time for leaders lithuania's response to leadership development eng
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Leading Ahead 2011Lyderiu laikas (Time for Leaders): Lithuania’s response to leadership
development
Egle PranckunieneCentre for School Improvement, Lithuania
Leon, October 2011
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Personal experiences
• National strategy development;• Management of large-scale
education projects;• Management of international
projects• Development of modules for
training in school improvement; • Experience in international
training and consulting programs.• Number of articles on school
improvement.
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Centre for School Improvement
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School improvement
A movement of school community for :
• Progress of all students; • Holistic approach to students’
personal development; • On-going self-evaluation and
reflection.• Strenthening of a learning
organization;
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History • Founded at 1999 ; • Since 2001- self-
sustainable; Mission : a school where everybody is learning
• to learn;• to do;• to be;• to be together.
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What do we do?
• Professional learning of educators: school-based, external , study visits and other forms;
• Consultancy of educational organisations in Lithuania and abroad and professional development of educational consultants;
• Implementation of complex educational projects: school networks, research, training, public consultations, policy advise, etc.
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How can you change the system?
Time for Leaders: approach to changing policy that will impact on school leaders, their development and support and subsequent intended change in learning for students and pupils.
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“Time for Leaders” – intentions
• Promote sustainable educational leadership as the development of an in depth universal learning;
• Research the field of management and educational leadership in Lithuania;
• Explore the ‘state of the art’ ideas on educational leadership;• Involve both educational and academic as well as business
communities and experts from different fields and countries; • Stimulate discussions and public consultations with all
stakeholders; • Motivate and inspire the education community.
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“Time for Leaders”- components
• The development of school leadership models;• The development of consultancy system to support
individual and institutional leadership;• The development of leadership competencies by MA
program and in-formal programs;• Setting a Virtual platform for leaders;• Performance of longitudinal investigation on
leadership context and expression at school level.
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Interrelationship between the different components of the project
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Structure of components
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Conceptual bases• Leadership for learning. Pupil learning is the pivotal point for
leaders in education ; (Blandford (2009), Knapp (2006)).
• Sustainable leadership. (Fink and Hargreaves (2006)): the creation of powerful and equal conditions for learners, professionals, and the entire system in which leaders are making learning the basis of their work.
• System leadership (Hargreaves (2007)): school partnering another school (facing difficulties), brokering networks/partnerships, introducing new roles, e.g. consultant leader: someone who helps in setting direction, developing people or organisation.
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Who is a leader?
• Professionalism;• Responsibility;• Creativity;• Learning;• Values;• Quality.
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Educational leaders are competent in these areas :
• Leading learning; • Leading people ;• Leading organizations;• Self-development.
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Major findings and further questions
• What are the links between leadership and learning (content and processes, and the impact on student learning) ?
• How do we view school effectiveness ? What is a good school?
• What is the level of influence in what happens in the classroom ?
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Where next – II stage?• Increase of the “critical mass” of
leaders in education;
• Promotion of leadership for learning in all levels of education;
• Public debate, consensus building by regular leadership forums, public consultations;
• Bridging the gap between research, theory and practice and building networks at all levels;
• All the activities will be implemented simultaneously to ensure sharing, to promote trust and mutual understanding.
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Where next – II stage?• Conceptual models piloted at 15
municipalities and 50- 100 schools; • Selection and training programmes for
consultants will be piloted;• 300 leaders from national, regional
and school level will be involved in the Masters programme and non-formal leadership studies;
• Individual and organisational growth will be documented in written and audio-visual formats;, especially personal experiences and success stories;
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Thank you !
• Eglė Pranckūnienė
• www.mtc.lt
• www.lyderiulaikas.smm.lt