Post on 17-Jan-2016
IMPROVING SCHOOL LEADERSHIP: LESSONS FROM OECD COUNTRIESUNESCO MEETING, 12 JANUARY 2013
Beatriz Pont, Sr. Policy AnalystPolicy Advice and Implementation Division
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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?
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• 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
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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
The role of school leaders has changed dramatically
The super principal ?
School leaders express their challenges to good teaching, TALIS, 2009
0
10
20
30
40
50
60
70
80
Lack of pedagogical preparation Arriving late at school Absenteeism%
% 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 (2007-08)
School leadership: the challenges
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School leadership: the practicesIndex of schools principal’s leadership based on school principals’ report (PISA)
School leadership: the challenges
Improving school leadership: The policies
School leadership: the policy
School leadership: the policy
School leadership: the policy
School leadership: the policy
Two OECD reports
A toolkit for self assessment
The toolkit: for self assessment
Toolkit modules
For more information
www.oecd.org/edu/improvingschoolswww.oecd.org/edu/schoolleadershipBeatriz Pont : beatriz.pont@oecd.org