inclusive schools are better able to build relationships with every student and stakeholder.

schools that actively involve diverse stakeholders in decision-making are better positioned to successfully personalize learning. moving from traditional teacher-led instructional models to ones that are more student-centered is a significant change. students, staff, and families enter into this change from different places. understanding the strengths, perspectives, and concerns of all stakeholders is a start, but empowering those stakeholders to lead is critical. stakeholders who know there is an advocate who shares their interests is more powerful than one who just understands those interests. change requires trust, and trust comes from strong relationships. an inclusive school can more quickly and authentically develop relationships with all stakeholders. this trust is critical when families wonder how to support their child amidst instruction they are unfamiliar with. veteran teachers will be more willing to try something new if they know someone who shares their background is advocating for their interests and concerns. 

sharing resources:

inclusive practices are powerful ways of engaging with stakeholders. the action of inclusion is often more enlightening than a conversation about inclusion. here are two resources that may help your team be more inclusive:

• shadow a student challenge: an activity to better empathize with what students need.
• flamboyan foundation: a major focus on their work is around effective family engagement. their website has a range of resources that can promote more inclusive school engagement with families.

inclusion requires representation in those circles of power that make the most important decisions that impact student learning.

representation is important because it empowers a variety of voices, perspectives, and opinions. it is critical that variety has a say in how personalized learning is implemented and communicated. a shift away from teacher-directed lessons is also a shift away from “the teacher knows best” attitude that is all too conspicuous in student and family interactions. it is a shift away from the top-down decisions that are all too often made by district leaders who do not reflect the diversity of the communities they serve. intentional effort needs to be made to ensure that diverse stakeholders are not just informed or surveyed; but that representatives of those stakeholders are making the decisions that impact student learning.

another perspective

your audience may find it helpful to consider inclusivity from another context. “toward a racially just workplace” discusses issues of diversity and inclusion in professional settings. while a different context from classrooms, many of the same themes apply. this is an especially useful article for school and district leaders.