Towards an effective school leadership and management

Dr Adamantios Papastamatis University of Macedonia

School Management And Resource Training

Directorate of Primary Education West Thessaloniki

Comenius Regio 2012-14Thessaloniki November 2013

Schools operating under central educational systems cannot successfully materialize their educational aims. It is important, therefore, that educational leaders should have a great degree of autonomy in order to create innovative learning environments that enables learners to direct their own learning.

Traditional ways to educational leadership including teaching

experience, university degrees or courses at another

educational institution have been less than satisfactory.

The most important settings for developing school leaders are

within schools that are restructuring.

The education and training process should

• integrate learning and work; • emphasize action oriented, problem

solving approaches to learning; • focus on the development of teams

and • be comprehensive, coherent and

continuous

Preparing enlightened leaders

who are committed to the continuous professional

development and who can ‘lead with their heads’ requires moving

beyond training on isolated skills to the cultivation of courage, faith,

deep commitment to collaborative action and reflection.

The perceptions and expectations of the heads have changed

dramatically given the changing context of education over the

last twenty years.

There are many new demands,

such as defining and communicating a school’s

educational mission, supervising and supporting teachers, monitoring pupils

process and nurturing a positive learning climate.

The desire to develop schools that are responsive to pupil needs has resulted in a move toward greater decentralization. The head and teachers within the school are expected to have more autonomy.

More important than educating and training heads

is the recruiting and selecting heads.

Unfortunately,

the present way of selection of heads operates on the buddy

system. Patronage, favouritism and familiarity edge out merit.

To overcome the problem,

we must develop valid criteria such as a record of exemplary teaching experiences, outstanding performance as a school improvement leader, a record of successful community relation, university courses on educational leadership and management, and personal traits including sensitivity, empathy, enthusiasm, ability to write and speak articulately, a sense of humour and strong organization skills.

Effective educational leadership does not occur as a result of the Ministry of Education mandates. It happens school by school initiated and guided by capable leaders.

Thank you very much for your attention!