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.




Questions for policy reflections on educating school leaders

Reform policies can only be coherently integrated into the life of schools and classrooms, if a capacity building approach for professional school leadership pays attention to system-wide change which tries to deal with the following questions:

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.

Reducing complexity

Reducing complexity

How can the complex decision-making structure be disentangled and the different demands of central and regional/local interests brought into balance?
Coordination

Coordination

How is it possible to coordinate communication and actions both of policy and practice among the different levels of the system?
Learning context

Learning context

How can a learning context be created which aims at influencing the pattern of how professionals go about changing their organizations?

Prof. Michael Schratz (University of Innsbruck, Austria): on School Leadership as a Comprehensive Strategy. EPNOSL Peer Learning Activity (Munich, 6-7 February 2012).
Energization

Energization

How can the system be energized by more individual and organizational empowerment?
Connections

Connections for learning

How can leadership be more closely connected with learning by creating better conditions for student achievement?
System-wide change

System-wide change

How can professional development create system-wide culture change and be linked with the improvement capacity of the actors on the different horizontal and vertical levels?

How can we create a learning context which aims at influencing the pattern of how professionals go about improving their organisations?