Éva RÉVÉSZ

1. Leadership for learning in Hungary – some lessons learned from the OECD ‘Improving School Leadership’ program Éva RÉVÉSZ

2. Agenda • What is school leadership, and why does it matter? – the OECD ‘Improving School Leadership’ (ISL) program • The Hungarian context of public education • What are the main challenges facing school leaderhip? – Hungary from international perspective • How can the school leadership be improved in Hungary? – some recommendations based on the findings of OECD ISL project

3. „Improving School Leadership”: an OECD activity (2006-2008) • Objective: To provide policy-makers and others with timely analysis to help formulate school leadership policies leading to improved teaching and learning • Main outputs: • 22 country background reports (national approaches) • 5 case study reports (innovative and successful initiatives) • conferences and workshops (dialogue among countries) • comparative report and toolkit (identify policy options to consider) • More information: www.oecd.org/edu/schoolleadership

4. School leadership – concept and importance • Leadership • intended influence, people-focus, achieving organisational goals • Kotter: leadership versus management (and administration) • Not a position, rather roles and functions: distributed leadership • Why school leadership matter • Leadership has a significant and indirect influence on student learning outcomes • Interface between the inner world of school and intended reform policies • Link between the school and its environment

5. Local governments: broad scope of responsibility, and its content does not depend on the size, population number and/or other socio-economic features of the village or town concerned Educational institutions: wide-ranging administrational competences. However, strong limits apply to school autonomy and the responsibility of heads of institutions. Institutional level Sectoral administration at national level is mainly comprehensive, and provides an overall framework. National level Local level ContextThe administration of public education in Hungary Regional administrative levels: week competencies, there are no decentralised institutions carrying out independent decision making County governments: regional planning and coordination Micro-regions: administrative tasks appeared at multi-functional associations of local governments formed voluntarily from 2004. Regional level (regions, counties, micro-regions)

6. Main challenges facing school leadership – internationally and in Hungary (1) Efficient and legal functioning of the school • Principals’ roles are intensifying – more and more roles and responsibilities School’s educational program and curriculum Economicaladministration • Challenging new tasks • Reduction of student enrolment • Increase sensitivity in terms of performance • Handling inequalities and heterogenity • Motivating and assessing teachers • Network-type coordination • Merging of schools Responsibilites ofschool heads Exercises employer’s right Child and youth protection Provides health, safety conditions suitable for education Work of teachers Proper functioning ofcontrolling, evaluation, quality man. Most of thetask is carried out byoneindividual!

7. Main challenges facing school leadership – internationally and in Hungary (2) • Principal workforce is ageing: • school heads are close to reach retirement • average age above 50 years in participating countries (OECD ISL) • large number of new school leaders will have to enter the profession • Unattractive job: decreasing numbers of application for principal position • overburdened roles and working conditions • inadequate salaries (small additional reward)

8. Four policy levers, which, taken together, can improve school leadership practice - 1 (Re)definingschoolleadershipresponsibilities • Provide autonomy coupled with support and clear definition of core responsibilities • Leadership frameworks should define the main tasks of leadership for improved learning • Support, monitor, developteacherquality • Goal-setting, assessment, accountability • Strategicfinancial and HR management • Collaboratingwithotherschools, institution

9. Four policy levers, which, taken together, can improve school leadership practice - 2 Distributingschoolleadership • Adopt a broaderconcept of schoolleadership • Disitributionas a strategy of successionplanning • Extend leadership training to leadership teams and middle management • Recognise and reward distributed leadership

10. Four policy levers, which, taken together, can improve school leadership practice - 3 Developingtheknowledge and skills of schoolleaders • Provide ongoing and career-staged training (preparation, induction, in-service) • Ensure coherence and quality of provision by different institutions • Connect training to experience: combination of learning and coaching and practice

11. Four policy levers, which, taken together, can improve school leadership practice - 4 Makingschoolleadership a more attractiveprofession • Plan for leadership succession • Professionalise recruitment • Provide adequate remuneration: salaries should reflect the high level of responsibility • Provide opportunities for career development