Uploaded byNick Burnett
Leadership and Special Education
This document discusses the leadership challenges of managing special educational needs (SEN) in both mainstream and special settings. It identifies qualities needed for leaders of change, such as unwavering optimism and intellectual curiosity. It also examines how to create change through building capacity, minimizing crises, and extending vision. Specific challenges are explored for different types of special settings, such as managing boundaries between organizations. The document envisions future SEN provision with centralized support services, information centers, and co-located special school sites that offer wraparound support. The ideal leader of SEN is seen as one who can reform systems through abandoning outdated models and resolving conflicts through strength and collaboration.
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Leadership and Special Education
- 1. Leadership and SEN:Meeting the Challenge in Special and Mainstream Settings Nick Burnett Managing Director i-for-k
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- 5. Qualities unwarranted optimism regarding crisis as the norm and complexity as fun endless supply of intellectual curiosity absence of paranoia and self-pity
- 6. Capacity to CreateChange creating energy building capacity – teachers as leaders of change meeting and minimising crisis extending the vision securing the environment seeking and charting improvement
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- 8. Changing Cultural Context intimate consultation – enhanced pupil voice – parental preference advocacy partnership provision
- 9. Learning for Leadersof Change
- 10. futures thinking possible probable preferable
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- 15. Share risk creativity responsibility resources
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- 19. More responsive andadaptable
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- 22. Reduction in barriersto learning
- 23. personalised access digitalresources
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- 26. Outsourcing of ICTrelated services
- 27. professional development online courses to industry and schools advisory work
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- 30. ICT Managers industryknowledge and expertise
- 31. impact of ICT positive negative
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- 37. New Opportunities integrated learning activities individualised programmes collaborative partnership provision
- 38. Understanding of Learning multiple intelligences learning styles knowledge of the brain Pedagogy Curriculum
- 39. Professional Learning Communities talk about teaching observe each other teaching plan, organise, deliver, evaluate together teach each other
- 40. Personal lifelong everyoneas a researcher
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- 45. Additional specialist status new opportunities fund other
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- 47. The Additional Leadership Challengesof Different Settings
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- 49. Challenges league tables stakeholder expectations targets structure and inflexibilties – need to create opportunities Need to build into climate of school Status of SENCO
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- 51. managing the boundaries managing people you do not employ other professionals managing the different cultures multiple agendas
- 52. parents respite negativepersonal experiences
- 53. more change managingthe 'unknown'
- 54. lack of supportand/or challenge role within LEA – lack of clarity as to role knowledge within LEA and OfSTED – core purpose contained in 3 brief sub-sections of the report
- 55. changing pupil profiles staff training – need to provide training and induction – Lack of training at ITT structure required
- 56. lack of staffwishing leadership opportunities ageing population
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- 59. Challenges 5 key stages OfSTED full range of difficulty need to bring in funding to support outreach
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- 61. challenges need forpupils to feel safe danger in having a captive, vulnerable audience emotional providing 'home' for pupils care standards - good thing
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- 63. Challenges Managing multiplesites – different cultures – funding arrangements – managing expectations relationships with co-located site heads
- 64. Pupil Referral Unitand Inclusion Service (PRUIS)
- 65. challenges lack of partnership options promoting teacher expectations not a school – LEA service reactive expectation – LEA – other schools
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- 67. pupils parallel difficultieswith – families – communities ability often spans same ability range as a mainstream school need to meet emotional needs need for rubber boundaries Inclusion opportunities for pupils
- 68. Staffing need forstrong leadership team – head of care – deputy staff welfare difficulties in addressing both in and out of school needs recruitment and retention
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- 70. Challenges at the end of the educational line Financial risk for proprietors isolation total 'buck stops here' 52 week – right people in right place need to provide counselling and therapy
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- 72. SEN Provision ofthe Future
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- 77. support to parents other professionals other schools
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- 83. The Leader ofSEN in the Future
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- 85. Abandonment design silo model curriculum pedagogy
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- 87. Resolve Conflict strengthand courage
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- 89. 6 C's compelling vision collaboration critical friends culture of development congruence clear focus
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- 98. Contact Details www.i-for-k.com.au [email protected] 0405 411 871 ‘Leadership and SEN: Meeting the challenge in special and mainstream settings’ References