Improving School Leadership, Volume 1

Abstract

EKONOMINIO BENDRADARBIAVIMO IR PLĖTROS ORGANIZACIJAEBPO -tai išskirtinis forumas, kuriame bendradarbiauja 30 demokratinių valstybių vyriausybės ir sprendžia globalizacijos sukeltas ekonomines, socialines ir aplinkosaugines problemas. EBPO taip pat labai daug dėmesio skiria tam, kad suprastų naujus įvykius ir susirūpinimą keliančius klausimus, tokius kaip bendrovių valdymas, informacijos ekonomika ir senstančios visuomenės problema, ir padėtų vyriausybėms juos įveikti. Organizacija sudaro sąlygas vyriausybėms palyginti politikų įgyvendinimo patirtį, ieškoti bendrų problemų sprendimo būdų, nustatyti gerąją praktiką ir bendradarbiauti derinant nacionalines ir tarptautines politikas.

Developing Leadership Capacity in English Secondary Schools and Universities: Global Positioning and Local Mediation

“…In education, evidence of national variation in school performance (OECD, 2007) is fuelling interest in developing leadership capacity as a lever for raising educational standards (Pont et al, 2008). Beyond the national level, meanwhile, the European Commission has taken a keen interest in the contribution of universities to a 'Europe of Knowledge' (European Commission, 2003, emphasising the importance of university autonomy so that their leaders can fully exercise their powers (European Commission, 2006).…”

This way please! Improving school leadership: the OECD way

“…To this end, the report is strongly in favour of the high-stakes, external accountability systems with some countries 'using accountability information to provide financial rewards or sanction for schools'. 73 Evidence from PISA studies is cited to support this in concluding that 'student achievement seems to be higher when teachers are held accountable through the involvement of principals and external inspectors in monitoring lessons'. 74 The model of accountability outlined in the report draws on a benign view of new managerialism.…”

“…This highly critiqued and arguably discredited model of governance as it has been applied to education 75 is presented as the key to the transformation of countries' systems based on the rationale that this era of 'autonomy and accountability can respond more efficiently to local needs'. 76 This neo-liberal worldview where 'education was [is] defined as a commodity, the schools as value added production units; the head teacher as chief executive and managing director' 77 has encroached on almost every aspect of educational work in some countries. The powerful and exclusionary combination of the well-established discourse of meritocracy with the rise of overt neo-liberal individualism has fundamentally influenced the culture of the educational landscape.…”

“…An example of this cited from England describes how the use of 'intervention teams' could be deployed 'to look into potential underperformance and respond to challenges'. 101 The school in question was described as having 'a culture of constant assessment' where 'classrooms [were] open and all are ready for evaluation, assessment and action'. 102 IL as envisaged by this report corresponds to an autocratic controlling surveillance in the purest Foucauldian sense:…”

A Norwegian policy perspective on the relation between school leadership and pupils' learning outcomes.

“…Studies of school effectiveness and school leader efficiency have been taken up by policymakers especially in high stakes accountability systems as part of the 'effective school leadership movement', and have been fronted in both national and international governmentally funded research projects (Gunter and Forrester 2009;Gunter 2012;Tubin 2011). Two illustrative examples of this are the project 'The impact of School Leadership on Pupils' Outcomes' (Day et al 2009) in England, and the OECD-led 'Improving school leadership activity' (Pont, Nusche, and Moorman 2008). According to the OECD, research findings argue that improvement of school leadership will enhance the quality of learning outcomes in schools.…”