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The Educational Leadership Landscape

The Educational Leadership Landscape. Key Policy Area. Institutional effectiveness Systems effectiveness Optimising reform agendas Policy/implementation alignment - Closing the gap - Equity and Excellence. Improving School Leadership (OECD). Re-defining School Leadership responsibilities

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The Educational Leadership Landscape

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  1. The Educational Leadership Landscape

  2. Key Policy Area • Institutional effectiveness • Systems effectiveness • Optimising reform agendas • Policy/implementation alignment - Closing the gap - Equity and Excellence

  3. Improving School Leadership (OECD) • Re-defining School Leadership responsibilities • Distributing School Leadership • Developing Skills for effective school leadership • Making School Leadership an attractive proposition

  4. Leadership Development • Wide ranging (emergent – seasoned) • Multiple providers • Multi-faceted • Multi-focused • Driven by the Centre (Workforce Planning/ Supply issues) • Informed by best global practice (OECD)

  5. Global Shifts • Standards • Systematisation (inc. especially preparation for Headship) • Leadership Academies • Towards instructional leadership (ie. Leadership for Learning) • Supporting, evaluating and developing teacher quality • Systems Leadership • Equity (Closing the Gap)

  6. Leaders who can: • Achieve balance between the educational standards agenda and the whole child agenda • Motivate and develop staff to successfully tackle variability in performance (both within and between schools) • Ensure both sustainability and succession planning • Optimise the promise of the reform agenda • Successfully lead schools in a C21st context characterised by relentlessness, complexity, accountability and opportunity.

  7. A Need to Articulate • The kind of leaders which the schooling system needs (now and into the future) • The kind of challenges which these leaders will face • How leaders can best be developed • How best to identify and grow tomorrow’s leaders • How the investment in leadership development can be optimised

  8. How can these leaders best be identified/developed • Systematic action at a systems level and at the level of the individual school (or school clusters) • ‘Continuum’ of provision (emergent-seasoned) • Early identification of leadership talent/potential • Concentrated preparation/support for those undertaking new roles • Intensive support/training for all new leaders (1-3 years past appointment) • A key responsibility of the Head as a leader of leaders (and leadership development)

  9. Targeted provision • Established heads • Heads in challenging circumstances • Re: future agenda(s) (learning collaborations; extended schools; federations) • Systems leadership opportunities • Fit for purpose Pedagogies

  10. Career long (on-going) (holistic) (Seamless) (Cohesive) Quality Assured Impactful Learning Focused (OECD) (Leadership for Teacher Practice Focused Efficacy) Systematic Practitioner Led Peer Led Stages related Induction Experienced High Quality Professional Development for School Leaders looks like Needs Related (Personal Institutional, Systems) Current & future focused Standards Based Progression MC1 Accredited Action Learning Self Directed Work Based Placements Anchored in evidence Open to all (Equity) Optimisation

  11. “The organisation of the school must be kept mobile to its inner life. To one whom is accustomed to wind up the machine and trust it to run for fixed periods, this constantly shifting shape of things will seem unsafe and troublesome. And troublesome it is, for no fixed plan can be followed; no two schools are alike; and the same school is shifting, requiring constant attention and nimble judgement on the part of the school leader”.

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