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School Leadership Development: A Road Map for Andhra Pradesh . Dr. N. Mythili NUEPA, New Delhi . “Innovations in Governance” 24 th October, 2013 Centre for Innovations in Public Systems Hyderabad . Vision and Mission.
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School Leadership Development: A Road Map for Andhra Pradesh Dr. N. Mythili NUEPA, New Delhi “Innovations in Governance” 24th October, 2013 Centre for Innovations in Public Systems Hyderabad
Vision and Mission Vision: To develop new generation leaders to transform schools so that every child learns and every school excels. Mission: To enhance leadership capability at school level for institution building to deliver quality education.
Situational Analysis - Secondary 11092 state government secondary schools 795 private aided schools 8862 private unaided schools 9036 Head Teachers in secondary schools. And 355 HTs from model schools. Appointments for Head teachers takes place mostly through promotions on seniority basis for both elementary and secondary schools.
Situational Analysis: Appointment of Head Teachers in Different School Categories • In primary schools having strength less than 110 students, there is no separate HM post, the senior teacher will act as in-charge HM. • In primary schools which have more than 110 strength, a HM is appointed. • In Upper Primary schools also there is no HM post. The senior teacher will act as HM. • In schools where upper primary and secondary schools are present, there is only one Head Master for all classes.
Implication for Program Design Level at which change needs to be observed: Mandal Rationale: Number of schools is the highest at mandal level Most of the schools are managed by mandal parishad Number of clusters to be selected for each Mandal: All Rationale: Number of clusters per Mandal is only 7. Number of schools in the cluster to be selected: AllRationale: Number of schools per cluster is only about 9 Therefore, All HMs from a cluster should be considered at a time for capacity building .
Transformative Agenda: Mandal Based Changes The Block Resource Person and/or Block Education Officer: Every Block Education officer • Provides Academic and Administrative Leadership to Every school in the block. • Prepares and implements Block Development Plan to realize school based Goals in every school within the block involving all school leaders, the SMCs, CRPs and local experts and grama panchayats and children. • Undertakes well planned deliberations to initiate a discourse among HMs, CRPs, NGOs, Teachers, parents, community on transformational school leadership in the entire block.
Transformative Agenda: School Based Changes Every school leader in the block, • Leads the teaching learning process - provides academic/ instructional leadership- in his/her school. • Undertakes pro-active steps to enable the participation of all students in all activities of school. • Develops and implements a workable whole school Improvement plan in collaboration with teachers, community, parents and SMC members.
Transformative Agenda: Person Based Changes (common for School leaders and Mandal Leaders) • Understands and acts as the key change agent for transforming his/her school. • Owns up the responsibility and does not always looks up for orders and circulars. • Self initiates for changing the school culture and climate. • Initiates trust building with the help of fellow teachers, NGOs, SMCs, parents, and other community based organizations for school transformation.
The school leader changes at the level of ‘self’ as one who is a caring and compassionate individual. • There is a an increased understanding and change in perspective about one self and others in professional space. • Increased acceptance of school head as a leader by fellow team members, SMC members and others.
Program Operational Framework – Details • Developing capacities of state resource groups through material development, designing, and conduct of SLDP. • Developing capacities of school leaders using school leadership curriculum contextualized for the state • Adaptation of the national curriculum framework for the state. • Different strategies for Development of Materials. • State Consultation on SLDP • Setting up of SRGs • Setting up of nodal agency • Development of Leadership Academy. • Communication strategies for Networking • Developing a Critical Mass through networking Create knowledge around school leadership by directly involving. Identify partners in universities, NGOs, private research organizations, etc., for conducting state wide research studies
Different Models for Implementing School Leadership Development Program • Model 1: Development cycles for school Heads (serial course adaptable for both long and short term modular courses) • Model 2:Short Modular Program • Model 3:Special Focus Areas (Single/two teacher schools ,small schools, tribal schools) • Model 4: Dove-tailing of Education functionaries forming support system to school • Model 5:Blended Approach (online with face-to-face) • Model 6: Common platform –common purpose for different stakeholders.
Model 1: Development Cycles for school Heads (serial course adaptable for both long and short term modular courses) Normal Course Advanced Course
Model 2: Short Modular Program On the basis of the practicum carried throughout the year, a workable School Development plan is prepared in February – April for implementing in the next year.
Model 3: Special Focus Areas (Single teacher Schools, two teacher schools, small and multi-grade schools, schools in tribal areas) • Induction for 5 days. • Practicum- for the entire year • On-site support through mentoring and peer mentoring , differentiated support based on needs and challenges specific to the schools. • Mentors will visit the school once in a week. • By-annual review and feedback during mid term and summer vacation.
Model 4: Dove-tailing of Education Functionaries forming support system to school
Model 5: Blended Approach (online with face-to-face) • 5 days of online program as induction to HMs • Face to face interaction and on-site support through mentoring for practicum (bi-monthly) • Review and feedback can be blended using the combination of online and face-to-face. (once in two months) • In this approach, reaching large numbers in a short time is possible. However, materials have to be designed separately for the purpose. • Networking of Institutions working in information Technology with special focus on education and work collaboratively.
Model 6: Common Platform –Common Purpose for Different Stakeholders. • HTs and SMC members come together to receive capacity building • Sharing of views • Discussing on points of convergence and divergence • Trust building and cooperation for working together, building partnerships, etc • Planning and working together for school transformation within the constitutional framework such as RTE.
Methodology of Capacity Building Training – Mentoring- Review and Feedback Internal (peer) External (mentors , SRGs, officials from the department, DIETs ) peer mentoring Multiple mentoring Differentiated support (utilize the expertise of retired HMs, successful HMs, DIET faculty, education officials in the region and NGO volunteers) Visit the school once a week Models of capacity building
Review and Feedback Cycle Cycle 1 Cycle 2 Cycle 3 Cycle 4
Transformation Agenda:Every School Excels and Every Child Learns Pigeons and the Hunter Story from Panchatantra I am smiling in my school GHPS School is the primary unit Where change should be observed Self Self and Others Yes, I can and I did Yes, we Can and We Did Individual level Change System level Change
Theoretical Basis for Implementation Change process: 8 drivers of Change Change Knowledge: 6 secrets (practices) of Change Michael Fullan Peter Senge John Dewey Kolb
Transformational School Leadership Who is a School Leader? One who converts limitations of the hierarchically structured education system into opportunities while working in it by understanding his/her functional position, Circle of Influence and Circle of Concern and carving out a way for oneself. How does a School leader Function? As a Designer, as a Teacher and as a Steward .
Leader as a Designer • Designs the way in which people participate and evolve • Creates learning spaces to experiment • Provides opportunity to integrate the learning with work • Creates an environment which is free from crisis. Leader as a Teacher • Invites people into the learning space • Closes the capacity gaps among people working in the organization • Focuses on very few interventions & maximum results • Consistent • Converts the notions of pressure to be borne, crisis to be reacted to and limitations to be accepted as a medium for creating a vision. Leader as Steward Serve those whom they lead to serve Negotiates between the two paradoxes – certainty and commitment conservation and change
School Transformation and System Transformation Change Process 8 Drivers of Change Change Knowledge 6 Secrets of Change Love your employees Connect peers with purpose Capacity building prevails Learning is the work Transparency rules Systems learn • Engaging people’s moral purpose • Building capacity • Understanding the change process • Developing a culture of learning • Developing cultures of evaluation • Leadership for change • Fostering coherence making • Cultivating tri-level development
Change Process: 8 Drivers of Change • Engaging people’s moral purpose • To improve society through improving education systems closing the gap in student achievement • Building capacity • New knowledge, skills and competencies through continuous practice and reflection to build people’s collective power to bring about systemic change • Understanding the change process • That which demands the making of change viz., energy, ideas, commitment, ownership. • Developing a culture of learning • Establishing the conditions of success: • strategies to convert good knowledge into action, • Peer Learning • to be collectively committed as a group
Change Process: 8 Drivers of Change • Developing cultures of evaluation • Evaluation in terms of success achieved • Way forward in terms of overcoming limitations-accountability and inquiry. • Leadership for Change • Developing critical mass of leaders working at different • levels in the system equipped with change knowledge for • sustainable reforms with deep professional will and humility. • Fostering coherence making • To align culture of learning, culture of evaluation and leadership. • Cultivating tri-level development • Individual, organisation and systems develop simultaneously.
Change Knowledge: 6 Secrets of Change • Love your employees: equal opportunity for all to learn in the organization , find meaning in their work • Connect peers with purpose: meaningful relationship with co-employees and organization through peer interaction and learning – a social glue and a “we-we” connect. • Capacity building prevails : provide useful guidance and direction to set personalgoals and aligning it with organizational goals • Learning is the work: creation and flow of new knowledge within one’s context of learning and continuous access to practice. • Transparency rules: clear display of data and results creating positive pressure • Systems learn: when individuals learn and exhibit commitment, systems also learn. Learning and commitment are two change forces.
