recreating linkages between national programmes and the european dimension in educational leadership...

Recreating Linkages between National Programmes and the European Dimension in

Educational LeadershipDr.Burkhard Mielke

Margret Rössler

Germany

Recreating Linkages between National Programmes and the European Dimension in Educational Leadership

1. Description and Analysis of the Terms for the Selection of School Headmasters

2. The Continuing Education of Principals in Germany

3. The ESLN Course in European School Leadership


Educational LeadershipEvery teacher will be promoteduntil he finally reaches the stage of

his incompetence!


Educational Leadership

• Advertisement • Application• Evaluation

"Pentathlon":I. Reference report from principal

II. Evaluation of a lesson delivered by candidate

III. Evaluation and analysis of a colleague‘s lesson, eventually counselling

IV. Chairing a staff conference

V. Interview with supervisor of schools

• Election from the group of the applicants with the best evaluation results



Headmastership

as a qualification

joined to the

personality of the

teacher



Headmastership

as a function

joined to the

institution of a

particular

school



1. Description and Analysis of the Terms for the Selection of School Headmasters

2. The Continuing Education of Principals in Germany

3. The ESLN Course in European School Leadership



1. The Goals for the Continuing Education of New Pricipals

2. Concepts and Organization3. Contents / Themes4. Illustrations / Examples5. Logistics of the Training Programme6. Other Types of School Principal Training

Programmes:1. Further Education for Experienced Principals2. Programmes for Aspiring Educational Leaders



Learning environments for the Education of New School Principals:

Continuing Leadership SeminarsThe School – Learning on LocationSpecific Case Discussions



Contents / Themes

• Leadership– School Leadership – Group Leadership– Communication and Perception– Conflict Management: Diagnosis, Intervention– Conference Leadership



Contents / Themes

• Organization– School Administration and Educational

Management – Work Organization and Time Management– Cooperation with Non-School Organizations– Budget and School Development



Contents / Themes

• Management of Change– School Development – Process-Oriented Work– Overcoming Resistance– Appointment Processes



Contents / Themes

• Personnel Management– Leadership and Development of Personnel– Team Development– Foundation of School related Counselling /

Training– Dealing with Conflicts; Constructive Criticism– Appraisal Interview, Appraisal of Aptitude



Contents / Themes

• Quality Mangement– Classroom Development– Classroom Observations and De-Briefing– Project Management– Evaluation

The Ideal of Leadership

Conference Leadership

Time Management



Logistics of the Training Programme:

State Education Department

Institute for

Quality Development

Expectations and tasks

for successful principalship

Concept for the

Continuing School Leadership

Programme (as introduced here)

defines developes



Other Types of School Principal Training Programmes: Further Education for Experienced Principals

• Personnel Management, Leadership, Development• Quality Control Management, Evaluation of curricular quality

and institutional development



Other Types of School Principal Training Programmes: Programmes for Aspiring Educational Leaders

Portfolio:Explanation of own experiences and competenciesProfessional biographyStrength and weakness analysisReflection of own behaviour when in a leadership positionReflection of gender specific aspectsReflection of normative obligations (loyalty, responsibility)Peer conversations with school leaders


Educational LeadershipNational programmes have to be linked to the European dimension

The ESLN Course in European School Leadership

The European Commission under the Socrates Minerva ProgrammeThe European SchoolnetA Consortium of European universitiesThe European School Heads AssociationThe National School Leaders Association of the

NetherlandsA Government Agency, supported by Belgium,

Cyprus, Hungary, the Netherlands, Sweden, the United Kingdom, France, Germany


Developers

Professor John West BurnhamUniversity of Manchester

Professor Petros PashiardisUniversity of Cyprus


Open to all who are currently involved in Scholl Management (principals / head teachers, deputy or assistant head teachers)

Available on-line

3 Modules (each 25 hours of study)

+ production of a case study

+ participation in working conferences

+ On-Line forum (participants, experts)


The course is to provide an opportunity for educational leaders across Europe to

engage in high-level analysis, reflection and debate on the role and responsibilities of European school leadership

extend and develop their own understanding of the role of a European school leader

extend their practise as European school leaders

contribute to a Europe-wide debate on the nature and purpose of educational leadership.


Module 1:The Moral Dimensions of Educational Leadership • What are the distinctive characteristics of educational

leadership?• How are ethical systems, personal values and moral

behaviour linked in school leadership?• Is it possible to identify a consensual view on the

ethics of educational leadership?• Is there a European perspective on the moral

dimension of school leadership?• How do we know that schools are working in a moral

way?


• You overhear a very experienced and successful teacher tell a racist and sexist joke in the teachers’ room. Some staff laugh, others are clearly shocked and angered.

• A very able team leader insists on only teaching the most able and well behaved classes. He/she insists that young and less experienced teachers should take the difficult classes ‘to learn the job’.

• An extremist organization applies to book the school hall for a political meeting. The local community is outraged but your school has freedom of speech as a key principle.

• Several of your teachers object to teaching a student with very poor personal hygiene.


Module 2: Professional Learning and Development • How do we understand professional learning

and development?• What is the nature of professional learning?• How can we define the learning organisation?• What are the strategies to support professional

learning?• What is the role of mentoring and coaching?• What are appropriate models of review,

monitoring and evaluation?


Think of the different aspects of your job and how they might be fitted into each of the quadrants. What sorts of different development needs are there for each category?

High complexity

Low significance

High complexity

High significance

Low complexity

Low significance

Low complexity

High significance


Module 3: The Leadership of Change • How do we define change?• What are the major reasons for changing?• What strategies can support change?• How are personal and organizational change linked?• How are change and leadership related?• How are change, innovations and transformation

linked?• What are the necessary conditions to secure

commitment to change?• Why change?


Topic Manifestation ImplicationsSchool Improvement

Learning

Information and Communication

Technology Social Change

Economic Change

Changes to the World Order

Climate Change

What are the implications for you, leadership in your school and leadership in your education system?


Further Modules:

• Module 4: Creating the Learning Centred School

• Module 5: Education Leadership and the Community

• Module 6: Educational Leadership in a Changing Europe.

(to be added in 2007/2008)

recreating linkages between national programmes and the european dimension in educational leadership...

Documents