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The role of superintendents in Iceland during1975-1996 – the superintendancy today!

The role of superintendents in Iceland during1975-1996 – the superintendancy today!. Ólafur H. Jóhannsson and Börkur Hansen ENIRDELM Szeged, Hungary, 16.-18. September, 2010 Doees Leadership Matter? Implications for Leadership Development and the School as a Learning Organization. Context.

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The role of superintendents in Iceland during1975-1996 – the superintendancy today!

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  1. Therole of superintendents in Iceland during1975-1996 – the superintendancy today! Ólafur H. Jóhannsson and Börkur Hansen ENIRDELM Szeged, Hungary, 16.-18. September, 2010 Doees Leadership Matter? Implications for Leadership Development and the School as a Learning Organization

  2. Context • 1907-1974: • Ministry and compulsory schools • 1974/5-1995/6 • Regional districts and compulsory schools • 1995/6- • Municipalities and compulsory schools

  3. Before 1974 • The ministry of education had direct contact to every compulsory school. • Ministry of education ►240 schools • Curriculum advisers during limited periods • Limited involvement of municipalities • This system was decentralized in 1974

  4. The period 1974/5-1995/6 • Structure according to the 1974 Education Act • Regions (8) • Regional boards • Superintendents • Main tasks according to the law – Issues concerning : • compulsory mandate • curriculum management • psychological services • teaching development • staffing • etc

  5. Regions during 1974-1995

  6. Guidingquestions • What were the main tasks of the superintendants 1974/5-1995/6? • What characterized their relationship with interest-groups; ministry of education, board of governors, school boards, principals, teachers? • What did they achive? How does it relate to the present situation?

  7. Collection of data • Data gathering during the years 2007-2008 • Interviews • Documents! • Data analysis

  8. Superintents, an overview, thoseinterviewed ar markedBold

  9. The superintendents – important tasks • Build up their regional offices • Create processes regarding budgeting and staffing • Establish linkages with politicians • Put educational issues in focus • Raise the educational level of teachers and create provisions for staff development • Establish services for schools concerning • teaching and curriculum development • special education • students with psychological problems • Enhance audit of schools

  10. Framework

  11. Therole of superentendents • Administrativechief • Negotiatorstatesman • Teacherscholar • Communicator • Socialscientist

  12. Achievements at the end of 1974/5-1995/6 • Budgeting • Resources • Curriculum implementation • Special education services • Psychological services • Teacher support • Advisors • In-service • Collaboration with principals

  13. The situation at the present • Municipal control and responsibility • Many munciplalities • Muncipalities of different sizes and strength

  14. Municipalities were 78 in 2009 Note - More than 30 municipalities run only one school

  15. The major benefits of the new system established in 1996 • Municipal authorities have allocated more money than the state to the school system • Municipal authorities collaborate with schools concerning their education policies • The economic crisis! Many municipalities are bankrupt.

  16. Apples and oranges! Reykjavík • Inhabitants 118 000 • Schools 39, students 14 000 (age 6–16) • Reykjavík central-office well equipped Húnaþing vestra • Inhabitants 1116 • One school; 170 students (age 6–16) • No central-office

  17. The future? • The achivements during 1974-1995 at stake! • Can the existing system assure equity between the schools and students • Do students and teachers receive necessary support in small municipalities?

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