# 1.1 A collective view?

This course is also premised upon a widespread recognition of the importance of collaborative practices. Much of the inclusive literature talks about forming partnerships amongst key stakeholders as part of a whole school approach, with policies and practices arising from the experience and expertise of all those involved (Ainscow, 2020). This is not to say that collaboration is a miracle cure, nor guaranteed. Perhaps ironically, its limitations are often related to the nature of our institutions. For instance, a study from 6 schools in Denmark (Hansen et al, 2021) showed how collaborative processes did not have any real impact on the development of an inclusive school culture, because people continued to focus upon student’s deficits and how to compensate for or treat them. They lacked leadership in collaborative processes and so did not explore and resolve people’s different understandings and assumptions. Similarly, a study in Germany (Jurkowski & Mueller, 2018) exploring classroom teachers and special education teachers working together over a year, concluded that cooperation did not change across the year and that they did not appear to affect each other’s practice. (From the student perspective their cooperation was increasingly worse.) The researchers concluded that structural conditions were at the root of the problem.

The idea of collaboration is at the heart of many calls to overcome the kinds of structural issues experienced in the Danish and German studies, though. For instance, a study in six early childhood and primary settings in Spain and Chile recognised that Leadership practices arise from interactions among members of the school community. They depend upon the context in which they emerge and upon people having common interests. The settings sought collaboration and shared understandings of educational inclusion, with a focus upon the professional development of the community and positive responses to diversity (Gómez-Hurtado et al, 2021).

So let us consider the kinds of professional development that are frequently called for.

## Activity 1 A collective view?

20 minutes

Watch the following video:

Video 1 What are the most effective professional development activities for teachers and school leaders? EduSkills OECD (The Open University is not responsible for external content.)

As you are watching make notes and reflect upon the following questions:

- What types of research and activities are people talking about?
- Why do they value these types of research and activities?
- What is your experience and opinion of these types of approaches?

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### Discussion

You probably noted people talking about action research, coaching, peer to peer work, professional learning communities, networks and lesson study, as well as the importance of having collective goals, a reflective attitude and a positive mindset. At the heart of approaches discussed was recognition of the importance of professional development being relevant to the context of the school leader or teacher. It needs to be based upon what people know; a practical activity undertaken in collaborative ways. This echoes many of the ideas behind the notion of principal professional learning communities. These are groups of school leaders working together to develop their leadership skills, in order to facilitate and support teachers’ learning, creating professional learning communities in their own schools that seek to develop teaching quality and improve students’ experiences of learning. By being part of these communities, school leaders have been shown to (Strand & Emstad, 2020):

- enhance their leadership skills,
- be more aware of and confident in their leaderships skills
- build greater collaboration in their settings

OpenLearn - Inclusive Leadership: Collaborating for professional development
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