Towards an effective school leadership and management Dr Adamantios Papastamatis University of Macedonia School Management And Resource Training Directorate of Primary Education West Thessaloniki Comenius Regio Thessaloniki November 2013

Schools operating under central educational systems cannot successfully materialize their educational aims. It is important, therefore, that educational leaders should have a great degree of autonomy in order to create innovative learning environments that enables learners to direct their own learning.

Traditional ways to educational leadership including teaching experience, university degrees or courses at another educational institution have been less than satisfactory.

The most important settings for developing school leaders are within schools that are restructuring.

The education and training process should integrate learning and work; emphasize action oriented, problem solving approaches to learning; focus on the development of teams and be comprehensive, coherent and continuous

Preparing enlightened leaders who are committed to the continuous professional development and who can ‘lead with their heads’ requires moving beyond training on isolated skills to the cultivation of courage, faith, deep commitment to collaborative action and reflection.

The perceptions and expectations of the heads have changed dramatically given the changing context of education over the last twenty years.

There are many new demands, such as defining and communicating a school’s educational mission, supervising and supporting teachers, monitoring pupils process and nurturing a positive learning climate.

The desire to develop schools that are responsive to pupil needs has resulted in a move toward greater decentralization. The head and teachers within the school are expected to have more autonomy.

More important than educating and training heads is the recruiting and selecting heads.

Unfortunately, the present way of selection of heads operates on the buddy system. Patronage, favouritism and familiarity edge out merit.

To overcome the problem, we must develop valid criteria such as a record of exemplary teaching experiences, outstanding performance as a school improvement leader, a record of successful community relation, university courses on educational leadership and management, and personal traits including sensitivity, empathy, enthusiasm, ability to write and speak articulately, a sense of humour and strong organization skills.

Effective educational leadership does not occur as a result of the Ministry of Education mandates. It happens school by school initiated and guided by capable leaders.

Thank you very much for your attention!