3.2.10 Training of school leaders

Successful schools are often led by effective leaders; conversely, schools that are not doing well may have leaders who are struggling. School leaders have a vital role to play in ensuring the effective management of a school. In conjunction with a management team, which may include deputy heads, governors and/or representatives of other stakeholders, they are ultimately responsible for the education delivered within the school, for managing and supporting the teaching and non-teaching staff, and for fostering the material and moral environment of the school. This role requires carefully planned recruitment (see Section 3.1.6) and appropriate support and training, especially for less experienced school leaders and those in rural and remote areas. Training for school leaders should be based on the local context and identified needs; it will likely include management and instructional leadership focusing on managing teachers, including monitoring teachers’ assiduity, time keeping, professionalism and performance; providing teachers with pedagogical support, guidance and counselling; interacting with and orienting learners and their parents; and handling financial and other management issues and school administration (ILO, 2012: 255–257; OECD, 2014a: 80–81; UNESCO, 2014a: 303). Initial training and CPD of school leaders should be based on standards defined within an appropriate competency framework, and linked with an appraisal system (OECD, 2009). Specialized leadership schools have been established in countries such as Australia and the United Kingdom to develop and promote standards and provide leadership training (Australian Institute for Teaching and School Leadership – AITSL, 2014; UK National College for Teaching and Leadership, 2014).

3.2.9 Training teachers in Education for Sustainable Development (ESD)

3.2.11 Teacher education in post-conflict and post-disaster (PCPD) contexts