A Perfect Storm for Leading Equity and Inclusion: The Complexities of Policy Development, Varied Student and Adult Learning Needs, and Cultures that Don’t Support Them
The case describes an experienced principal’s arrival at a new school, his observations of the school and its teachers, and his experiences as he attempts to ensure all students have access to education, particularly those requiring accommodations or assistive technology. The culture of the school is compartmentalized, and early-, and mid- to late-career teachers do not engage with one another to any extent. While some of the teachers regularly use the technology available in the classrooms, there is a large group of teachers who do not. Communication and competency issues also arise, and the parent community is concerned. The principal has the difficult task of balancing all constituents’ needs and interests while meeting his vision of an equitable and inclusive school. The case includes three activities and accompanying readings that explore different issues that arise. Using a structure-culture-agency framework, the first activity unpacks these concepts in reference to the case components. The second activity takes a closer look at structure and agency through policy development. Lastly, the third activity examines the impact of culture and agency through professional development planning.
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