CvSU Vision CvSU Mission

Cavite State University shall provide

The premier university
in historic Cavite
recognized for excellence
CAVITE STATE UNIVERSITY
in the development of
globally competitive and
morally upright individuals.
Republic of the Philippines
Don Severino de las Alas Campus
Indang, Cavite
excellent, equitable and relevant educational
opportunities in the arts, science and
technology through quality instruction and
relevant research and development activities.
It shall produce professional, skilled, and
morally upright individuals for global
competitiveness.

College of Education
Teacher Education Department

Second Semester
AY 2021-2022

In Partial Fulfillment of:

SNED 27 – Curriculum and Pedagogy in Inclusive Education

Submitted to:
Rosal S. Concepcion
Instructor III

Submitted By:

#13 Poniente Cid Erick R.

202012050
Objectives:

 Define what is Leadership for Inclusive Education?

 Identify the importance of Leadership for Inclusive Education.
 Explain the Leadership styles.
 Define what is Teachers Leadership?
 Identify the importance of Teachers Leadership.
 Explain the six traits of Teacher Leader
 Define what is Parent/Family Partnerships?
 Identify the importance of Parent/Family Partnerships.
 Define what is Capacity Building?
 Identify the importance of Capacity Building.

Introduction

Inclusion is increasingly becoming one of the policy drivers shaping educational discourse

and practice. What constitutes the term “inclusion” itself and how ideas derived from the

different perspectives on inclusion impact school leadership practice point to a highly

contested field of enquiry. Originally embedded in discourse relating to special education,

ideas relating to inclusion are attracting much broader appeal within system reforms in many

jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader

context and to decouple it from the discourse relating to students with special

educational/additional needs. This allows the authors to position their contributions more

explicitly within discourses that draw on difference and diversity as unavoidable features of

schools. Within this collection we address the current political dogmas in many countries that

take a purely rational, managerial approach to leadership, arguing that this is not contributing

to inclusion in schools. In doing this, the book seeks to shape current discourses on

leadership by exploring perspectives which are likely to enhance our understanding of

inclusion. Tolerance, respect, listening, clarifying language, being comfortable with

differences and ambiguity and articulating and challenging the rationale behind “the way we

do things around here” are key aspects of inclusive leadership, and fundamental imperatives

for writing this book. It will be useful to those in education who are engaged in further

academic study in education or in reflective practice and to anyone taking advanced

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programmed in educational leadership and management. The international perspectives on

the issue of inclusion informing this book ensure that this book will be essential for those

engaged in a comparative analysis of leadership practice in different contexts or those

concerned with the complexity of ensuring inclusive models of education.

Parents, advocates, and educators often find themselves asking an incredibly important

question: How can we improve outcomes for students with disabilities?

Inclusive leadership means that leaders commit to ensuring all team members: Are treated

equitably, feel a sense of belonging and value, and. Have the resources and support they

need to achieve their full potential. Leaders share responsibility, empower individuals, and

develop strategies for handling the complexities of various projects. The potential benefits of

inclusive leadership can be found at personal, organizational, and societal levels.

Unfortunately, the educational experience of students with disabilities is not equitable. They

are twice as likely to be suspended and expelled than students without disabilities. Further,

there is a serious shortage of special education teachers in our nation’s schools and the

general educators who instruct students with disabilities are often lacking the knowledge,

skills, and resources they need to do so effectively.

As more and more students with disabilities spend most of their time in general education

classrooms, how will we ensure that their schools are inclusive, responsive, and effective

environments for them?

Perhaps the most critical role in successful inclusive schools is the role of the principal. The

school principal’s active participation is the single most important predictor of success in

implementing change, improving services, or setting a new course. The school principal is

central to facilitating systemic change and leading faculty to adopt new attitudes and new

practices. 

With responsibilities widening each year, today’s principal must create the conditions for a

positive learning environment, academic rigor, and set the standard for shared ownership

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across the entire faculty. This page explores the many facets of the role of inclusive

principals.

Inclusive leadership is essential for making sure diverse thinking is respected, managed,

heard and applied. And inclusive leaders who understand how different thinkers react to

change are uniquely prepared to communicate and influence in a way that gets everyone on

board with new ideas and new ways of doing things.

Leadership Styles

Here are five leadership styles that teacher leaders can use inside and outside the
classroom.

 Authoritative Leadership
Authoritative leaders push their teams to pursue common goals. They balance
maintaining a high bar and inspiring their teams to success. According to Dr.
Scroggins, authoritative leaders rely heavily on strategy, using data to set high
expectations and take thoughtful risks. Authoritative leaders can also be relentless in
their pursuit of meaningful growth and demonstrate determination and resilience. In
education, this means authoritative leaders may be teachers with many years of
experience or higher degrees. The National College for Teaching and Leadership
names authoritative leadership the most effective in education.

 Affiliative Leadership
Affiliative leaders are people who their teams can trust and feel safe going to. They
validate their colleagues and build camaraderie among their teams—qualities that
promote inclusivity, equity, and culturally responsive practices, according to Dr.
Scroggins. A school’s success largely depends on building culture and values. This
requires affiliative leadership to push staff and students alike in the same direction.

 Democratic Leadership
Democratic leaders are the first to seek feedback and share decision-making
responsibilities. In education, this often means gathering feedback from students,
staff, administrators, and families to implement school-wide changes and policies.
“Democratic leadership is about believing students, parents, and the community have
a voice,” says Dr. Scroggins. “This approach helps build community and nurture
partnerships among stakeholders.”

 Pacesetting Leadership
Pacesetting leaders essentially focus on the practice of leading by example inside or
outside the classroom. They do it all, setting the tone of a school and inspiring other
teachers by their skills, dedication, and achievements.

 Coaching Leadership
Coaching leaders take young or struggling teachers under their wings to mentor. This
style of leadership is usually time-consuming and requires much empathy and
patience on the leader’s part. However, it has significant benefits to teacher
development and student academic success.

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Teacher Leadership

What is teacher leadership? It is a set of roles bundled with the motivation to inspire

educational change and move beyond the status quo in collaborative ways. Teacher leaders

lead alongside others, not from the front. They have their feet firmly planted in the classroom

and their eyes on what is possible for all.

Every school needs a cadre of teacher leaders. When administrative leadership changes in

a school, there should be a network of teacher leadership that will sustain that change in a

productive way. And every teacher needs to understand the pathways to teacher leadership.

Teacher leaders are critical in establishing school cultures that ensure change is always

meaningful and relevant.

Teacher leadership is a process. Teacher leaders are the professionals who carry through

with this process to lead change in their schools for the benefit of all students. Teacher

leaders’ step outside their classroom doors and accept the challenges to improve their

practice through working with colleagues, school administration and professional staff—as

well as students and their families.

One of the confusions in defining teacher leadership and identifying teacher leaders is that

“leadership” is not found in a position or title. In most schools there are teachers who are the

designated leaders of their grade level teams or departments but being named a “team

leader” is not the same as being a teacher leader.

Teacher leaders exemplify certain defining characteristics. While all teachers possess

several of these traits, only teacher leaders consistently and simultaneously integrate them

into teacher leadership.

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Teachers determines students’ success within the classroom. The teacher is the single

greatest factor that determines students’ growth in the classroom. Effective teachers need to

be leaders for their students. It is critically important that teachers possess leadership skills

because it is a fundamental factor that is required to enhance the instructional quality of

teachers both inside and outside the classroom. Teacher leaders possess excellent class

management skills and are more capable of driving students toward academic success. In

the current body of work, limited studies have focused on the impact of teacher leaders on

student learning and academic success, while having leadership responsibilities inside the

classroom. The purpose of this study is to explore in depth the entire concept of teacher

leadership in the classroom and its relationship to student performance and achievement.

Six Teacher Leader Traits

1. Experts- Teacher leaders share their expertise. Expertise may come in the form of
knowledge and skills about specific content (e.g., mathematics, social-emotional
learning) or teaching skills (e.g., teaching with technology, questioning strategies).
Their expertise may also come in the form of leadership skills (e.g., helping teams
build consensus, making data-driven decisions).

2. eXceptional Communicators- Exceptional Communicators Teacher leaders are

excellent communicators. A key teacher leadership skill is the ability to prioritize
listening over speaking and seeking to understand different perspectives

3. Change Agents- Change Agents While most teachers are experts and have effective
communication skills, teacher leaders differentiate themselves by being change
agents. They take up initiatives and work to make them successful. Education is a
professional field that is constantly being “reformed” and reacting to social, economic
and political changes.

4. Inspirational Leaders- Inspirational Leaders People in educational leadership are

familiar with the concept of the transformational leader. Transformational leaders
work with others to problem-solve and implement and monitor strategic initiatives.

5. Trustworthy Colleagues- Trustworthy Colleagues To be a teacher leader, others must

trust you enough to follow your lead.

6. Explorers- Explorers Teacher leaders are trailblazers. They are first adopters, willing
to try out new ideas and discover the unseen “potholes” in new initiatives.

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Parent/Family Partnership

Family-school partnerships are collaborative relationships and activities involving school

staff, parents, and other family members of students at a school. Effective partnerships are

based on mutual trust and respect, and shared responsibility for the education of the children

and young people at the school.

Families are the first educators of their children, and they continue to influence their

children’s learning and development during the school years and long afterwards. Schools

have an important responsibility in helping to nurture and teach future generations and

families trust schools to provide educational foundations for their children’s future. At the

same time, schools need to recognize the primary role of the family in education. Therefore,

it is important for families and schools to work together in partnership. Research

demonstrates that effective schools have high levels of parental and community

involvement. This involvement is strongly related to improved student learning, attendance,

and behavior. Family involvement can have a major impact on student learning, regardless

of the social or cultural background of the family. Family involvement in schools is therefore

central to high quality education and is part of the core business of schools. The aim of the

Family-School Partnerships Framework is to encourage sustainable and effective

partnerships between all members of the school community, including teachers, families,

and students. These partnerships should:

• view each partner as making equally valuable contributions, while respecting different

contributions.

• respect student needs and preferences.

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• address barriers to involvement in schools by families, in particular Indigenous families,

and actively help previously uninvolved families to become involved.

• create better programs, opportunities and learning for students.

• give families appropriate opportunities to contribute to school decision-making and

governance.

• contribute to professional satisfaction for principals and teachers.

Developing family-school partnerships may not always be easy. It requires commitment and

time. Because of pressures and circumstances, many families will need special

arrangements, or extra support, to enable them to become actively involved in their

children’s school lives, and to help their children get the most from school.

Capacity Building

Capacity building (or capacity development, capacity strengthening) is the improvement in

an individual or organization's facility (or capability) "to produce, perform or deploy”. The

terms capacity building and capacity development have often been used interchangeably,

although a publication by OECD-DAC stated in 2006 that capacity development was the

preferable term. Since the 1950s, international organizations, governments, non-

governmental organizations (NGOs) and communities use the concept of capacity building

as part of "social and economic development" in national and subnational plans.

Capacity building is defined as the ability of an organization to achieve their mission in an

effective manner. It can also be described as the strategies or actions that an organization

takes to ensure that it has the resources needed to succeed. These actions can include

resource development, financial management (diversification of funding sources),

organizational learning, leadership development and other activities. In other words, capacity

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building is any set of actions that an organization takes to improve its ability to perform

successful in its chosen area.

The term or concept also relates to the commitment of foundations and other entities to help

nonprofit organizations to become high performing entities by supplying information,

instruction, and guidance.

Capacity building enables nonprofit organizations and their leaders to develop competencies

and skills that can make them more effective and sustainable, thus increasing the potential

for charitable nonprofits to enrich lives and solve society's most intractable problems.

Capacity building is important because it encourages the leadership of a nonprofit to

evaluate their abilities to perform in a complex environment. For example, is the organization

missing potential fundraising opportunities by not having a website with the capacity to solicit

and receive donations? Should the organization develop its staff so that they can provide a

new service that is complementary to their existing array of services?

In addition, capacity building is important because the evaluation process coupled with the

References

https://books.google.com.ph/books/about/Leadership_for_Inclusive_Education.html?

id=fWVGAAAAQBAJ&source=kp_book_description&redir_esc=y

https://ncld.org/news/policy-and-advocacy/inclusive-principal-leadership-part-1-what-it-is-

why-it-matters/#:~:text=The%20Practice%3A%20Inclusive%20Principal

%20Leadership&text=This%20means%20that%20students%20with,need%20when%20they

%20need%20it.

https://blog.thinkherrmann.com/why-inclusive-leadership-is-essential-to-innovation

8
https://www.sciencepublishinggroup.com/journal/paperinfo?journalid=196&doi=10.11648/

j.edu.20211001.12#:~:text=Students%20taught%20by%20teacher%20leaders,within

%20and%20outside%20the%20classroom.

https://www.elmhurst.edu/blog/teacher-leadership/#:~:text=Teacher%20Leadership%20is

%20a%20Professional,skills%20that%20are%20continually%20developed.

http://www.familyschool.org.au/files/3013/8451/8364/Family-

school_partnerships_framework.pdf

https://www.un.org/en/academic-impact/capacity-building#:~:text=Capacity%2Dbuilding

%20is%20defined%20as,in%20a%20fast%2Dchanging%20world.

https://en.wikipedia.org/wiki/Capacity_building

https://www.councilofnonprofits.org/tools-resources/what-capacity-building#:~:text=Capacity

%20building%20enables%20nonprofit%20organizations,solve%20society's%20most

%20intractable%20problems.

https://soeonline.american.edu/blog/teacher-leadership-roles?

fbclid=IwAR0K4sijzmG5KRY9p09wcKaG-RcpY9S2k4vo6SHWMJP3F1W-Ej22y57ZVLk

9
Quiz
Read the following questions carefully and select the best answer that corresponds to each
question from the given choices below.
1. It is defined as the ability of an organization to achieve their mission in an effective
manner.
a. Capacity Building
b. Team Building
c. Leadership
d. Parent-Teacher Partnership
2. It can have a major impact on student learning, regardless of the social or cultural
background of the family.
a. Leadership for Inclusive Education
b. Teacher Leadership
c. Family Involvement
d. Capacity Building
3. People in educational leadership are familiar with the concept of the transformational
leader. Transformational leaders work with others to problem-solve and implement
and monitor strategic initiatives.
a. Inspirational Leaders
b. Explorers
c. Change Agents
d. Experts
4. It is a set of roles bundled with the motivation to inspire educational change and
move beyond the status quo in collaborative ways.
a. Experts
b. Exceptional Communicators
c. Teacher Leadership
d. Change Agents
5. It is collaborative relationships and activities involving school staff, parents, and other
family members of students at a school.
a. Family-school partnerships
b. Parent-Teacher partnership
c. Capacity Building
d. Teacher Leadership

Learning Task

We study the Six Traits to become a Good Teacher Leader, choose one and explain it in
your own words

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