Chapter 2 – Managing complexity of the inclusiveness development

The development and implementation of a data-driven, comprehensive, whole-school inclusiveness development plan involves a complex change across several areas of the school (as described in Module 15), with closely interlinked elements. The statement is valid even if the development plan focuses on only one specific area of self-evaluation (say, the Teaching and Learning section). The close interconnectedness of the areas means that it is almost impossible to change just one element of the areas covered by the assessment independently of the others, and change can only be achieved by harmonising the areas.

For this kind of complex school improvement, we always use methods of organisational development and change management. We do not cover this topic, as it is beyond the scope of this chapter and the project, but just wanted to mention it as thought-provoking. As a side note, the reason why we like to recommend the ICE model (or any improved version of it) for priority setting is that its evaluation criteria are related to some features of change management.