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.




Recruitment, selection and retention of quality school leaders

Reform policies on how school leaders are recruited and selected and on the career paths available to them are critical to school leadership capacity building. The policy challenge is to design and support innovative, transparent mechanisms for recruiting and selecting school leaders, design attractive career development opportunities, and establish replacement procedures that ensure a balance between school continuity and change.

Policy planning should focus on ensuring that:


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.

Prioritizing competencies

Prioritizing competencies

Specialized leadership training as well as relevant skills and competences outweigh other criteria in the recruitment of school leaders.
Transparency and impartiality

Transparency and impartiality

There are established transparent and impartial procedures in the selection of school leaders.
Flexible career paths

Flexible career paths

School leaders' career paths become more mobile, allowing principals to move between schools as well as between leadership and teaching and other related careers.
The selection, recruitment, preparation and retention of the most competent staff for leadership positions in education institutions, and the provision of favourable conditions for their professional development, are accordingly of crucial importance and require careful attention by decision makers.
Council conclusions on effective leadership in education, Education, Youth, Culture and Sport Council meeting, Brussels, 25-26 November, 2013

Succession planning

Succession planning

The procedures for the replacement of school leaders include succession planning (pro-actively encouraging other staff - particularly within the same school- to develop leadership skills), as well as a process of consultation with school stakeholders as to strike a balance between continuity and change in relation to the existing school culture and mission.
Incentives

Incentives

Attracting highly qualified and motivated individuals to become school leaders require the establishment of a comprehensive incentives framework (including direct monetary incentives, career advancement/retaining incentives, time compensation etc).