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Leadership for inclusion: what can you do?
Leadership for inclusion: what can you do?

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Acknowledgements

This free course was written by Jonathan Rix and published in April 2023.

Except for third party materials and otherwise stated (see terms and conditions [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] ), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence.

The material acknowledged below is Proprietary and used under licence (not subject to Creative Commons Licence). Grateful acknowledgement is made to the following sources for permission to reproduce material in this free course:

Course image: courtesy: © Caroline Rix

Text

Activity 1: extract: Grassroots Leadership Models: A Conceptual History of Thought and Practice Section: Elements of Grassroots Leadership that can be Transferred to Educational Leadership, pp.11–13 in Davidson, F.D. & Hughes, T.R.(2021) ‘Grassroots Leadership Models: A Conceptual History of Thought and Practice’, The Palgrave Handbook of Educational Leadership and Management Discourse, pp. 1–16. Publisher Palgrave Macmillan.

Activity 4: Quotes taken from: Lehane, T. (2016) “Cooling the mark out”: experienced teaching assistants’ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools, Educational Review, 68(1), pp. 4–23.

Activity 7: Waitoller, F. R., & Kozleski, E. B. (2013) ‘Working in boundary practices: Identity development and learning in partnerships for inclusive education’, Teaching and Teacher Education, 31, pp. 25–45. © The Author(s)

Activity 9: Acts of pedagogical resistance: Marking out an ethical boundary against human technologies 2021 The Author(s) McNair, L. J., Blaisdell, C., Davis, J. M., & Addison, L. J. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/ en-us/ nam/ open-access-at-sage).

Table 1: A model of change goals and grassroot leadership actions and strategies (based on Ehrich & English, 2012) Springer International Publishing

Illustrations

Activity 3: ‘Dolores has finally found a school she can get into’ courtesy Jonathan Rix

Activity 8: ‘Strangely, Kevin rather liked maths exams courtesy’ Jonathan Rix

Videos

Video 2: Middle Leadership: courtesy: National Academy for Educational Leadership Wales Home - National Leadership Wales (nael.cymru)

Video 5: Teacher Collaboration: Spreading Best Practices School-Wide. Courtesy: https://www.edutopia.org/

Video 7: How ESOL teachers and specialists can advocate for their students. Courtesy: Colorin Colorado How ESOL teachers and specialists can advocate for their students - YouTube

Video 8: Advocacy in Action: Speaking Up for Students and the Teaching Profession. Courtesy: International Literacy Association https://www.literacyworldwide.org

Video 9: Bullying: Teachers share their stories in video for pupils Courtesy: Perins School https://www.perins.net/

Video 10: Domestic violence education: Public Service Broadcasting Trust (Fixers UK) https://www.fixers.org.uk/

Video 11: Diversity in the classroom. Courtesy The City University of New York The City University of New York (cuny.edu)

Every effort has been made to contact copyright owners. If any have been inadvertently overlooked, the publishers will be pleased to make the necessary arrangements at the first opportunity.

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