Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion

Bibliographic Details
Main Author:	Ogletree, Ann Laveda
Language:	English
Published:	University of Cincinnati / OhioLINK 2008
Subjects:	Continuing Education Education Educational Psychology Elementary Education Organizational Behavior School Administration Special Education Teacher Education Teaching educational leadership inclusion collaboration principal special education servant leadership student achievement school culture
Online Access:	http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212089551

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spelling	ndltd-OhioLink-oai-etd.ohiolink.edu-ucin12120895512021-08-03T06:12:38Z Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion Ogletree, Ann Laveda Continuing Education Education Educational Psychology Elementary Education Organizational Behavior School Administration Special Education Teacher Education Teaching educational leadership inclusion collaboration principal special education servant leadership student achievement school culture <p>This study intends to examine the specific relationships between general education and special education teachers and the role of the principal in facilitating their shared success relative to inclusion of students with special needs in the general education classroom and curriculum. The information gathered may help inform the practice of principals leading teams in the process of creating inclusive settings. Providing support to collaborating teachers improves the services delivered to students. Discovering patterns and behaviors that sustain successful teams may aid in the overall achievement of schools.</p><p>The application of servant leadership principles assists principals in facilitating inclusion of students with disabilities in general education classrooms. These ten themes discovered across sites indicate that commonalities exist: shared philosophy; concerns about teacher/pupil ratio; time; planning; communication; professional development; flexibility; principal’s visibility; team stability; and high expectations for student achievement. All participants shared the daily focus of meeting the needs of students.</p><p>Principals who support inclusion: are visible during the school day; provide stability in team membership; are flexible in organizing schedules; provide professional development that teachers find applicable to their daily work; and join teachers with similar philosophical beliefs when organizing inclusion teams. The most important finding is that all principals examined held high expectations for student achievement and expected teachers to provide students with instruction reflecting those elevated expectations. </p><p>Implications for practice are that principals who wish to support teachers working collaboratively in inclusive settings should nurture a school culture that supports teachers meeting the needs of all students. Implications for principal and teacher preparation programs and staff development planners are addressed. Implications for research indicate that the ten themes identified should be more deeply examined, prioritized, and used to increase the body of educational leadership knowledge. Other implications for research involve investigating the relationship between school culture and the success of inclusion in schools.</p> 2008-08-27 English text University of Cincinnati / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212089551 http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212089551 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection	NDLTD
language	English
sources	NDLTD
topic	Continuing Education Education Educational Psychology Elementary Education Organizational Behavior School Administration Special Education Teacher Education Teaching educational leadership inclusion collaboration principal special education servant leadership student achievement school culture
spellingShingle	Continuing Education Education Educational Psychology Elementary Education Organizational Behavior School Administration Special Education Teacher Education Teaching educational leadership inclusion collaboration principal special education servant leadership student achievement school culture Ogletree, Ann Laveda Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion
author	Ogletree, Ann Laveda
author_facet	Ogletree, Ann Laveda
author_sort	Ogletree, Ann Laveda
title	Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion
title_short	Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion
title_full	Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion
title_fullStr	Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion
title_full_unstemmed	Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion
title_sort	servant leadership: the urban principal’s role in facilitating inclusion
publisher	University of Cincinnati / OhioLINK
publishDate	2008
url	http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212089551
work_keys_str_mv	AT ogletreeannlaveda servantleadershiptheurbanprincipalsroleinfacilitatinginclusion
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Servant Leadership: The Urban Principal’s Role in Facilitating Inclusion

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