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Improving School Leadership VOLUME 2: CASE STUDIES ON SYSTEM LEADERSHIP The job of school leaders has changed radically as countries transform their education systems to prepare young people for today’s rapid technological change, economic globalisation and increased migration. One new role they are being asked to play is to work beyond their school borders so that they can contribute not only to the success of their own school but to the system as a whole – so that every school is a good school. This book explores what specialists are saying about system leadership for school Improving School improvement. Case studies examine innovative approaches to sharing leadership across schools in Belgium (Flanders), Finland and the United Kingdom (England) and leadership Leadership development programmes for system improvement in Australia and Austria. As these are emerging practices, the book provides a first international comparison and assessment VOLUME 2: of the state of the art of system leadership. CASE STUDIES ON SYSTEM LEADERSHIP Companion Volumes Edited by Beatriz Pont, Deborah Nusche, David Hopkins Improving School Leadership Volume 1: Policy and Practice Leadership School Improving PRINCIP of school leadership around the world. Offering a valuable cross-country perspective, it DISTRIBUTED LEADERSHIP identifies four policy levers and a range of policy options to help improve school leadership LEADERSHIP TEAM HEAD TEACHER now and build sustainable leadership for the future. HEAD TECHER LEADERSHIP TEAM PRINCIPAL DISTRI reports on an OECD analysis Improving School Leadership: The Toolkit HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCI LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHHEAD TEACHER PRINCIPAL D to think through reform processes for schools and education systems in their national DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRI context. It is available as a free download at is designed to support policy makers and practitioners PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM Effective school leadership is viewed as key to education reform worldwide. These books PRINCIPAL HEAD TEACHER LEADERSHIP TEAM DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD DISTRIBUTED LEADERSHIP LEADERSHIP TEAM HEAD TEACHER PRINCIPAL DISTRIBUTED LEADERSHIP LEADERSHIP TEAM HEAD TEACHER PRINCIPAL DISTRIBUTED LEADERSHIP will be of interest to policy makers, school boards,www.oecd.org/edu/schoolleadership school administrators, principals, teachers and parents. LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED VOLUME 2: VOLUME HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADER . HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCI LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER CASE STUDIES ON SYSTEM LEADERSHIP SYSTEM ON STUDIES CASE The full text of this book is available on line via this link: www.sourceoecd.org/education/9789264044678 Those with access to all OECD books on line should use this link: www.sourceoecd.org/ SourceOEC 9789264044678 For more informationD is the OECDabout thisonline award-winning library of books, service periodicals and free and trials statistical ask your databases. librarian, or write to us at [email protected] . PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DIST HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADER LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED L LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRIN ����������������������� HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINC PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED L ISBN 978-92-64-03308-5 DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPA 91 2008 03 1 P DISTRIBUTED LEADERSHIP LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRINCIPAL LEADERSHIP TEAM HEAD -:HSTCQE=UXXU]Z: PRINCIPAL LEADERSHIP TEAM HEAD TEACHER DISTRIBUTED LEADERSHIP PRI HEAD TEACHER LEADERSHIP TEAM PRINCIPAL DISTRIBUTED LEADERSHIP HEAD TE LEADERSHIP TEAM HEAD TEACHER DISTRIBU LEADERSHIP TEAM PRINCIPAL DISTRIBU Improving School Leadership VOLUME 2: CASE STUDIES ON SYSTEM LEADERSHIP Edited by Beatriz Pont, Deborah Nusche, David Hopkins ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT The OECD is a unique forum where the governments of 30 democracies work together to address the economic, social and environmental challenges of globalisation. The OECD is also at the forefront of efforts to understand and to help governments respond to new developments and concerns, such as corporate governance, the information economy and the challenges of an ageing population. The Organisation provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and work to co-ordinate domestic and international policies. The OECD member countries are: Australia, Austria, Belgium, Canada, the Czech Republic, Denmark, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Japan, Korea, Luxembourg, Mexico, the Netherlands, New Zealand, Norway, Poland, Portugal, the Slovak Republic, Spain, Sweden, Switzerland, Turkey, the United Kingdom and the United States. The Commission of the European Communities takes part in the work of the OECD. OECD Publishing disseminates widely the results of the Organisation’s statistics gathering and research on economic, social and environmental issues, as well as the conventions, guidelines and standards agreed by its members. 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. Also available in French under the title: Améliorer la direction des établissements scolaires: VOLUME 2 : ÉTUDES DE CAS SUR LA DIRECTION DES SYSTÈMES Corrigenda to OECD publications may be found on line at: www.oecd.org/publishing/corrigenda. © OECD 2008 OECD freely authorises the use, including the photocopy, of this material for private, non-commercial purposes. Permission to photocopy portions of this material for any public use or commercial purpose may be obtained from the Copyright Clearance Center (CCC) at [email protected] or the Centre français d'exploitation du droit de copie (CFC) [email protected]. All copies must retain the copyright and other proprietary notices in their original forms. All requests for other public or commercial uses of this material or for translation rights should be submitted to [email protected]. 3 – FOREWORD Foreword Across the globe, the 21st century is seeing rapid economic and social change. Social and population mobility allied with technological advances and an increased focus on schools to perform mean that students today face very different challenges from their predecessors. Together, these factors fundamentally alter the role of schools and school leaders and the challenges they face. In many countries school leaders now have more autonomy, but it is coupled with greater accountability. They must not only prepare all their students to participate successfully in the new global economy and society. They must take increasing responsibility for helping to develop other schools, their local communities and other public services. This means that school leaders must become system leaders. This report highlights examples of innovative practices that focus on system-wide school improvement by encouraging and developing school leaders to work beyond the school borders for the benefit of the school system as a whole. Case studies from Australia, Austria, Belgium, England and Finland are complemented by chapters by leading academics Richard Elmore and David Hopkins. In the final chapter, Beatriz Pont and David Hopkins offer a first international comparison and assessment of the state of the art of system leadership and explore its perceived benefits and potential challenges. Sustainability is among the most critical of these challenges. The report concludes that system leadership needs to come from principals themselves and from agencies committed to working with them. The Specialist Schools and Academies Trust in England (SSAT) is committed to the principle of “by schools, for schools” and to the sharing of best practice internationally. SSAT worked closely with OECD to develop and disseminate the report. School leaders are willing and able to take the lead in developing world-class education systems that meet the needs of all students, as this report
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