Improving School Leadership - OECD.org

1 Improving School Leadership The Toolkit TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P. H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D. L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L. Module 1. D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P. Understanding TE A M P R I N C I PA L D I S T R I B UTE D Leadership H E A Dand TEanalysis A C H E R TE A M P R I N C I PA L D I S T R I B UTE D Leadership HEAD.

2 TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D. L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L. (Re)Defining D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A MDistributing P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R. roles and School TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P responsibilities H E A D TE A C H E R L Leadership E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P. of School tasks H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D.

3 Leadership L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H EModule 2 S H I P TE A M P R I N C I PA L. R LEADER. Module 4 School Self diagnosing D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P. Leadership Communicating and auditing Matters TE A M P R I N C I PA Land D I Sconnecting T R I B UTE D Leadership HEAD TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D Leadership HEAD. TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I Making School S T R I B UTE D L E A D EDeveloping R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D. Leadership an skills for L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L.

4 Attractive career effective School D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E Rchoice S H I P TE A Mleadership P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R. TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P. H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L D I S T R I B UTE D. L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I BModule UTE D L E A3D E R S H I P H E A D TE A C H E R L E A D E R S H I P TE A M P R I N C I PA L. Prioritising and D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R L E A D E R S H I P.

5 Taking action H E A D TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D. TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P. - . H E A D TE A C H E R TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D. & . TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A M P R I N C I PA L D I S T R I B UTE D L E A D E R S H I P H E A D TE A M P R I N C I PA L. Improving School Leadership The Toolkit ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation.

6 The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies. The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part in the work of the OECD.

7 OECD Publishing disseminates widely the results of the Organisation's statistics gathering and research on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by its members. This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries. Also available in French under the title: Am liorer la direction des tablissements scolaires La bo te outils and in Spanish under the title: Mejorar el liderazgo escolar Herramientas de trabajo Corrigenda to OECD publications may be found on line at: OECD 2009. OECD freely authorises the use of this material for non-commercial purposes. All requests for commercial uses of this material or for translation rights should be submitted to 3.

8 Foreword School Leadership is an education policy priority around the world. Increased School autonomy and a greater focus on schooling and School results have made it essential to reconsider the role of School leaders. From 2006 to 2008, the OECD. conducted a study of School Leadership around the world with the participation of Australia, Austria, Belgium (Flanders and French Community), Chile, Denmark, Finland, France, Hungary, Ireland, Israel, Korea, The Netherlands, New Zealand, Norway, Portugal, Slovenia, Spain, Sweden and the United Kingdom (England, Northern Ireland and Scotland). The Improving School Leadership project produced a significant body of knowledge on this issue in the form of country background reports and innovative case study reports, all of which are available on the OECD website at edu/schoolleadership. The findings were reported in two volumes published by the OECD in 2008: Improving School Leadership , Volume 1: Policy and Practice reports on the overall adership Improving School systems and improve student results, School Leadership findings of the OECD study of School Leadership .

9 What Leadership roles are most gendas. But in many countries, the men and women VOLUME 1: erpaid and near retirement. And few people are o Improving student learning? How best to allocate POLICY AND PRACTICE. By Beatriz Pont, Deborah Nusche, Hunter Moorman effective in Improving student learning? How to allocate and distribute different develop the right skills for effective School Leadership tasks? How to ensure current and future School leaders develop the right n attractive to high-quality candidates? PRINCIP IP R. TEACHE. ERSH D. of School Leadership practices and policies around IBUTE. D LEAD. HEAD I PRINCIPAL. IP TEAM. M DISTR CI TEACHER. SHIP TEA. DISTR. ntry perspective, it identi es four policy levers and PRINCIPAL SHIP PRIN HER LEADERSH. HEAD DISTRI LEADERSH. M HEA. D ERSHIP. LEADER LEADER CHER TEACHER. SHIP TEA. TEAM D LEAD.

10 LEADERSH. IP. UTED. TEAC D TEA ERSHIP. HEAD IBUTE. ments improve School Leadership now and build TECHER ERSHIP. HEAD M HEA LEADER DISTR. UTED. HEAD R DISTRIB D LEAD SHIP TEA IBUTE. D LEAD. CIPAL PRINCIPAL. DISTRIB. TEACHER. TEACHE LEADER CHER. DISTR. IBUTE P PRIN. skills for effective Leadership ? These are questions facing governments around the PRINCIPAL LEADER. HEAD CIPAL DERSHI. DISTR HEAD. PRINCIPAL IP TEAM IP TEAM D TEA TEACHER. IP TEAM SHIP PRIN LEADERSH D LEA LEADERSH M HEA CI. TRIBUTE SHIP TEA. HEAD. ERSHIP. LEADERSH LEADER TEACHER M DIS. ERSHIP. LEADER D LEAD SHIP PRIN. UTED ERSHIP. HEAD. P TEA IBUTE. D LEAD. CIPAL. IBUTE LEADER. UTED. Improving School Leadership DISTRIB DERSHI. DISTR DISTR. D LEAD. IBUTE R LEA PRINCIPAL P PRIN PRINCIPAL. DISTRIB. Case Studies on System Leadership examines PRINCIPAL. DISTR. TEACHE TEACHER.