Chapter 2 – Set Priorities and Inclusiveness Development Plan Goals

Having reviewed the results of your school InclusiVET report and established a shared understanding of team members on selected issue/s for development, you are now ready to set priorities and development plan goals.

These priorities and goals should be in line with the general strategic (educational, financial and HR) priorities defined by your school, and also reflect policy initiatives defined by education authorities at local/regional/national level. In sorting out your school’s priorities and setting its goals, you must also consider specific conditions and constraints (e.g., resources needed, timeframe to carry out all tasks).

For each priority set, one or more goals are to be defined. The goals need to be consistent with the priority, SMART, and devoted to achieving improvement or optimisation in view of the findings from the previous steps. By fulfilling these criteria (data-driven prioritised areas and SMART goals) forms a backbone for your school’s progress from its current status regarding Inclusive education use to a more inclusive

One option for the process of prioritising is the use of the Eisenhower matrix, another one the RICE scoring model (see Additional resources if you are not familiar with them).

This tool is an easy use simple model to prioritise tasks/areas of development and make informed decisions. It is based on the distinction between urgency and importance and helps organisational leaders to assess initiatives and enables organisations to identify and focus on the most critical tasks.

Important activities have an outcome that leads to us achieving our goals, whether these are professional or personal. Urgent activities demand immediate attention and are usually associated with achieving someone else’s goals. They are often the ones we concentrate on and they demand attention because the consequences of not dealing with them are immediate.