Effective school leadership policies as a lever for quality education. Evidence from high performer

countries

UNESCO International Symposium on Education Policies for 2030.

School Leadership, Monitoring and Evaluation, and Governance in the implementation of the Education 2030 Framework for Action

France, París

Background

School leadership has taken a

renewed importance in educational

policies in the last decade

How is the relationship between educational

leadership and teachers´ performance?

(Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004;

Robinson, Hohepa, & Lloyd, 2007)

How different types of educational leadership

affect students’ academic outcomes? (Marzano, Waters, & McNulty, 2005; Mourshed, Chijioke, &

Barber, 2010)

Which is the effect of educational leadership

on school life? (Gross & Shapiro, 2016)

A field of research and knowledge • International Journal of Education

Policy and Leadership • Educational Management

Administration & Leadership • Journal of Cases in Educational

Leadership • Journal of School Leadership • International Journal of Educational

Leadership Preparation • Canadian Journal of Educational

Administration and Policy • International Journal of Educational

Management • Journal of Educational

Administration and History • Planning and Changing: An

Education Leadership and Policy

Journal • International Journal of Leadership

in Education • Journal for Research on

Leadership Education • Management in Education • Educational Administration

Quarterly • Journal of Educational

Administration • Journal of Educational Leadership,

Policy and Practice • Educational leadership

ANGLOSAXON PRODUCTION

School leadership policy has gained traction

• To redefine school leadership

• To distribute school leadership

• To develop leaders´ skills, knowledge and competencies

• To attract best candidates

A recognised multiplying effect…

Chile: 8000 principals v/s 160.000 teachers

Conceptual framework

Standards and responsibilities

of school principals

Selection and recruitment of

school principals

Assessment of school

principals

Professional preparation and development of

school principals

Work conditions and career path of

school principals

Accountability policies

Decentralization policies

Teacher-related

policies and programs

School improve-

ment policies and

programs

Conceptual framework

Internal coherence

• Level of coordination, in terms of time, processes and direction of 5 elements to the school leadership policies.

• Definition of standards have a pivotal role in the configuration of school leadership policies.

External coherence

• Two educational policies affect directly: The school improvement policies and the policies directed at teachers.

• Two other policies organizing the school systems and affect the principals’ leadership policies: The accountabili-ty policies and the decentralization policies.

1. Standards and responsibilities

• Define standards from areas or dimensions, describing a series of activities and practices associated with these dimensions (Colombia, Germany)

• Added descriptors of activities or guidance questions of the activities and responsibilities of leaders (Chile, New Zeland).

• Added differentiated various levels of complexity (Australia, Quebec)

Development

• Five responsibilities: i) direct and develop the institution’s mission; ii) provide the conditions for the school operation; iii) create harmony in school; iv) encourage the development of the other actors; v) manage teaching and learning.

• Several Latin American countries include responsibilities related with the intersection of social and education programs.

Content

Two models of standars´ development

Acronyms: AU (Australia), BC (British Columbia), CA (California), CH (Chile), EN (England), GE (Germany), KR (Korea), QU (Quebec), TX

(Texas), USA (United States- ISLLC)

Complexity of

standards Growing criticism about realism and side effects

of requirements…

Instructional role v/s orchestrator role

2. Selection and recluitment

Possession of a professional

teaching degree and

some classroom experience

Postgraduate studies or specific

qualifying training

(Ontario, Singapore)

High seniority in the system

(Korea, Mexico,

Colombia)

belong to a professional

association of principals (Ontario,

Argentina)

ELIGIBILITY CRITERIA

PROCESS OF

SELECTION

Local and ministerial players take part

(Finland, Australia, Chile, Poland)

Multiple assessment: inteviews, review of

tools, tests, case studies (Finland,

Singapore)

Public tender of recluitment

(Colombia, Victoria [Australia] or

invitations (Korea, Singapore)

Involved School or Local Councils (Holland, Peru,

Korea, Ecuador)

More clarity and control of the process

3. Preparation and development

Pre-service

Induction

In - service

• New Zealand’s First-time Principals’ Programme

• Singapore’s Mentoring Scheme •The Evolve Program in Australia •The Coaching Leaders to Attain

Success in California •The Mentoring and Induction for Beginning Administrators in Iowa

Specialized Educational Leadership

centers

Singapore England Australia

Chile

New tendencies on school leaders development

Box 4. Foci of school principal professional development Source: based on Pierce & Fenwick, (2002)

Characteristics

Focus of education and professional development of school principals

Management approach Craft model Reflective inquiry

Focus Characteristic of preparation programmes at universities. Learning of general principles of

administration, effectiveness, and organisational efficiency.

The principal is trained by other experienced professionals. Learning based on observation of other principals’ personal interaction at the school, handling of problems, and responding

to crises or problems.

Principals motivated to generate knowledge via systematic inquiry processes. Learning

based on self-reflection on values and beliefs held, risk-taking and exploration of new

abilities and concepts, application of knowledge and abilities within a real school

context.

Role of principal in learning Principal seen as a passive receptor of knowledge generated from research.

Principal seen as an observer and receptor of knowledge and wise practices of experienced

professionals in a school context.

Principal seen as an active participant in his/her learning through self-reflection and

involvement in the process.

Learning activities Institutionally defined activities, not based on

specific learning needs of the principal in his/her particular school context.

Shadowing, in which one principal follows another, more experienced principal, during

internships or field experiences.

Use of networks, mentoring, and reflective reading and writing.

Source: based on Pierce & Fenwick, 2002

More well being among principals

Changes in beliefs and attitudes in favor of cooperation

Specialized knowledge (tacit knowledge)

Changes in some practices in school

Expanded social capital

Results of networks

4. Assessment

Procedural assessments

(Mexico)

Schools’ education outcomes (Korea)

Assessment of competencies

and skills (Colombia, Australia, Ontario)

Ministerial or Central Agents

Professional associations

(Ontario, New Zeland,

Poland)

New models to

assess school

principals

5. Working conditions and career

Participation

Team

Support

Salaries

Career

Challenge: To attract and to Retain good Candidates in The principals´ Role…

Vertical and horizontal career…

Position of principal as the arrival point and

end of the teaching career?

Design flexible systems allowing school principals

to move in multiple directions

Include additional steps in the school system, such as mentor, supervisor, expert consultant or program coordinator

(England).

But school leadership policies aren´t easy to develop…

Obstacles

School leadership policy has

different obstacles….

Political interest above and below

Institutional capacities to develop and train

Historical and cultural vision

Unequal distribution of leaders

Lack of knowledge and information

Conclusions School leadership policies need internal and external

coherence (alignment with educational policies)

School leadership policies as complex policies involving multiple

stakeholders, purposes and effects.

School leadership policies must be appropriate to educational and social

context School leadership

policies have important obstacles: political

leadership is crucial

THANK YOU! jose.weinstein@udp.cl

• 4 policy instruments by which policy goals could be implemented (McDonnell & Elmore, 1987), adapted by Orr (2012) to school leadership preparation and professional development

III. FRAMEWORK