[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587213-105":59,"doc-detail-587213-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","lessons-learned-from-inclusive-schools-leadership","Lessons Learned from Inclusive Schools - Leadership","","A concise briefing distills lessons on leadership drawn from four knowledge development sites: WISH Community Elementary School, WISH Community Middle School, WISH Academy High School, and CHIME Institute. It explains how inclusive school leaders advance “rightful presence” by guiding decisions through shared commitments, enabling systems-level continuous improvement through collaborative solutions, and using data to support instruction for all learners across universal, additional, and intensified levels. Evidence is grounded in key informant recommendations, focus groups, recordings, transcription, coding, and site observations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lessons-learned-from-inclusive-schools-leadership/587213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lessons-learned-from-inclusive-schools-leadership/587213.png","ImageObject",300,407,{"name":92,"@type":93},"วิน","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this leadership lessons briefing?","Question",{"text":112,"@type":113},"It summarizes leadership lessons connected to advancing “rightful presence” in schools, using findings from four knowledge development sites and six key levers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do leaders guide decisions in these inclusive schools?",{"text":117,"@type":113},"Leaders emphasize approaching decisions through the learning community’s shared commitment to inclusion, ensuring resolutions align with agreed-upon values even when final choices differ from individual preferences.",{"name":119,"@type":110,"acceptedAnswer":120},"What does collaborative systems-level continuous improvement look like?",{"text":121,"@type":113},"Administrators promote solutions-based thinking across contributors, elevate faculty strengths, engage community organizations, and define shared expectations while creating time, roles, professional development, and shared digital resources to remove barriers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587213,1792189697,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","June 2025  \nLessons Learned from Inclusive Schools: Leadership  \nIntroduction  \nThe National Center on Inclusion Toward Rightful Presence sought out schools that provide effective support in general education curriculum and settings for students who benefit from intensive instruction and support. The Center used knowledge learned from these sites to develop and inform its model for advancing rightful presence in schools, which includes six key levers. This brief provides a summary of lessons learned about one of these levers—leadership—from four of these “Knowledge Development Sites”: WISH Community Elementary School, WISH Community Middle School, WISH Academy High School, and CHIME Institute.  \nMethods  \nThe Center used a key informant strategy, asking individuals from organizations in the field to recommend study sites that exemplify key characteristics of rightful presence: true belonging, inherent value, and shared power. The charter schools included in this study were purposefully chosen for their prestigious reputation and commitment to providing top-notch, fully inclusive education. Researchers visited  \nthese sites and conducted focus group interviews with the following groups: educators, related service providers, administrators, family members, and students. The focus groups were recorded, transcribed, and coded by theme. Researchers also conducted a series of observations in classroom and non-classroom settings across grade levels and during collaborative instructional planning sessions. The lessons outlined in this brief are the results of data collected and analyzed from these site visits.  \nLessons Learned: Leadership  \nLesson 1: Guide decisions based on shared commitment.  \nLeaders across the sites explained the importance of approaching decisions through the lens of the learning community’s shared commitment to inclusion. Educators talked about how this commitment reflected their own values. Due to the close alignment between educator values and the school’s culture, people throughout the school approached the task of inclusive education with the same goals in mind, even if they had different ideas for how to do it. For example, an educator at WISH Academy High school indicated how important it was to have agreed upon commitments when collecting input from various members of the learning community who may have competing interests about the best ways to improve processes and practices. The educator explained that he felt like his input was always sought out and heard when decisions were made. He understood parents, educators, students, and administrators may have different viewpoints when approaching issues and considering resolutions. Further, he realized all perspectives need to be considered, and, when  \ndiffering solutions emerge, the core tenets of the school’s agreed upon shared commitments would guide decisions. So, even if the final decision was not the educator’s first choice, at the end of the day, he knew the decision aligned with their shared values.  \nLesson 2: Collaboratively approach systems-level continuous improvement.  \nAdministrators encouraged solutions-based thinking from a variety of contributors (e.g., educators, families, and students) . Leaders elevated the strengths, talents, and wisdom of their faculty and staff, while also engaging community organizations, families, and students to identify additional ways of achieving shared goals. By elevating the perspectives of those most affected by decisions, schools were able to identify ways to resolve issues and overcome barriers to achieving their aims. One administrator said,“I try to encourage solutions-based thinking among the staff and be ready to say yes.” Multiple examples were given of teacher-led ideas, including creating more time for collaborative planning in the school schedule, expanding flexible roles of paraprofessionals, identifying professional development topics, and developing a digital database of shared forms and material","cbCaibdswqxG0iYD","https://ap.wps.com/l/cbCaibdswqxG0iYD","pdf",196657,"English","# Introduction\n## Methods\n# Lessons Learned: Leadership\n## Lesson 1: Guide decisions based on shared commitment.\n## Lesson 2: Collaboratively approach systems-level continuous improvement.\n## Lesson 3: Use data to inform instruction for all students at varying levels (universal, additional, and intensified).","[{\"question\":\"What is the focus of this leadership lessons briefing?\",\"answer\":\"It summarizes leadership lessons connected to advancing “rightful presence” in schools, using findings from four knowledge development sites and six key levers.\"},{\"question\":\"How do leaders guide decisions in these inclusive schools?\",\"answer\":\"Leaders emphasize approaching decisions through the learning community’s shared commitment to inclusion, ensuring resolutions align with agreed-upon values even when final choices differ from individual preferences.\"},{\"question\":\"What does collaborative systems-level continuous improvement look like?\",\"answer\":\"Administrators promote solutions-based thinking across contributors, elevate faculty strengths, engage community organizations, and define shared expectations while creating time, roles, professional development, and shared digital resources to remove barriers.\"}]","Lessons Learned from Inclusive Schools - Leadership | PDF",1792061052,15]