Educating School Leaders Toolset
for equity and learning

The effectiveness of school leadership capacity building is reflected upon how well school leaders can adapt to their new roles and how competent they can become in co-designing and co-implementing policies for equity and learning in their school, as well as in encouraging the establishment of participative, democratic school cultures.




Indicators on the preparation and professional development of school leaders

Indicators on the preparation and professional development of school leaders and related data (such as their selection, career advancement and succession) that allow for cross-country comparisons can be a valuable tool for policy makers across Europe who plan to introduce reforms affecting the quality of school leaders. Currently, such indicators and data are provided by OECD (through PISA and TALIS surveys), the European Commission (through Eurydice) and the International Association for the Evaluation of Educational Achievement (through the TIMSS survey).

What we mean by School Leadership Capacity?

A school’s leadership capacity for equity and learning can be defined as the collective ability of a school to harness the potential of processes and dynamics of the school system, the school and its members, to generate and lead coordinated action that addresses effectively challenges of equity and learning.

Principals' professional development activities and barriers

Principals' professional development activities and barriers

A set of questions in the TALIS questionnaire offers indicators on school principals' participation in continuing professional development (CPD) activities, as well as perceived barriers to participation.
Continuing professional development for school heads

Status of continuing professional development for school principals

Academies and/or training programmes for school leadership

Academies and/or training programmes for school leadership

Professional experience and training required to be a school head

Professional experience and training required to be a school head

Engagement in continuing professional development

Engagement in continuing professional development for school principals

Formal education of school principals

Formal education of school principals

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