**8. A model of cultural indicators in action**

in their parents' school of choice, each principal was seen to be guiding and supporting teachers to make this work. Each inclusive environment was made richer by the shared understandings of effective ways of working, articulated within each schoolwide pedagogical framework, and the way in which these were enacted, pro-

This principle emerged from the extensive organisation and management focus placed on wrapping students with support. Teachers indicated that the leadership team would negotiate 'slow transitions' or 'supported transitions' when needed. Teachers and teacher aides were consistently supported to improve their knowledge and skills. Documentation, communication and reflection ensured consistency. Themes 1, 2, 3, 6, 7, 8, 9, 10, and 11 underpin this principle. The strategic foundations of each school allowed for flexibility and clever resource allocation to support needs from the moment a student entered the school. The well-developed social skills and values program means that older students could induct new students and were constant role models for others moving through their learning journey. Induction was also essential for staff so that clear expectations of inclusion and differentiation

were actioned. Each principal ensured that rhetoric was indeed a reality.

element integral to the capacity building for improved student outcomes.

Themes 1, 3, 6, 7, and 8 indicate the priority placed on really getting to each student and their family. Teachers needed to 'know' students and their needs, aspirations and hooks into learning. There were frequent interactions between school leaders, teachers, students and families, as well as, support staff, medical practitioners, specialists and community elders. The transparency within decision-making processes and the allocation of resources were easily seen to be priorities according to data and availability. The research based framework elements of Community Cohesiveness and Generative Resource design were evidenced through the ongoing efforts to inform and include all stakeholders. Participants indicated that

A significant component of actioning each school's SWP was the need to make time and space for professional conversations centred on student need. Those tasked with the responsibility showed a willingness to adapt and be flexible with structures, timetables and human resources. All staff demonstrated commitment to providing and undertaking professional development targeted to meet the needs of the particular students needing support. Planning for student specific needs, where possible, starts well before a student enters the school and continues as they plan for moving on. Information is shared and parents are an integral part of the student-centred knowledge collation. This principle is integrally linked to Themes 3, 4, 5, 6, 7, 8 and 9. It again highlights the holistic professional learning

viding consistency and alignment of action to vision.

50 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

• Principle 5: *Professional targeted student-centred learning*

• Principle 6: *Open information and respectful communication*

• Principle 4: *Getting it right from the start*

A conceptual model of the cultural indicators of an inclusive school was (**Figure 4**) created to capture the inter-related nature of the six principles and how the essence of these align with and help action and strengthen the cultural indicators of an inclusive school culture. These indicators either emerged from this research or were confirmed by this research (the EIs) and provide a point of reference for collegial reflection around current practices within any school context.

Participants from each school, identified regionally for being both inclusive and having consistently improving levels of student academic achievement (according to NAPLAN data), demonstrated a consistency of language use and context specific meaning holding particular significance. Such a pedagogically rich language, when consciously reinforced by the leadership team, becomes embedded in the strategic foundations of the school and serves a number of crucial functions:


These functions are underpinned by a continually evolving process driven by school principals seen to be committed to social justice. Underpinning norms and assumptions related to the expected ways of working are evidenced within the 'language of inclusion' used by teachers, students, parents and teacher aides, and appear indicative of principal commitment to inclusive school practices. The model speaks to aligned practices across a school – the bond between leadership intent, school vision, schoolwide pedagogy, shared understandings and expectations, and a willingness to do whatever it takes to ensure student needs are catered for. Commitment to reflecting on existing practice, tackling inequity and building relationships across the school and broader community, build feelings of safety, respect, belonging and celebration.
