Rethink School Leadership

The above trends are valid as they define principles one needs to consider while rethinking leadership qualities and provide guidelines to help one define and set goals in their own context for school improvement process. We all agree that schools are complex dynamic systems that have an influence on the students’ academic, social and behavioural learning. Since there are so many changes in society, economy, etc., but also in the school system, the individual school must become a “learning school” in a twofold sense. Besides promoting the learning processes of individuals, the whole school, as an autonomous organizational unit, must learn, which means that it has to flexibly adapt to social, economic, and cultural developments, sometimes even

They must be qualified to intervene appropriately when such situations occur. School leadership must shape the school in a way that the teachers who work there can then ideally be more effective in supporting their pupils to achieve better learning outcomes. Thus, the school leader becomes a facilitator of change and someone who effectively supports teachers in their work with pupils. This requires reflection on the role, function, and goals of the school, and consequently on the role, function, and goals of appropriate leadership and management. Programs for school leaders must help focus attention on ‘what are the aims of education” what is the purpose of school and what are the aims of the teaching and learning processes? Considering the perspective of the new field of “organizational education”, one should ask: how does the school organisation need

Redefining School Leadership responsibilities

There is a greater need to redefine the way leadership is looked at if we need to improve schools and student learning outcomes by

(A) Providing higher degree of autonomy and support that help school leaders understand how they can improve student learning and school process through accountability and responsibility

(B) Supporting, evaluating and developing teacher quality: School leaders must be able to adapt teaching programmes that address local needs and promote team work among teachers and help in teacher’s professional development

(C) Goal setting, assessment and accountability: Leaders must be able to set strategic direction and optimise capacities to develop school plan and goals monitor progress and use data to help improve practices

(D) Strategic resource management: The leader must be able to use resources wisely both human and finance for the benefit of the organisation

(E) Collaboration with other schools: School leaders must be able to be involved in matters that are beyond their own school borders

II. Distributed School