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The role of superintendents in Iceland during1975-1996 – the superintendancy today!
Ólafur H. Jóhannsson and Börkur Hansen
ENIRDELMSzeged, Hungary, 16.-18. September, 2010
Doees Leadership Matter? Implications for Leadership Development and the School as a Learning Organization
1
Context
1907-1974: ◦Ministry and compulsory schools
1974/5-1995/6 ◦Regional districts and
compulsory schools
1995/6-◦Municipalities and compulsory
schools2
Before 1974The ministry of education had
direct contact to every compulsory school.
Ministry of education ►240 schoolsCurriculum advisers during limited periodsLimited involvement of municipalities
◦This system was decentralized in 1974
3
The period 1974/5-1995/6
Structure according to the 1974 Education Act◦ Regions (8)◦ Regional boards◦ Superintendents
Main tasks according to the law – Issues concerning :◦ compulsory mandate◦ curriculum management◦ psychological services◦ teaching development◦ staffing◦ etc
4
Guiding questions
◦What were the main tasks of the superintendants 1974/5-1995/6?
◦What characterized their relationship with interest-groups; ministry of education, board of governors, school boards, principals, teachers?
◦What did they achive? How does it relate to the present situation?
6
Superintents, an overview, those interviewed ar marked Bold
Regions Superintendents PeriodesReykjavík Kristján J. Gunnarsson
Áslaug BrynjólfsdóttirÞráinn Guðmundsson
1976–19821982–19961985–1986 (afleysingar)
Vesturland Snorri Þorsteinsson 1975–1996
Vestfirðir Sigurður Kg. SigurðssonPétur Bjarnason
1976–19831983–1996
Norðurland vestra Valgarður HaraldssonSveinn KjartanssonGuðmundur Ingi Leifsson
1975 (starfandi)1975–19821982–1996
Norðurland eystra Valgarður HaraldssonSturla KristjánssonIngólfur ÁrmannssonSverrir Thorsteinsen Ólafur GuðmundssonSigurður HallmarssonTrausti Þorsteinsson
1975–19771978–1981 og 1983–19871981–19831987 (afleysingar)19871987–19891989–1996
Austurland Kristján Ingólfsson Guðmundur Magnússon
1975–19771977–1996
Suðurland Jón R. HjálmarssonJón Hjartarson
1975–19901990–1996
Reykjanes Helgi Jónasson 1976–1996
8
The superintendents – important tasks
◦ Build up their regional offices◦ Create processes regarding budgeting and
staffing◦ Establish linkages with politicians◦ Put educational issues in focus◦ Raise the educational level of teachers and
create provisions for staff development◦ Establish services for schools concerning
teaching and curriculum development special education students with psychological problems
◦ Enhance audit of schools9
Framework
Roles
Teacher scholar Provides educational leadership
Administrative chief Manages staff and other resources
Negotiator statesman Empowers and deals with conflicts
Social scientist Uses social science research strategically
Communicator Communicates effectively with schools and
their environment
10
The role of superentendents
Administrative chief
Negotiator statesman
Teacher scholar
Communicator
Social scientist
11
Achievements at the end of 1974/5-1995/6
BudgetingResources Curriculum implementationSpecial education servicesPsychological servicesTeacher support
◦ Advisors◦ In-service
Collaboration with principals
12
The situation at the present
Municipal control and responsibility
Many munciplalities
Muncipalities of different sizes and strength
13
The major benefits of the new system established in 1996
Municipal authorities have allocated more money than the state to the school system
Municipal authorities collaborate with schools concerning their education policies
The economic crisis! Many municipalities are bankrupt.
15
Apples and oranges!
Reykjavík◦Inhabitants 118 000◦Schools 39, students 14 000 (age 6–
16)◦Reykjavík central-office well equipped
Húnaþing vestra◦Inhabitants 1116◦One school; 170 students (age 6–16)◦No central-office
16