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Professor David HopkinsProfessor David HopkinsHSBC Chair of International LeadershipHSBC Chair of International Leadership
““The Organisation for Economic Co-operation and The Organisation for Economic Co-operation and
Development Review of School Leadership”Development Review of School Leadership”
Presentation made at the Presentation made at the NUT ConferenceNUT Conference on on
‘‘The Future of School Leadership’ The Future of School Leadership’ London, Tuesday 1London, Tuesday 1stst May 2007 May 2007
Today I will speak about….
• Why school leadership is important at the policy level
• What is the focus of the OECD study on school leadership
• How we are contributing on the issue of ‘system leadership’
Why is it important?
• Rising expectations of schools and schooling (knowledge economy, globalisation, migration, decentralisation…)
• Greater accountability for schools and principals
• From teachers with additional responsibilities to full time managers of human and
financial resources:
• Instructional leadership
• Staff evaluation
• Budget management
• Performance assessment
• Community relations
• Held accountable for results
• THE SUPER PRINCIPAL
Why: Different responsibilities for leaders
Figure 1. Percentage of decisions relating to personnel management taken by schools by mode,
lower secondary education, public schools, 2003
10
20
30
40
50
60
70
80
90
100
Net
her
land
s
Eng
land
New
Zea
land
Cze
ch R
epub
lic
Hun
gary
Sw
eden
Slo
vak
Rep
ublic
Den
mar
k
Kor
ea
Nor
way
Icel
and
Ital
y
Port
ugal
Fin
land
Bel
gium
(Fr.
)
Fra
nce
Luxem
bou
rg
Ger
man
y
Spa
in
Aus
tral
ia
Aus
tria
Gre
ece
Jap
an
Mex
ico
Tur
key
I n f ull autonomy I n consultation with others Within a f ramework
Source : OECD, Education at a Glance 2004
Notes : Countries are ranked in descending order of the percentage of decisions taken at the school level. The domain "personnel management" considers the hiring and dismissal of staff; the duties and conditions of service of staff; and the fixing of salary of staff. The school level includes school administrators and teachers or a school board or committee established exclusively for individual schools. "In full autonomy" means that decisions are subject only to any constraints contained in the constitution or in legislation that is of a general nature and not specifically aimed at education. "In consultation with others" means that decisions are taken in consultation with bodies located at another level within the education system. "Within a framework" means that decisions are taken within a framework set by a higher authority (e.g., a binding law, a preestablished list of possibilities, a budgetary limit, etc.). Data for Turkey refer to primary education. See OECD (2004a) for further details.
%
Why: Evidence draws a challenging picture…
Is there enough capacity?
• Shortages of high-qualified school leader candidates.
• Australia: 92% of principals expected to retire/resign more than five
years before they 'have to'. (Grady et al’s (1994))
• Ontario, Canada: 75% of principals and > 40% vice principals expect to
retire by 2007 (Williams, 2001)
• England: 4/10 deputy/assistant principals: no plans to become a
principal; 4/10 principals considering early retirement (Earley et al,
2002).
• Many OECD countries don’t have any requirements for becoming
principals.
Why: High priority in OECD education work
OECD countries want answers:
• The OECD Teacher Policy Thematic Review (Teachers Matter,
OECD, 2005)
• Education Chief Executives’ Meeting, Copenhagen, Sept. 2005
• Ranked #3 out of 29 activities for the Education Committee
Programme of Work (2007-2008)
Why: 22 participants
Australia
Austria
Belgium (French)
Belgium (Flanders)
Chile
Denmark
Finland
France
Hungary
Ireland
Israel
Korea
The Netherlands
New Zealand
Norway
Portugal
Slovenia
Spain
Sweden
United Kingdom (England)
United Kingdom (N. Ireland)
United Kingdom (Scotland)
What: Our objective
To provide policy-makers with information and analysis to help them formulate and implement school leadership policies leading to improved teaching and learning. By:
i) Synthesising research on issues related to improving leadership in schools;
ii) Identifying innovative and successful policy initiatives and practices;
iii) Facilitating exchanges of lessons and policy options among countries; and
iv) Identifying policy options for governments to consider.
What: Our view of school leadership
A broad view of leadership:
Rather than focusing on leaders as individuals
View that authority to lead can be distributed within schools and among different people.
What: Key Issues to respond to
What are the roles and responsibilities of school leadership
How to best develop effective school leadership
What: Roles of school leadership
Role of school leadership under different governance structures
• Demands on school leaders
• Different roles and responsibilities of school leaders under different governance
• Types of skills required
• Is there a set of core competencies?
• Promising policies and conditions for linking school leadership with improving school outcomes
What: Developing school leadership
How can effective school leadership be best developed and supported?
• Should it be a career path? Types of profiles – pedagogical or other
• Employment conditions
• support structures
• Type of training (pre-service, on the job, further training)
• Types of institutions to develop school leaders
How: Methodology of the Activity
Analytical strand: Country Background Reports to focus on policies and structures that impact on the role and development of effective school leadership (January 2007)
Innovative practices strand: Case studies to innovative practices
1. New models of school organisation and management that distribute leadership roles and responsibilities in innovative ways (UK October 2006, Finland, January 2007; Belgium February 2007)
2. Promising programmes and practices to prepare and develop school leaders
How: Outputs of the Activity
• Country Background Reports (2007)
School governance and leadership
Enhancing learning and school leadership
The attractiveness of school leadership
Training and professional development of school leaders
How: Outputs of the Activity
• International workshops (2006 and 2007)
• Expert papers
• Selected case studies (2006-2007)
• A final international conference (2008)
• A final comparative report (2008)
1st meetings of the activity, London, 5-6 July, HSBC Headquarters: Contributed to clarify key questions on new and changing roles of school leaders.
1 Workshop of participating countries: 50 participants (28 national delegates, 9 international organisation, 8 experts)
discussed the activity and country practices in this area. Common agreement on the timeliness: According to countries OECD has
become a catalyst for thinking on school leadership at a national level.
2 Workshop of participating countries: Brussels, 1-2 February 2007• Presentation of Country Background Reports
School Leadership for Systemic Improvement
“leadership for systemic improvement”: the distribution of school leadership roles and responsibilities to improve schooling outcomes.
Meaning still developing, and practice includes :
1. Leadership shared across schools so overall system improves;
2. Connection of systems of leaders to create culture and pool of expertise to support school improvement;
3. Collaboration of education/non-education organizations within the larger context to sharpen focus on school outcomes; and
4. Systemic interaction in schools of administrators/teachers/ students as learning communities in which leadership is distributed according to expertise and need.
Different approaches to the challenge of developing leadership across the system.
High Excellence High Equity –High Excellence High Equity –Raising the Bar and Narrowing the GapRaising the Bar and Narrowing the Gap
Source: OECD (2001) Knowledge and Skills for Life
Low excellenceLow excellence
Low equityLow equity
High excellenceHigh excellence
Low equityLow equity
Low excellenceLow excellence
High equityHigh equity
High excellenceHigh excellence
High equityHigh equityU.K.
BelgiumU.S.
GermanySwitzerland
Poland
Spain
Korea
Finland
JapanCanada
Mea
n p
erfo
rman
ce in
rea
din
g li
tera
cy
• 200 – Variance (variance OECD as a whole = 100)
420
440
460
480
500
520
540
560
60 80 100 120 140
‘‘Every School a Great School’Every School a Great School’as an expression of moral purposeas an expression of moral purpose
• What parents want is for their local school to be a great school.
(National Association of School Governors; Education and Skills Select Committee 2004).
• The three system leadership commitments:
− relentless focus on reducing within school variation;
− collaborative working to eradicate between school variation;
− the embracing of segmentation or lateral approaches since a focus on individual school improvement always distorts social equity.
Towards system wide sustainable reformTowards system wide sustainable reform
Every School a Every School a Great SchoolGreat School
National National PrescriptionPrescription
Schools Leading ReformSchools Leading Reform
Building Capacity PrescriptionPrescription ProfessionalismProfessionalism
System Leadership
Networks & Collaboration
PersonalisedLearning
ProfessionalTeaching
SYSTEM
LEADERSHIP
Intelligent Accountability
4 drivers mould to context through 4 drivers mould to context through system leadershipsystem leadership
The Logic of System Leadership
Learning Potential of all Students
Student Repertoire of Learning Skills
Teacher Repertoire - Models of Teaching
Embedded in Curriculum Context and Schemes of Work
Whole School Emphasis on High Expectations and Pedagogic Consistency
Sharing Schemes of Work and Curriculum Across and Between Schools, Clusters, Districts, LEAs and Nationally
Networks & Collaboration
PersonalisedLearning
ProfessionalTeaching
SYSTEM
LEADERSHIP
Intelligent Accountability
Leading
Success-ful
Internal variation
Underperforming
Low attaining
Below floor
target
4 drivers mould to context through system leadership4 drivers mould to context through system leadership
Networking and Segmentation:Highly Differentiated Improvement Strategies
Type of School
Leading Schools
Succeeding, self-improving schools
Succeeding schools with internal variations
Underperforming schools
Low attaining schools
Below floor target
Key strategies – responsive to context and need
- Become leading practitioners
- Formal federation with lower-performing schools
- Regular local networking for school leaders
- Between school curriculum development
- Consistency interventions: such as AfL.
- Subject specialist support to particular depts.
- Linked school support for underperforming depts.
- Underperforming pupil programmes, e.g. catch-up.
- Formal support in Federation structure
- Consultancy in core subjects and best practice
- Intensive Support Programme
- New provider: e.g. Academy.
System Leadership: A PropositionSystem Leadership: A Proposition
‘System leaders’ care about and work for the
success of other schools as well as their own. They
measure their success in terms of improving
student learning and increasing achievement, and
strive to both raise the bar and narrow the gap(s).
Crucially they are willing to shoulder system
leadership roles in the belief that in order to change
the larger system you have to engage with it in a
meaningful way.’
System leaders share five striking characteristics, they:
• measure their success in terms of improving student learning and strive to both raise the bar and narrow the gap(s).
• are fundamentally committed to the improvement of teaching and learning.
• develop their schools as personal and professional learning communities.
• strive for equity and inclusion through acting on context and culture.
• understand that in order to change the larger system you have to engage with it in a meaningful way.
Leadership as Adaptive WorkLeadership as Adaptive Work
Technical SolutionsTechnical Solutions
Adaptive WorkAdaptive Work
Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed
using existing approaches alone
System Leadership
Personal Development
Strategic Acumen
Managing Teaching and Learning
Developing People
Developing Organisations
Work as a Work as a Change Agent Change Agent
Lead a Lead a Successful Successful Educational Educational Improvement Improvement Partnership Partnership
Moral Purpose
Partner Partner another another School School Facing Facing Difficulties Difficulties and and Improve itImprove it
Lead and Improve a School in Lead and Improve a School in Challenging CircumstancesChallenging Circumstances
Act as a Act as a Community Community LeaderLeader
System Leadership Roles
A range of emerging roles, including:
• Lead a successful educational improvement partnership
• Executive Headship or partnering another school facing difficulties i.e. run
two or more schools (or ‘softer’ partnership)
• Lead in extremely challenging circumstances or become an Academy
Principal.
• Civic or Community leadership to broker and shape partnerships across
local communities to support welfare and potential.
• Change agent or school leader able to identify best practice and then
transfer and refine it to support improvement elsewhere.
School
School
Improvem
ent
Improvem
entSystemSystem
LeadershipLeadership
System Wide System Wide ReformReform
Teach
ing a
nd
Teach
ing a
nd
Learn
ing
Learn
ing
Principles for System Transformation
So, for Transformation, System Leadership needs to be reflected at three
levels:
• System leadership at the school level – with, at essence, school principals becoming almost as concerned about the success of other schools as they are about their own.
• System leadership at the local level – with practical principles
widely shared and used as a basis for local alignment with specific programmes developed for the most at risk groups.
• System leadership at the Government level – with social justice, moral purpose and a commitment to the success of every learner providing the focus for transformation.
Paulo Freire once said…Paulo Freire once said…
“No one educates anyone else
Nor do we educate ourselves
We educate one another in communion
In the context of living in this world”
David Hopkins was recently appointed to the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.
Professor David Hopkins HSBC Chair in International Leadership