General overview of existing school principal training materials/programmes ‘Experts Meeting on 10,000 Principals Leadership Programme’ 14-15 January,

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General overview of existing school principal training materials/programmes ‘Experts Meeting on 10,000 Principals Leadership Programme’ January, 2013, UNESCO HQ, Paris, France by Josina Sibblies Section for Teacher Development and Education Policies Division for Teacher Development and Higher Education

Introduction There is an abundance of existing and available training materials and programmes on school leaders/principals in the global educational administration discussion. (2011) UNESCO-IIEP’s ‘Reforming school supervision for Quality Improvement’ training Programme; (2011) Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP)-NUEPA- IIEP’s ‘Making School Successful’ Programme; and (2008) Kaivalya Education Foundation Principal Leadership Development Programme

‘Reforming school supervision for Quality Improvement’ The programme itself consists of eight modules: Module 1: Supervision- a key component of a quality monitoring system Module 2: Role and functions of supervisors Module 3: The organization of supervision services Module 4: The management of supervisory work Module 5: Reinforcing school site supervision Module 6: Alternative models in reforming school supervision Module 7: School supervision: reforms and models Module 8: Undertaking a national diagnosis on school supervision

‘Making School Successful’ The programme itself consists of 5 modules: Module 1: Successful Schools Module 2: Managing People at Work Module 3: Managing Student Affairs Module 4: Managing External Relations Module 5: School Development Planning

The Kaivalya Education Foundation Principal Leadership Development Programme (PLDP) The scope/concentration of this programme is centred around conducting leadership training for principals on four levels: 1) Personal leadership; 2) Instructional leadership; 3) Institutional leadership; and 4) Social leadership.

Conclusion There is a significant disconnect between the contemporary global discourse on educational leadership, espousing the merits of instructional leadership, and the content of current training programmes/ materials that exist which are heavy on the management side of the discussion. There is a notable lack of available school principal preparation curricula that focus sharply on issues crucial to instructional leadership. Matters related to pedagogy, curriculum, classroom management, and teacher evaluation should feature more heavily in school principal training.