School Management and Leadership

1. School Management and Leadership Best Practice Conference, Sava Centre, Belgrade 2 March 2012 Professor David Hawker Institute of Education, London

2. What do we know about school leadership? Management is doing things the right way � Leadership is doing the right things Good school leadership is the third most influential factor in determining student outcomes (behind home background and good teaching) Good leadership is always passionate about achieving success Leadership is a complex, multi-faceted role 2

3. What do we know about good leaders? There is no single personality blueprint, but good leaders... Recognise and develop other people�s talents, and let others take leadership too Inspire and support their team Are good at setting priorities and sticking to them Learn from their own experience and from other people too Focus on success and seek to eliminate failure Are constantly seeking to do things better Have high ethical standards 3

4. School principal as strategic leader 4

5. 5 All principals believe that setting clear direction and developing staff lead to success, but high-performers focus even more on setting clear direction

6. 6 High-performing head teachers do not work longer hours

7. School principal as teacher, mentor and coach 7

8. All principals enjoy teaching, but high-performing principals enjoy it most

9. High-performing principals spend more time working with teachers and supporting their development

10. 10 All principals believe the ability to coach and support others is the most important quality required to be a good principal

11. School principal as community leader 11

12. High-performing principals spend more time engaging other stakeholders in the system

13. 13 High-performing principals support the improvement of other schools and leaders more frequently

14. School principal as learner 14

15. 15 Almost all principals visit schools to learn from them

16. 16 Experienced leaders attach more value to learning from peers than from superiors

17. 17 Mentorship is more prevalent amongst � and valued more highly by � leaders of smaller schools

18. 18 Formal training programs, books and online resources are seen as less effective sources of development

19. What makes the most difference to student outcomes? 19

20. The impact of leadership activities on student outcomes in England

22. The leadership development programme Our task is to ensure that all 2000 principals and aspiring principals in Serbia are trained and assessed on the standards Cascade approach �Top 30� First cohort (about 200) Second cohort (about 1800) Self assessment, agreed with pedagogical adviser Self directed learning Coaching and peer support Portfolio of evidence E-learning materials, seminars, courses, guided activities Formal �moderated� assessment at the end of the programme

23. Timeline for the programme February: Study visit to London for �Top 30�, including 3 day workshop on the standards, coaching techniques, assessment procedures, materials development �Top 30� complete initial self assessments March/April/May: Development of e-learning materials and seminar programme Website development �Top 30� continue to build their portfolios of evidence Training of 120 pedagogical advisers as mentors and assessors Training of �Top 30� as facilitators Selection of first cohort (200 Principals) July: Two day induction workshop for first cohort (�Top 30� act as facilitators) Assessment and accreditation of assessors Assessment and accreditation of �top 30� Principals Mid project report September: Identification of second cohort (1800 principals and aspiring principals) October/November: Two day induction seminars for second cohort (in regions) December: Assessment and accreditation of first cohort participants End of project (second cohort training programme continues under local management)

24. The new legal requirement New competence standards for school principals, approved by the National Council for Education, as required by the Law on the Foundation of Education (2009) All school principals to be trained, assessed and accredited against the standards ... So that they can be given (or retain) the Licence to work as a school principal

25. Key aspects of the new system Based on assessment against clear, published standards of competence � principals should be appointed on merit Builds a professional learning community using modern approaches and technology � peer support, coaching, use of website for e-learning Promotes modern models of self assessment and personal development for teachers and students - principals showing an example to the whole system 25

26. The standards Eight thematic modules Total of 28 standards Standards describe the main tasks of a principal, and the competences needed to carry out these tasks effectively Standards describe observable behaviour which can be evidenced The knowledge, skills and attitudes required for competence are implicit in the standards, and are tested when the standards themselves are being assessed

27. The eight modules Knowledge and compliance with legal requirements Human resource management and development Organisational development Leadership of the teaching and learning process Promotion of student achievement and wellbeing Co-operation with the school management bodies, state government and local self-government Co-operation with parents and the wider community Financial and administrative management

28. Example Standard Standard 5.2 The Principal encourages effective learning Indicators: The Principal provides conditions and supports teachers to work in ways which encourage all students to be actively involved in their own learning, setting their own learning objectives, developing learning skills, finding things which interest and inspire them The Principal demands from teachers discovery learning, critical thinking, development of different talents and abilities, strengthening self respect, and promoting student achievement The Principal understands and fosters development of children�s learning skills, monitor adaptation of teaching to different learning styles, encourages students� creativity, efficiency in absorbing knowledge, and development of social skills The Principal�s behaviour: Encourages active participation of children/students... Able to point to ways he/she monitors and encourages teachers to adapt their teaching methods... Sources of evidence: School program, annual work plan, development plan, self evaluation report, regulations, minutes, website, promotional material Additional evidence from staff, governing body, students, parents, pedagogical advisers