IMPROVING SCHOOL LEADERSHIP: LESSONS FROM OECD COUNTRIES UNESCO MEETING, 12 JANUARY 2013 Beatriz Pont, Sr. Policy Analyst Policy Advice and Implementation Division

2 Quality in education Key levers for change and improvement How do we ensure student achievement and engagement throughout their education? How can we attract and craft excellent teaching at schools? Are they conducive to quality and equity? How can our school leaders ensure adequate learning environments? How adequate are our policy implementation strategies?

3 In schools, leadership can improve teaching and learning by developing the right school climate. At the local level, it can improve results through sharing of experience and collaboration and by ensuring more equity across schools. For the system, they are essential for the success of education reforms. School leadership is key System Local School 3 Leadership: In OECD countries, tasks that include instructional leadership and human resource and financial management. It is not only exercised by 1 person.

School leadership: the reality “Running a small business” Managing human and financial resources Adapting the teaching programme School autonomy A new culture of evaluation Strategic planning, assessment, monitoring Use of data for improvement Accountability for outcomes New approaches to teaching and learning Supporting collaborative teaching practice Raising achievement and dealing with diversity Learning-centred leadership The role of school leaders has changed dramatically The super principal ?

School leaders express their challenges to good teaching, TALIS, 2009 % % of teachers whose school principal reported that the following teacher behaviours hindered the provision of instruction in their school a lot or to some extent ( )

School leadership: the challenges 6

School leadership: the practices Index of schools principal’s leadership based on school principals’ report (PISA)

School leadership: the challenges Role expansion and lack of clarity as to responsibilities focused on improving student outcomes The role of only one individual Insufficient preparation and training throughout their careers Unatractive working conditions

Improving school leadership: The policies (Re)define school leadership responsibilities Distribute school leadership Develop the knowledge and skills of school leaders Make school leadership a more attractive profession

School leadership: the policy 1) Redefine school leadership roles and responsibilities Provide autonomy coupled with support and clear definition of core responsibilities Develop leadership frameworks for improved policy and practice Frameworks should define the main tasks of leadership for improved learning: Support, monitor and develop teacher quality Goal setting, assessment and accountability Strategic financial/HR management Collaborate with other schools and institutions (system leadership)

School leadership: the policy 2) Distributing school leadership responsibilities Adopt a broader concept of leadership Distribution as a strategy for succession planning Extend leadership training to leadership teams and middle management Recognise and reward distributed leadership

School leadership: the policy 3) Developing knowledge and skills for effective school leadership Provide ongoing and career-staged training (preparation, induction, in-service) Ensure coherence and quality of provision by different institutions Connect training to experience: combination of learning and coaching and practice

School leadership: the policy 4) Making school leadership a more attractive profession Plan for leadership succession Professionalise recruitment Provide adequate remuneration: salaries should reflect the high level of responsibility Provide opportunities for career development

Two OECD reports

A toolkit for self assessment

The toolkit: for self assessment

Toolkit modules Module 1: Understanding and analysis Summary of ISL report with questions for reflection and dialogue Module 2: Self diagnosis and auditing Gap analysis questionnaire: where we are? Where we would like to be? Space for common reflection Module 3: Prioritising and taking action A diamond nine exercise to decide on priorities and how to achieve them Module 4: Communicating and connecting 1 day facilitated workshop that brings together 3 modules.

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