Building an inclusive school community can be difficult, especially for principals in high schools in which traditional structures are deeply embedded in the secondary school culture. How does a principal lead a high school with a tradition of teachers working in isolation according to their particular disciplines toward an inclusive learning community in which diversity and collaboration are valued?

Zalenik (as cited in Sergiovanni, 1995) contended that leadership is based on a compact that binds those who lead and those who follow into the same moral, intellectual, and emotional commitment. Sergiovanni (2001) stated that principals develop this compact through purposing. He defined purposing as what principals do to bring about a cohesive, shared consensus to bond people together in a common cause and to define them as a community, in a way sufficiently loose to allow for individual expression. Purposing lets the staff know where the school is going in terms of inclusive practices, why it is going in that direction, and some ways of getting there.

Principals must always project the vision of inclusive education and continually reinforce with teachers and staff the "big picture" so that everyone continues to work toward the inclusive mission of the school. It is the responsibility and obligation of the principal to talk openly and frequently about his or her beliefs and commitments regarding inclusion. Sergiovanni (2001) pointed out further responsibilities of the principal and other school leaders regarding vision and leadership when he described their responsibilities for encouraging a dialogue about what the school stands for and where it should be headed. Vision, he contended, isn't a "magic plan" or road map charting the way to the leader's specific reality. Rather, he suggested that vision is more of a compass, pointing the direction to be taken, inspiring enthusiasm, and allowing people to buy into and take part in the shaping of the path that constitutes the school mission. This development of the mission requires building a consensus about purposes and beliefs, creating a powerful force that binds people together around common themes. This attachment provides them with a sense of what is important and valuable. With these bonds in place, the school is transformed from organization to community.

A high school principal who wishes to implement inclusive education must create a school culture in which teachers regularly 1) engage in professional dialogue with colleagues, 2) share ideas, knowledge, and techniques, and 3) participate in collaborative problem solving around classroom issues. Inclusive education in a secondary school means change. The principal must adopt new and creative approaches to leadership if people are going to be open to that change. This requires that the principal build a vision of an inclusive school culture in which leadership, information, and knowledge are shared. As the principal encourages the school staff to collaborate and share their expertise and skills, various staff members will find themselves in leadership positions. In a collaborative school culture, everyone on staff realizes that they can be a leader. This can only happen, however, if the principal is willing to empower the staff through the sharing of information, knowledge, and resources and then trusting that they will do the right thing and get the job done.

Conley and Goldman (1994) noted the importance of trust. They called it "a letting go of control" and increasing the belief that others can and will function independently and successfully within a common framework of expectations and accountability. Principals in successful inclusive high schools understand that teachers are best suited to respond to the unique set of problems related to inclusive education. They understand that teachers can make the choices and decisions that will be in the best interest of the school and ultimately in the best interest of all children (Conley & Goldman, 1994).

Principal leadership in Purcell Marian High School was described by both teachers and the principal. Teachers viewed the principal as a dedicated leader who was committed to including all students as members of the school. When asked about the principal's support of inclusive education, one teacher said, "She's very supportive of the program, and she is very forward thinking — sometimes to the extent I'd like to say, 'Hey come back a little bit.'" Another teacher spoke of the principal's commitment when introducing the idea of serving students with moderate and severe disabilities in general education classes. "It was hammered in that this is not some project that if it doesn't work it's going to go away next year. She let it be known that this is part of the school and they are part of the fabric of the school." Another teacher summed up her appraisal of the principal by saying, "Oh, she is wonderful! I think the reason she is so effective as a leader is because she's so passionate about what she believes in. She is so passionate about it that it's pretty easy for people to jump on board." The principal described the confidence and trust she has in the staff to do the right thing for the students. "It's absolutely critical that I allow teachers to do what they can do with minimal supervision and direction from me. If anything, I hope that's what my staff likes. I trust 99% in these folks to do a good job and the right thing all the time. I don't feel the need to be looking over their shoulders. Sometimes it can be risky. When you give people responsibility, they take the responsibility but ultimately you're still responsible. But you have to take those kinds of risks. If you try to stay safe and keep all the power on your desk, nothing is going anywhere."

The principal realized that although it is important to get the vision or the big picture out in front of staff, it also is important that they have a say in how that vision looks and its implementation. She explained why the vision of inclusive education must be everyone's vision. "The vision can't remain my idea. If it remained my idea it will not go anywhere. If you think it's right, and that this is what its supposed to be, then you've got to sell that to people. You've got to get your front runners, and then they take it from there. They are empowered by that. But if it remains your idea, nothing happens. If block scheduling had remained my idea, there's no way it would have gone anywhere. If an inclusive community was just my vision for this place, it would not have happened. Everyone out there, they're the ones who have to do the including."