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Enhancing School Leadership for Improved Education Outcomes

Explore the significance of school leadership in driving education reform, addressing challenges, and developing effective leaders. Key issues include roles and responsibilities, leadership development, and innovative practices.

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Enhancing School Leadership for Improved Education Outcomes

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  1. Improving School Leadership:Where do we stand? Beatriz Pont Education and Training Policy Division Brussels, VLOR 2nd Workshop of Participating Countries 1-2 February 2007

  2. Today I will speak about…. • Why are we here today? Present and background • Different ways to look at the issue of school leadership: complementarity of parallel tasks • Outputs and calendar

  3. What brings us together today? • Rising expectations of schools and schooling (knowledge economy, globalisation, migration, decentralisation…) • Greater accountability for schools and principals • From teachers with additional responsibilities to full time managers of human and financial resources: • Instructional leadership • Staff evaluation • Budget management • Performance assessment • Community relations • Held accountable for results • THE SUPER PRINCIPAL

  4. Why is it important? This activity ranked #3 out of 29 activities for the Education Committee Programme of Work (2007-2008) Research evidence shows that: • Principals have an indirect impact on schooling outcomes • Principals are important for school reform • There are pressing issues of attracting, training and developing good leaders as well as replacing existing ones. • Shortages of high-qualified school leader candidates. Australia: 92% of principals expected to retire/resign more than five years before they 'have to'. England: 4/10 deputy/assistant principals: no plans to become a principal; 4/10 principals considering early retirement (Earley et al, 2002).

  5. Australia Austria Belgium (French) Belgium (Flanders) Chile Denmark Finland France Hungary Ireland Israel Korea The Netherlands New Zealand Norway Portugal Slovenia Spain Sweden United Kingdom (England) United Kingdom (N. Ireland) United Kingdom (Scotland) What brings us together: 22 participants Network of experts

  6. Complementary ways of looking at school leadership The challenge: To provide policy-makers and others with timely analysis to help formulate school leadership policies leading to improved teaching and learning: • Synthesising research on issues related to improving leadership in schools; • Identifying innovative and successful policy initiatives and practices; • Facilitating exchanges of lessons and policy options among countries; and • Identifying policy options for governments to consider.

  7. What: Key Issues to respond to • What are the roles and responsibilities of school leadership • How to best develop effective school leadership

  8. Complementary ways of looking at school leadership Analytical strand: Country Background Reports to focus on policies and structures that impact on the role and development of effective school leadership (January 2007) Innovative practices strand: Case studies to innovative practices • New models of school organisation and management that distribute leadership roles and responsibilities in innovative ways (UK October 2006, Finland, January 2007; Belgium April 2007) • Promising programmes and practices to prepare and develop school leaders (TBD)

  9. Complementary ways of looking at school leadership Workshops and conferences: To contribute to exchange of information and to move forward our thinking PISA analysis: Looking at PISA data to try to establish associations between leadership and different measures of school outcomes. Description of the situation Performance measures Indirect measures: • Student's perception of teacher support; • Student's attitude towards school; • Students' sense of belonging at school.

  10. Principal autonomy in school decisions

  11. Principal decisions on budget allocations within schools

  12. Principal responsibility in determining course content

  13. Principal responsibility in establishing teacher salary increases

  14. How: Outputs and calendar of the Activity • International workshops (2006 and 2007) • Expert papers • Selected case studies (2006-2007) • A final international conference (2008) • A final comparative report (2008)

  15. activity documents to be found in: http://www.oecd.org/edu/schoolleadership Thank you very much. Beatriz.pont@oecd.org

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