EDUC-647 LEADERSHIP INTERACTIONS: Finding Articles on Your Topic

This paper presents ways administrative leaders in schools can facilitate inclusive education. It is argued that inclusive teaching models must provide access to the regular curriculum and assessment procedures, but also yield achievement gains in students, which are, at least, as effective as traditional methods. Moreover, these models must also reflect values that are consistent with humanitarian principles and embedded within the concept of inclusive education. Although more research is required, differentiated instruction and co-teaching appear to represent two such instructional models. However, adopting these models requires effective leadership strategies, which empower teachers. [PUBLICATION ABSTRACT]

Abstract
District and school leaders are uniquely poised to serve as collaborative, innovative leaders. However, the context of current challenges often detracts from implementation efforts. This case describes how district leadership works collaboratively with school administrators through targeted efforts related to professional development, articulation strategies, and identifying challenges and opportunities. Cultivating innovation requires a realization of likely dissonance as competing priorities, such as accountability pressure or leadership turnover, can distract from planned initiatives. Realistic decision-making processes are vital in ensuring collaborative leadership and reflection while embracing change efforts.

With increased demands for institutional accountability and improved student learning, involvement in assessment has become a fundamental role of higher education faculty (Rhodes, 2010). However, faculty members and administrators often question whether assessment efforts do indeed improve student learning (Hutchings, 2010). This mixed methods case study of a faculty inquiry project explored how factors linked to organizational context (Kezar, 2013) are related to commitment to assessment and to use of assessment data by faculty members. Results indicated key best practices, such as developing faculty leaders and communities of practice to exchange ideas. The study provides insights for institutional administrators and faculty members seeking to develop a culture of assessment. [ABSTRACT FROM AUTHOR]