Characteristics of human resource management systems that promote inclusive practices

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Lang, Anne A., author

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Summary

School districts that are interested in advancing learning for all students are increasingly seeking to adopt inclusive teaching practices. However, they face a number of challenges, including scho...

School districts that are interested in advancing learning for all students are increasingly seeking to adopt inclusive teaching practices. However, they face a number of challenges, including school culture, administrator and teacher competencies, and educational philosophies. Heneman and Milanowski state that most policymakers make changes in the instructional program to improve teaching, but often overlook the need to support these changes by changing and aligning the district human resource (HR) management practices. They identify several HR practices as important components of those strategies that improve student achievement, which were used as this study's conceptual framework. The extent to which districts use human resource management systems to increase teacher capacity and move school cultures toward inclusive practices and improve student achievement has not been well researched, despite a growing emphasis on the important role of the district in creating structures and incentives to advance student learning. Therefore, this study addresses the following question: In what ways do district human resource management systems support the advancement of an inclusive education for all students? The selection of potential participants for this study was difficult because there are few districts in which strong inclusive practices as a district initiative. Two districts were selected for this study based on recommendations from two national experts on inclusive educational practices. The districts selected have initiated district-wide inclusive practices and have maintained or increased student achievement. Individual participants at the district and school level who are responsible for human resource management functions and for advancing inclusive practices were identified with the assistance of the superintendent and director of human resources. These positions included district level administrators, such as the superintendent, human resource director, director of pupil services, and principals. This study found that, although these districts are further ahead of other districts in implementing inclusive services, there is not a strong alignment with their human resource management system. Further research may determine if strong alignment human resource management systems can drive and institutionalize inclusive practices.

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