TURKEY MoNE OECD EDU ISL DISSEMINATION CONFERENCE

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• TURKEY MoNE - OECD EDU ISL DISSEMINATION
  CONFERENCE
• HIGH TIME FOR A CHANGE IN SCHOOL LEADERSHIP
  
  Innovative, Improving and Distributed School
  Leadership
• 09-10 April 2009, Ankara-TURKEY
• Improving School Leadership
• Policies and Practices in
  OECD countries
• Bernard Hugonnier
• OECD Deputy Director for Education

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Contents

• Background why is the OECD working on school
  leadership?
• Objectives and methodology of the study on school
  leadership
• Diagnosis of the leadership situation
• Policy recommendations developed by the OECD

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I. Background why is the OECD working on
leadership?

• OECD work on teacher policy (Teachers Matter,
  Attracting, Developing and Retaining Effective
  Teachers, Paris 2006) showed the importance of
  school leadership for effective teaching and
  learning

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I. Background why is the OECD working on
leadership?

• OECD work on teacher policy showed that
• Effective school leadership can improve school
  outcomes, by influencing
• The motivation of teachers
• Their capacities
• The school climate and environment
• There is a pressing demand for attracting,
  training and developing the next generation of
  school leaders
• Improving School Leadership activity ranked 3
  out of 29 activities for the OECD Education
  Committee Programme of Work

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II.The OECD study Improving School Leadership
activity (2006-08)
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II. Objective and methods

• Objective
• To provide policy-makers and others with timely
  analysis to help formulate school leadership
  policies for improved teaching and learning
• Methods
• Phase 1 Synthesize research and review national
  approaches
• 22 country self-evaluation background reports
• Phase 2 Identify innovative and successful
  initiatives
• 5 case study reports (AUS, AUT, BEL, FIN, ENG)
• Phase 3 Facilitate exchange and dialogue among
  countries
• 3 conferences 3 workshops
• Phase 4 Identify policy options for governments
  to consider
• A final comparative report

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Participating countries and regions

• Australia
• Austria
• Belgium (French)
• Belgium (Flanders)
• Chile
• Denmark
• Finland
• France
• Hungary
• Ireland
• Israel

• Korea
• The Netherlands
• New Zealand
• Norway
• Portugal
• Slovenia
• Spain
• Sweden
• United Kingdom (England)
• United Kingdom (N. Ireland)
• United Kingdom (Scotland)

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III. Diagnosis

• The role of school leaders has dramatically
  changed
• The preparation and training of leaders is no
  longer appropriate
• Working conditions are not attractive enough
• The recruitment of leaders is becoming difficult

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1.The role of school leaders has changed
dramatically

• Main reasons
• School autonomy has raised with new
  responsibilities for the leaders
• Running a small business
• Managing human and financial resources
• Adapting the teaching programme
• Accountability for outcomes has raised
• A new culture of evaluation
• Strategic planning, assessment, monitoring
• Use of data for improvement

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1.The role of school leaders has changed
dramatically

• Main reasons
• Leadership has become more learning-centered
• New approaches to teaching and learning
• Supporting collaborative teaching practice
• Raising achievement and dealing with diversity
• Leadership functions have expanded and
  intensified
• More and more tasks have been added to workload.
• Most of the leadership tasks are carried out by
  one individual
• Coherent frameworks to define and distribute the
  new roles are lacking

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2. Preparation and training is no longer
appropriate

• Most school leaders are former teachers.
• However, experience as a teacher does not
  guarantee that leaders have the knowledge and
  skills necessary to run a school
• There is a lack of systematic and career-staged
  initial and continuing education

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• 3. Working conditions are not attractive enough
• Long working hours
• Poor work-life balance
• Relatively low salaries
• More difficult relationships with teachers and
  students
• 4. The recruitment of leaders is becoming
  difficult
• The current workforce is retiring
• But few people are interested in moving up to
  leadership
• The situation is to worsen with the retirement
  boom.

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IV. School leadership Four policy responses

• 1. Redefine school leadership responsibilities
  for improved student learning
• Policy makers and practitioners need to ensure
  that the roles and responsibilities associated
  with improved learning outcomes are at the core
  of school leadership practice.

• 2. Develop a distributing school leadership
• The increased responsibilities and accountability
  of school leadership are creating the need for
  distribution of leadership, both within schools
  and across schools.

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IV. School leadership Four policy responses

• 3. Develop appropriate knowledge and skills
• School leaders need specific training to respond
  to broadened roles and responsibilities.
• Strategies need to focus on developing and
  strengthening skills related to improving school
  outcomes

• 4. Make school leadership a more attractive
  profession
• Evidence indicates that potential applicants are
  deterred by the heavy workload of principals and
  the fact that the job does not seem to be
  adequately remunerated or supported.
• Uncertain recruitment procedures and career
  development prospects for principals may also
  deter potential candidates.

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• Thank you for your attention
• www.oecd.org/edu/schoolleadership
• Bernard.hugonnier_at_oecd.org
• Beatriz.pont_at_oecd.org
• Deborah.nusche_at_oecd.org