Administrative leadership is considered critical to successful implementation of inclusive schooling practices whereby students with disabilities are educated with other students. This ethnographic study of one principal was conducted over a 15-month period in a midsize midwestern city. The results: (a) a supportive environment for critique encourages teacher autonomy and risk taking while communicating trust that teachers can succeed; (b) a supportive environment is open to critique about how to reach inclusion but not about the goal itself; (c) in a facilitative community, the principal and teachers ask questions and consider alternative frameworks for inclusion; (d) creating a just, democratic environment coalesces the staff, and the principal models inclusive practices; and (e) principal behaviors are undergirded by a spirituality grounded in six beliefs: valuing personal struggle, recognizing the dignity of all people, blending the personal and professional, believing people are doing their best, listening, and dreaming.
ASJC Scopus subject areas
- Public Administration