, Health, and Social and Emotional Needs Standard III: Family and Student Engagement Time for Teaching and Learning Student Support Standard IV: Professional Culture Shared Vision Development Family Collaboration This tool—a supplement for principal designed to identify, reinforce, and support leadership practice in inclusive school communities. This tool is a guide to discussion and reflection more than a list of readily observable practices. Directions: Building administrators and leadership teams can use this tool to on inclusive practice. Superintendents can use this tool to conduct conversations about a school’s enacted inclusive behaviors and to frame feedback to building administrators. Building administrators can use this tool as a school-wide diagnostic tool at the beginning of the year to inform decisions about school-wide initiatives, goals, and professional development priorities. Definition Inclusive practice refers to the instructional and behavioral strategies that improve academic and social-emotional outcomes for all students, with and without disabilities, in general education settings. To support inclusive practice, the tools of this Guidebook are based on the frameworks of , , and . The Guidebook tools are designed to strengthen inclusive practices and empower educators to meet the needs of all students by leveraging and augmenting the educator evaluation process. Although each tool is designed as a stand-alone resource, many tools mutually support educator practice. This tool has a strong relationship to the following Guidebook tools: Tool 2b: Tool 8a: Tool 8b: In Effective Inclusive School Communities . . . The Leader Will Be . . . The Staff Will Be . . . The School Environment Will . . .
8d-observationschadmin.docx