Improving School Leadership

Pont, Beatriz; Nusche, Deborah; Moorman, Hunter

doi:10.1787/9789264044715-en

Cited by 44 publications

(104 citation statements)

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“…As research has highlighted, pedagogical leadership in schools is essential for teaching and learning. This provides a strong rationale for implementing policies that ensure the effective management and development of the school leadership profession (Pont et al, 2008, Day et al, 2009, Louis et al, 2010.…”

Section: Strengthening Pedagogical Leadership Focused On Improving Tementioning

confidence: 99%

“…Considering the small size of the school leadership profession, measures that target this group can, furthermore constitute highly cost-effective measures for improving teaching and learning in schools (Pont et al, 2008;Day et al, 2009;Louis et al, 2010).…”

Section: Develop the School Leadership Profession And Provide Systemamentioning

confidence: 99%

“…Considering the importance of pedagogical leadership for teaching and learning, the framework should have a clear focus on competencies related to this leadership style, but also recognise that successful school leadership is always context-dependent (OECD, 2013b, Pont et al, 2008. Once it has been developed, a Danish leadership framework could serve as a basis for continued collaboration among school leaders, as a reference point for school leadership consultants, as a catalyst for the development of personal learning objectives with a learning plan for individual school leaders and a basis for reflection and introspection on the part of individual school leaders.…”

Section: New Zealandmentioning

confidence: 99%

“…Taster courses can help identify and prepare future school leaders. As just highlighted, opportunities for collaboration, coaching and mentoring between school leaders can also provide useful support and enable school leaders to gain new expertise (Pont et al, 2008). England, United Kingdom, provides an example for a more strategic approach at school leadership development that targets school leaders at different stages of their career.…”

Section: New Zealandmentioning

confidence: 99%

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OECD Reviews of School Resources: Denmark 2016

Nusche¹,

Radinger²,

Falch³

et al. 2016

OECD Reviews of School Resources

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This work is published on the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Organisation or of the governments of its member countries.This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD 2016You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of the source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to rights@oecd.org. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at info@copyright.com or the Centre français d'exploitation du droit de copie (CFC) at contact@cfcopies.com. Nusche, D. et al. (2016) Please cite this publication as: Denmark was one of the countries which opted to participate in the country review strand and host a visit by an external review team. The scope for analysis in this report includes public primary and lower secondary education (Folkeskole). Members of the review team were Deborah Nusche (OECD), Thomas Radinger (OECD), Torberg Falch (Norwegian University of Science and Technology), and Bruce Shaw (Ontario Ministry of Education). Deborah Nusche co-ordinated the review between May 2014 and January 2016 and Thomas Radinger co-ordinated the review between February and October 2016. The biographies of the members of the review team are provided in Annex B. This publication is the report of the review team. It provides, from an international perspective, an independent analysis of major issues facing the use of school resources in Denmark, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to the Danish education authorities; ii) to help other countries understand the Danish approach to the use of school resources; and iii) to provide input for the thematic comparative reports of the OECD School Resources Review. The involvement of Denmark in the OECD review was co-ordinated by Jon Jespersen, Senior Advisor in the Division for Evidence Informed Policy and Practice in Day Care and Education of the Agency for Education and Quality, in collaboration with Jørn Skovsgaard, Senior Advisor in the Division for International Affairs of the Danish Ministry for Children, Education and Gender Equality. An important part of the involvement of Denmark was the preparation of a comprehensive and informative Country Background Report (CBR) on school resou...

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Section: Strengthening Pedagogical Leadership Focused On Improving Tementioning

confidence: 99%

Section: Develop the School Leadership Profession And Provide Systemamentioning

confidence: 99%

Section: New Zealandmentioning

confidence: 99%

Section: New Zealandmentioning

confidence: 99%

See 2 more Smart Citations

OECD Reviews of School Resources: Denmark 2016

Nusche¹,

Radinger²,

Falch³

et al. 2016

OECD Reviews of School Resources

View full text Add to dashboard Cite

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“…Encouraging entrants from industry and reaping the benefits of their knowledge and skills will therefore also depend on the quality of school leadership. Such leadership plays a crucial role in facilitating a collaborative teaching culture in all OECD countries (Pont et al, 2008) and specifically in the Netherlands (Hofman-Hofman, 2011). For these reasons, school heads support for such a reform may prove to be critical for successful policy implementation.…”

Section: Part-time Teachers From Industry Bring Up-to-date Industry Smentioning

confidence: 99%

A Skills beyond School Review of the Netherlands

Fazekas¹,

Litjens²

2014

OECD Reviews of Vocational Education and Training

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Leadership in Diverse Learning Contexts

Johnson¹,

Dempster²

2016

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Scope of the SeriesLeadership we know makes all the difference in success or failures of organizations. This series will bring together in a highly readable way the most recent insights in successful leadership. Emphasis will be placed on research focused on pre-collegiate educational organizations. Volumes should address issues related to leadership at all levels of the educational system and be written in a style accessible to scholars, educational practitioners and policy makers throughout the world.The volumes -monographs and edited volumes -should represent work from different parts in the world.More information about this series at

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Improving School Leadership

Cited by 44 publications

References 0 publications

OECD Reviews of School Resources: Denmark 2016

OECD Reviews of School Resources: Denmark 2016

A Skills beyond School Review of the Netherlands

Leadership in Diverse Learning Contexts

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