Improving School Leadership: Actions & developments

Philippe REMY

INTRODUCTION

Accountability

• A new “public management”

=• a measurement of satisfaction • a system based on productivity• a good answer to increase responsibility and

quality

School management

Autonomy

Formative vision

Educational community

Control

Results

Educational system

A FEW EXAMPLES:

TRACKS AND ACTIONS

Finland

• Common right • Investment in human

capital

- Decentralization and responsibility

- Ethics and organisation, education and quality, culture and strategy for learning

- Cooperation in the school management

Australia

• Global and outside vision of the school leadership with a differentiation in the appropriate answer regarding the school context

- Centralisation and global strategy

- Common language

- Different trainings

- Coach and mentor

Austria

• Extern intervention of administration to go with participants in their progress

- School of Leader

- Part-time trainee

- Theory and practice

- Team work, skills in communication, project management

THE CROSSROADS

School leadership training

Common Points:

• Need of autonomy for school in different contexts• Good results are desired by students and families

to succeed in their social and economical integration

• Good results in a school contribute to the development of the global educational system

• Trainings inside the school and exchange between the different schools are necessary

• People need some support to help them

Bi-lateral intervention

Outside

Reinforcement of the pedagogy, introduction of a culture of responsibility, reduction of isolation by interaction between different schools

Inside

Differentiation in function of a context and autonomy to find adapted solutions.

Belgium• Relational: professional identity,

team management, communication, conflict management and public relation.

• Administrative : information, text and support to answer legal questions.

• Pedagogy: didactic and theory, educational policy, differentiation and integration of students with specific needs.

- A new status

- “IFC” is the administrative Centre

- Training in administrative, relationship and pedagogy

- Bi-round to adjust theory and reality in function of different contexts.

CONCLUSION

Conclusion1. Tensions

Humanist point of view: student’s emancipation,

staff member’s development, Interaction and dialogue

Economical arguments: efficiency, measure,

control and regulation

Conclusion2. Actions

Inside the school, pedagogical reinforcement and actions to answer student’s needs

Outside the school collaboration with partners to better understand the local context.

Conclusion3. Coherence and autonomy

Administrative control for coherence

and innovation

Administrative control for autonomy

and responsibility

Conclusion4. Developments

Construction of

Sense Together

Reference to

Values

THANK YOU