From the reading of “Reframing the Path to School Leadership, “ there were two things that stood out to me the most. Those two things included inclusion, which is very big today, and resistance. In the chapter, Joan replied, “What bothers me is that they’re (school leaders) trying to be inclusive without giving teachers the support they need (Bolman, & Deal, 2010 p. 46)
In my own opinion, I believe inclusive education strengthen the education system. What it does is reach out to all learners and that they be understood. It should also guide all education policies and practices. To be considered as an inclusive school and to have an education system that is inclusive, the school has to become better at educating all students from their communities, regardless of their economic status. What I
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This can be done by increasing participation in learning, community involvement, and eliminating exclusion of students completely. Accountability and quality of the student should be reinforced. With an inclusive system, the interim of quality may suffer when faced with large classroom sizes and large school populations. However, for long-term results, building on strategies for improving the students learning can succeed in restoring accountability for each child.
The second thought from the passage highlights the resistance and change against planned school reform. No matter what change an individual tries to implement in a school district, you can’t accomplish that change for school reform without the teachers.
So the initial question would be, “what is to be done when teachers show resistance, especially when the school reform does not make goals toward the overall structure of the school system?” From the readings, Carlos replied to Joan, “if you believe in inclusion, you wind up with all the students other teachers don’t want (Bolman et al, 2010 p.