A lot is said and written about inclusive management practices but often without clear definition of the context in which it is appropriate.

Good management practice includes as being as inclusive and consultative as possible with stakeholders, within some defined parameters.
1. Good leaders lead, rather than prevaricate.
2. Decisions must be made for the widest possible good and based on a careful analysis
of the full information flow.
3. Those who bear the responsibility for decision making, should ultimately make the
decision.

Work places are not democracies and there needs to be a clear understanding of what constitutes consensus decision making. Consensus decision making is where the management will provide information, consult widely, make a decision based on full information, legal requirements / and to the advantage of greater common good (normally) them communicate both the decision and the reasons for it, to the stakeholders.

In this school inclusive management practices takes many forms. The Board of Trustees are briefed and make major decisions of a governance nature. They consult the community as appropriate, especially for major decisions. The Senior Management Team, together with the principal, discuss and often decide on a range of management and curriculum issues. They generally receive a wider information flow. All teaching staff have imput into the budget process, suggestions for purchases, professional development and school iniatives. Periodically, any extra money that materializes is available to staff and ‘wish lists’ circulated.

Syndicate Leaders and those with administrative responsibilities have the delegated authority to exercise their responsibilities within their defined parameters. Similarly, budget holders have the authority to spend their allocated budgets. In this aspect of inclusive management, there is an implied professional trust and delegated authority, rather than a ‘de facto’ delegation as in some schools where the principal or other senior staff, make spending decisions, despite someone else being (nominally) in charge of that particular area.

The development of a school vision or charter is often paraded as a crowning example of collaborative / inclusive / consensus partnership. Schools are required to consult with their communities on the development of a charter. Nearly all consult on a draft document rather than a ‘blank page’ approach. Many requirements in the charter and operations plan are mandated by the Ministry so are compulsory features. Such documents need to take account of historical contexts, environmental features (ie: proximity to immediate environment features for curriculum purposes) previous spending and development and the current stage and state of the school as well as Ministry initiatives and government directives. We don’t throw the ‘baby out with the dishwater’ each time you revisit the charter or school vision. From this context, a draft version is developed and circulated to staff and parents, genuinely seeking feedback. The recent strategic plan at this school was quite markedly changed from its draft form to its finished form with staff imput changing reporting targets and finance and property capital expenditure. The feedback from parents was minimal and represents a challenge to do better.

An inclusive philosophy is also about how you treat people. In this school, all staff are treated with the same respect and the same consideration. School functions are open to all staff members, full time or part time, teaching, property or administrative staff. Pastoral care and access to the principal is available to all staff employed at the school.

Matipo Primary School has a strong tradition and commitment to the development and growth of teachers. Opportunities are provided for study, course attendance and opportunity to exercise real responsibility. There is wide delegation of tasks. Our Leadership Project has helped to provide both knowledge and skills and leadership for the Senior Management Team and the Aspiring Leaders group.

Inclusive Management should lead to a more even distribution of workload, provide leadership opportunities to a wider number of staff and should ultimately lead to better learning outcomes for pupils. However, there are some corollaries that are part of the concept. Inclusive leadership involves some important attributes including:
• Good communication.
• Willingness and work ethic.
• Timeliness and task completion.
• An understanding and sense of professionalism.
• Vision, charisma and the ability to both drive and motivate.
And the willingness to in turn, delegate, grow and involve other staff.

Inclusive management needs to be real not theoretical and must allow real opportunity for others to both manage and grow.