The contribution of facilitated leadership to systems development for greater inclusive practices

Phyllis JONES, Christine Irene FORLIN, Ann GILLIES

Research output: Contribution to journalArticles

Abstract

Facilitative leadership, in the context of whole school development for greater inclusive practices offers a positive contribution to the discourse of school leadership. This article presents an exploration of the development of greater inclusive practices across an early years service and an elementary school that are both adopting a whole school systems approach. The contribution of two educational leaders, one a district supervisor and one an elementary school principal in South West Florida, to the development of facilitated processes is explored in the light of best practice for effective school change. These two real life examples of the enactment of facilitated leadership in action are shared to illustrate a framework for leadership that has the potential to create systems-wide development that is sustainable. This framework includes the creation of a context for developing a common vision, shared ownership and decision-making. The use of focused questions brings in different stakeholder voices, knowledge and experience, resulting in development of consensus decision making. Leadership in school districts and in schools enacted in this facilitated way supports teachers, benefits students, and encourages system-wide change and development towards more improved inclusive opportunities for everyone. Copyright © 2013 Whole Schooling Press.
Original languageEnglish
Pages (from-to)60-74
JournalInternational Journal of Whole Schooling
Volume9
Issue number1
Publication statusPublished - Jan 2013

Citation

Jones, P., Forlin, C., & Gillies, A. (2013). The contribution of facilitated leadership to systems development for greater inclusive practices. International Journal of Whole Schooling, 9(1), 60-74.

Keywords

  • School leadership
  • Facilitated leadership
  • Inclusion
  • Systemic development

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