improving school leadership 1 st workshop of participating countries beatriz pont education and...
TRANSCRIPT
Improving School Leadership
1st Workshop of Participating Countries
Beatriz Pont
Education and Training Policy DivisionWorkshop of National Coordinators
July 5, 2006
Purpose of the meeting
Share information on progress in the activity, from OECD and countries perspective
Clarify methodology and calendar Raise common issues of concern Explore other relevant work in this field
Agenda
Improving School leadership: Update on the activity
Objectives Content Methodology Timeline Outputs Who we are
High priority in OECD Education work
OECD Teacher Policy Thematic Review (Teachers Matter, OECD, 2005)
Education Chief Executives’ Meeting, Copenhagen, Sept. 2005
Ranked #3 out of 20 Education Directorate activities in the recent Education Committee meeting (March 2006)
High priority in OECD Education work: 20 participating countries/regions (June
2006)
AustraliaAustriaBelgium (Flanders)ChileDenmarkFinlandFranceHungaryIrelandIsrael
KoreaThe NetherlandsNew ZealandNorwayPortugalSloveniaSpainSwedenUnited Kingdom (England)United Kingdom (Scotland)
Why is it important?
Rising expectations of schools and schooling (knowledge economy, globalisation, migration, decentralisation…)
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
Changing responsibilities of school leadership
But, principals’ development has not been a priority in school reform agendas until recently:
Shortages of high-qualified school leader candidates.
Australia: 92% of principals expected to retire/resign more than five years before they 'have to'. (Grady et al’s (1994))
Ontario, Canada: 75% of principals and > 40% vice principals expect to retire by 2007 (Williams, 2001)
England: 4/10 deputy/assistant principals: no plans to become a principal; 4/10 principals considering early retirement (Earley et al, 2002).
Quality school leadership: find ways to make school leadership an attractive career (incentive structure to attract and retain those on the job)
The objective of the activity
To provide information and analysis to help policy makers in formulating and implementing school leadership policies leading to improved teaching and learning.
Objectives: to synthesise research on issues related to
improving leadership in schools; to identify innovative and successful policy
initiatives and practices; to facilitate exchanges of lessons and policy
options among countries; to identify policy options for governments to
consider.
Key Issues to respond to
What are the roles and responsibilities of school leadership
How to best develop effective school leadership
Roles of school leadership
Role of school leadership under different governance structures
Demands on school leaders Different roles and responsibilities of school
leaders under different governance Types of skills required Is there a set of core competencies? Promising policies and conditions for linking
school leadership with improving school outcomes
Developing school leadership
How can effective school leadership be best developed and supported?
Should it be a career path? Types of profiles – pedagogical or other
Employment conditions support structures Type of training (pre-service, on the job, further
training)
Types of institutions to develop school leaders
The methodology
Analytical strand
Country Background Reports : Policies and structures that impact on the role and development of effective school leadership
Innovative practices strand: Case studies of innovative practices to complement analytical strand
1) New models of school organisation and management that distribute leadership roles and responsibilities in innovative ways
2) Promising programmes and practices to prepare and develop school leaders
The methodology
Additional research
PISA data analysis: explore PISA questionnaire for school principals in collaboration with Indicators and Analysis Division.
Links school principals questionnaire to students variables (school engagement, motivation and attitudes and performance) in 2000-2006.
The timelineCalendar
1-4q 2006
2q 2006
3-4q 2006
1-2q 2007
3 q 2007
4 q 2007
1q 2008
Tasks
Participating countries prepare Country Background Reports
Activity workshop and international conference n. 1
Organisation of 1st set of case studies and visits
Organisation of 2nd set of case studies and visits
Activity workshop and international seminar n. 2
Final international conference
Delivery of comparative report
Outputs of the Activity
Country Background Reports (2006)
International workshops (2006 and 2007)
Expert papers/reports
Selected case studies (2006-2007)
A final international conference (2008)
A final comparative report (2008)
An activity website:
http://www.oecd.org/edu/schoolleadership
The staff
Beatriz Pont – Education and Training Policy Division [email protected]
Fani Stylianidou – OECD Consultant, [email protected]
Hunter Moorman – OECD Consultant, [email protected]
Ross Wilkins - Assistant [email protected]
