Week 1: What are the features of an inclusive school?
8. Monitoring Inclusivity
Creating an inclusive school should be regarded as a process that takes place gradually, over time. School leaders and teachers may try different initiatives, but then find that they don’t work out quite as they anticipated and need adapting. By monitoring the effect of different initiatives and reflecting on why some ideas are more effective than others, organisations can learn.
Monitoring processes can be formal (achievement data, attendance, questionnaires, interviews, lesson observations) and informal (noticing, informal conversations with stakeholders, children’s work). In Week 3 you will consider some of these processes in more detail.
Activity 1.7 Monitoring inclusive schoolsYou are advised to spend 40 mins on this activity In Activity 1.2, you heard Lydia’s and Daniel’s responses to the question ‘what makes an inclusive school?’ In your notebook, write your own response to this question. For each of the features that you suggest, write down the extent to which that school was ‘inclusive’. What evidence might you look for? Identify some formal evidence and some informal evidence that could be collected. Thinking of a school that you are familiar with, write a post on the Week 1 forum highlighting one inclusive feature of that school and how you know. For example: Following some school-based teacher development, teachers used more participatory approaches in lessons. The evidence that this made a difference was that attendance improved. |