Leading for All - Spencer-Iiams, Jennifer

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Résumé :
Foreword by Paula Kluth
Acknowledgments
About the Authors
Introduction
Chapter 1 - Finding Our Why
Why Inclusion?
Academic Research Supports Inclusion
Inclusion and the Whole-Child Movement
Equity and Social Justice
The Perspective of Families
Moving from Why to Why Not?
References
Chapter 2 - What We Mean by Inclusive Education
A Continuum of Inclusive Practices
A Summary of Changes Over the Past Eight Years
What Inclusion Looks Like
References
Chapter 3 - The Foundations of Inclusive Education
Putting Our Goals on Paper
Guiding Principles for Our Work
Kortney's Story
References
Chapter 4 - Creating Inclusive Cultures
True Friendships
Providing Supports in the General Education Classroom
Shared Ownership and Co-Teaching
The Power of Language
All Students Participate in Cocurricular Activities
References
Chapter 5 - Improving Instructional Practices
Frameworks that Guide our Instructional Practices
Learning Targets
Engagement Strategies
Access to Grade-Level Content
Common and Consistent Data
Analyzing Data to Inform Instruction
Purpose of Evaluation
References
Chapter 6 - The Components of Inclusive and Equitable Learning Communities
Effective Physical Spaces
Teaching Common Expectations
Rituals, Routines, and Recognition
Engagement Strategies for All Students
Teaching Social-Emotional Skills
Restorative Practices
Relationships with High Expectations
References
Chapter 7 - Increasing Student Voice
Growth Mindset Revisited
Student Voice and Behavior
Augmentative and Alternative Communication
Students as Leaders of Change
Students and Their IEPs
References
Chapter 8 - Supporting Behavior in Inclusive Schools
All-Some-Few Thinking
Team Student
The Intensive Capacity-Building Team
Thinking Inclusively About Outside Placement
References
Chapter 9 - Leadership Moves to Make it Happen
Communication and Relationships
The Role of the Central Office
Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices
Structures for Professional Learning that Support Inclusive Practices
Structures for Leadership and Stakeholder Input
Partnerships with Other Districts and Outside Organizations
Closing Thoughts about Leadership Moves
References
Chapter 10 - What's Next?
Transportation
Inclusive Early-Childhood Education
Adult Transition Services and Inclusive College Opportunities
Inclusive Teacher Education
The Mental Health System
Inclusive Practices in the Time of Distance Learning and COVID-19
Closing Thoughts
References
Index
...

Biographie:
Foreword by Paula Kluth
Acknowledgments
About the Authors
Introduction
Chapter 1 - Finding Our Why
Why Inclusion?
Academic Research Supports Inclusion
Inclusion and the Whole-Child Movement
Equity and Social Justice
The Perspective of Families
Moving from Why to Why Not?
References
Chapter 2 - What We Mean by Inclusive Education
A Continuum of Inclusive Practices
A Summary of Changes Over the Past Eight Years
What Inclusion Looks Like
References
Chapter 3 - The Foundations of Inclusive Education
Putting Our Goals on Paper
Guiding Principles for Our Work
Kortney's Story
References
Chapter 4 - Creating Inclusive Cultures
True Friendships
Providing Supports in the General Education Classroom
Shared Ownership and Co-Teaching
The Power of Language
All Students Participate in Cocurricular Activities
References
Chapter 5 - Improving Instructional Practices
Frameworks that Guide our Instructional Practices
Learning Targets
Engagement Strategies
Access to Grade-Level Content
Common and Consistent Data
Analyzing Data to Inform Instruction
Purpose of Evaluation
References
Chapter 6 - The Components of Inclusive and Equitable Learning Communities
Effective Physical Spaces
Teaching Common Expectations
Rituals, Routines, and Recognition
Engagement Strategies for All Students
Teaching Social-Emotional Skills
Restorative Practices
Relationships with High Expectations
References
Chapter 7 - Increasing Student Voice
Growth Mindset Revisited
Student Voice and Behavior
Augmentative and Alternative Communication
Students as Leaders of Change
Students and Their IEPs
References
Chapter 8 - Supporting Behavior in Inclusive Schools
All-Some-Few Thinking
Team Student
The Intensive Capacity-Building Team
Thinking Inclusively About Outside Placement
References
Chapter 9 - Leadership Moves to Make it Happen
Communication and Relationships
The Role of the Central Office
Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices
Structures for Professional Learning that Support Inclusive Practices
Structures for Leadership and Stakeholder Input
Partnerships with Other Districts and Outside Organizations
Closing Thoughts about Leadership Moves
References
Chapter 10 - What's Next?
Transportation
Inclusive Early-Childhood Education
Adult Transition Services and Inclusive College Opportunities
Inclusive Teacher Education
The Mental Health System
Inclusive Practices in the Time of Distance Learning and COVID-19
Closing Thoughts
References
Index
...

Sommaire:

Dr. Jennifer Spencer-Iiams is the Assistant Superintendent for Student Services in the West Linn-Wilsonville School District in Oregon. She has been a teacher and educational leader for 32 years. She led significant transformation in her district in the movement to a full inclusion model that honors student strengths and promotes belonging. Jennifer has served as an adjunct professor in the area of Special Education and in Emerging Bilingual Education. She has presented on models of inclusion at numerous conferences, served on statewide leadership groups focused on improvement in Special Education, and she collaborated to support national educational reform efforts for higher education and educator standards. Jennifer is a triple Duck, earning her bachelors, masters, and doctoral degrees from the University of Oregon. She is the child of educators and her mother was always active in improving her community. Jennifer is the youngest sister to five strong women. She lives in West Linn, Oregon with her husband, three grown children in the area, and her dog, Gus.

Dr. Josh Flosi has been an educator for 25 years in public, private, and international schools. He currently leads Student Support Services at the International School of Tanganyika, an inclusive school in Dar es Salaam, Tanzania. Before that, he spent 10 years as a building administrator and then Assistant Director of Student Services in the West Linn-Wilsonville School District near Portland, Oregon, where he helped lead the transformation to a profoundly inclusive model of education. He spent 14 years as a high school English and Social Studies teacher. He has also been an adjunct professor in a teacher preparation program and a regular presenter at conferences.?

Josh is committed to promoting inclusive and excellent schools, believing that we all have the capacity to learn and the right to belong and contribute to a community. He earned his Bachelor's and Master's degrees from Stanford University and his Doctorate in Educational Leadership from the University of Oregon. He enjoys traveling with his family, reading, coaching soccer, and crafting homemade ice cream.