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Reinterpreting the authority of heads: Making space for values-led school improvement with the Index for Inclusion

机译：重新诠释校长的权威：“全纳指数”为以价值观为导向的学校改善留出空间

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摘要

To what extent can heads use an inclusive values-led approach to school development in the face of pressures from Ofsted and their Local Authority to focus almost exclusively on attainment outcomes? We explore leadership of school improvement in a qualitative study of 10 head teachers in the English county of Preshire', who worked with the third edition of the Index for Inclusion, (Booth and Ainscow 2011), a guide to values-led school improvement. We situate the study within a review of conflicting research advice about the characteristics of successful heads and how values', seen as motives for action, affect the recommendations from research. We found that the heads were able to use shared inclusive values to accomplish, with their staff, a degree of control over the way their schools are improved. To an extent they were able to resist extreme local pressures to engage in short term strategies to force up attainments. By making their inclusive values explicit they showed courage rather than compliance. To varying degrees they used the Index' to create inclusive, democratic and sustainable school improvement plans while conforming to Ofsted requirements. We consider the possibilities for more widespread implementation of school development led by inclusive values.
机译：面对Ofsted及其地方政府的压力，校长们可以在多大程度上采用包容性价值观主导的方法发展学校？我们通过对10名英国郡县的班主任进行定性研究来探索学校改进的领导力，他们与第三版《全纳性指数》（Booth and Ainscow 2011）一起工作，这是一个以价值观为主导的学校改进指南。我们将研究定位于对成功负责人的特征以及价值观（被视为行动动机）如何影响研究建议的相互矛盾的研究建议的回顾中。我们发现，负责人能够利用共同的包容性价值观与员工共同实现对学校改善方式的一定程度的控制。在一定程度上，他们能够抵御极端的局部压力，以采取短期策略来提高成绩。通过明确体现其包容性价值观，他们表现出了勇气而不是合规。他们在不同程度上使用Index'来制定包容，民主和可持续的学校改进计划，同时符合Ofsted的要求。我们考虑以包容性价值观为主导，更广泛地实施学校发展的可能性。

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