26 SES 06 A, Evaluation of School Leaders: European perspectives
This paper is composed of two distinct parts: First, a critical description of the evaluation process of School leaders in the Basque Country will be presented and it will be followed by lessons learnt from the EOSLATP Erasmus+ Project. The evaluation of Basque School Leaders comes from a solid scientific basis. The whole system is based on works and knowledge generated by Leithwood, Pashiardis and Brauckmann. The evaluation process is organized in five main domains: School Objectives, School Organization, Pedagogical leadership, School-Community involvement and Evaluation. Those domains are divided into 18 criteria and 38 indicators. The main sources of evidence are: school documents and interviews with the evaluated ones and other members of the School Community. The evaluation process is distributed in a 4 year cycle by setting different goals each year. This formative approach enables evaluation agents to propose and agree improvement areas to be taken on by the school leaders as soon as needs are detected. Meta-evaluation is also a core issue. It goes further than satisfaction surveys, because it takes into account: evaluators´ opinions, the quality of the tools and intermediate and final reports, the opinion of other Educational Administration agents, other education inspectorates, etc. Finally, it should be highlighted that the Basque evaluation system was recognized as a “European Good Practice” in 2015 by the European Commission in the “Comparative Study on Quality Assurance in EU Education systems- Policies, procedures and practices-“. The Quality Cycle is emphasized: setting goals, implementation and evaluation. After our involvement in the EOSLATP project, some of the following lessons were learnt and highlighted in the hope that they will help us during a revision process of our Basque system, such as follows: • Evaluation is a process with multiple sources of evidence. Students´ results in external exams are one of them. Even if results are commonly used in many countries, they should not be the main and/or only data for making decisions regarding School leaders´ evaluation. • All the members of the Project firmly support the formative approach of the Evaluation, as a strategy for improvement.
European Union Council (2013): conclusions on effective leadership in education. Leithwood, K., Day et al. (2006) Successful school leadership: What it is and how it influences pupil learning, London. Pashiardis and Brauckmann (2014). Leadership Styles and School Climate Variables of the Holistic Leadership Framework, in Pashiardis: Modeling School Leadership Across Europe. European Council (2013): Council conclusions on effective leadership in education. Cranston, N. (2013): “School Leaders Leading Professional Responsibility Not Accountability as the Key Focus”, in Educational Management Administration Leadership. Guide For The Evaluation Of School Leaders ,EOSLATP Erasmus+ Project, 2017. Leithwood, K., et al. (2008): “Seven strong claims about successful school leadership”. Marzano, R. J., et al. (2005): School leadership that works: From research to results, Alexandria. Schleicher, A. (2012): Preparing teachers and developing school leaders for the 21st century, OECD. Wilson, D. y Ortega, J. (2013): “Learning that matters” A Review of the Research on The Qualities of School Leadership Behaviors that Support Student Learning, Harvard.
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