Professional competence, autonomy and their effects

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1 ENIRDELM 2014, Vantaa Professional competence, autonomy and their effects Mária Szabó

2 The aim and the planned activities at this workshop Aim: To take a European survey on the practice of different countries in ensuring the high level of quality of education. To find some connections between the level of professional competencies, professional freedom of head teachers and learning results of their students. Planned activities: Presentation Comments Sharing the experiences of the participants

3 Let s get acquainted Name Country Position Professional interest Why did you choose this workshop?

4 Results of the CECE Projects on the School Leadership 1st phase The main data of this phase: participating countries (AU, CZ, HU, SK, SL) Main topics: The context and key issues of school leadership development The changing role of school leaders Approaches to leadership development

5 The level of school autonomy AU No Full No Full No No No CZ Full Full Full Full Full No Full HU Limited Limited Full Full Full Limited Limited SK Full Full Full Full Full Full Full SL Full Full Full Full Full Limited Limited 1. Selection of teachers for teaching job vacancies 2. Selection of teachers for substitution of teachers absent 3. Dismissal 4. Definition of duties and responsibilities 5. Disciplining 6. Allocation of additional salary for overtime 7. Allocating additional salary for duties

6 The level of school autonomy in HU Li/No Li/Li F/No F/Li F/Li Li/No Li/No 1. Selection of teachers for teaching job vacancies 2. Selection of teachers for substitution of teachers absent 3. Dismissal 4. Definition of duties and responsibilities 5. Disciplining 6. Allocation of additional salary for overtime 7. Allocating additional salary for duties

7 Results of the CECE Project on the School Leadership 2nd phase The main data of this phase: participating countries (AU, CZ, HU, SK, SL) Objective to be achieved: On the basis of international and Central European experiences Create a trans-national competency framework for school leaders

8 Main Activities of this Phase Questionnaire survey + National workshops with the groups of decisionmakers and school leaders in each participating country to know their views on competencies necessary for effective school leadership. The results were summarized in the framework of RDA* competence measurement and development model *Role Diagrammatic Approach, Baráth, T. (2010): METHODOLOGY APPLIED IN THE PROJECT in: Abari-Ibolya, E. and Dr. Baráth, T. (2010): IMPROVING SCHOOL LEADERSHIP IN CENTRAL EUROPE. Tempus Foundation

9 The RDA Model

10 The Main Results of this Phase AU Characteristic quadrants Cooperative, organising Relationoriented Contentoriented Dynamic Stable Leader Operational N.C. Stable Operational CZ Organising N.C. N.C. N.C. HU Organising Content Stable Leader SK Organising Content N.C. Operational SL Organising N.C. Stable Leader

11 The Comments of the Participants What are the most important tasks and the main professional characteristics of a school leader in your country? 1. Talk about it with your pair. (10 ) 2. Share your experiences with the whole group.

12 The Central 5 the Most Important Outcome of the CECE Projects The main data of the 3rd phase: participating country (Sweden is a new one) (Source: The art and Science of Leading a School, Tempus, 2013)

13 Experiences of the Participants Discuss with your pairs. Does your country have any kind of competence expectations/professional standards for school leaders? If Yes: What are your experiences on its functioning? If No: In what way is the quality of school-leaders ensured in your country? Share the main elements of your discussion with the whole group.

14 Using the C5 in Hungary The five competence areas of the C5 are the basis of the new system of the national pedagogicalprofessional assessment system ( school inspection ). The elements of school inspection: Inspectorate of the teachers Inspectorate of the head teachers Inspectorate of the schools as organisations

15 Viewpoints for Leading and Managing Teaching and Learning How does the school leader ensure that learning and teaching lead to the improvement of student achievement? build the results of the students assessment into the process of learning and teaching? apply assessment, feedback and reflectivity in his/her daily routine? ensure that curricular activities meet learners needs and how does he support learners learning process? How does differentiation and adaptive education is realized within the school, and in the teaching practice of the head teacher? How is the school leader involved in the innovation activities of the school?

16 Comments on the Hungarian situation What do you think about these questions? What do you think about this system of assessment? Do you think that this system of inspectorate can promote the improvement of the education system?

17 Thank you for your participation.

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