26 SES 15 A, Comparative Principal Leadership Development Programmes: Russia; Sweden and UK
This is a set of three new academic papers from previous contributors to the BELMAS Leadership Preparation and Development (LPD) Research Interest Group (RIG) analysing recent developments in School Principal Leadership Preparation and Development programmes across three countries in Russia, Sweden, and England. The three female authors have worked together for a 50th Anniversary BELMAS special event in February 2021, and are coming together again here to show case their national leadership preparation research, but also the overlapping themes across the three countries around neo-liberalism; challenges to principal autonomy; altering governance structures that are taking place in schools as market forces become ever more present although opaque in form.
The account from Russia examines the recent changes in Principal Development programmes and the motivating forces behind these. The account from Sweden examines the Higher Education programme for School Leaders delivered in Mid-Sweden University, and the paper from England examines the changing role of National Professional Qualication (NPQs) for school leaders in England and who provides them, as they have moved away from being delivered in universities.
Southworth (2009) suggests the following key factors, experienced from work with school leaders and inspectors, as critical to support learning-centred leadership and school improvement strategies: planning processes, target-setting, communication systems, roles and responsibilities of leaders, policies for learning, teaching and assessment and marking. Separately and together these structures and systems ensure the school is an open organization where everyone is familiar with one another’s role, responsibilities and achievements. When structures, systems and processes become the norm, the culture of the organization takes on a particular form, and this is witnessed inside each national case study.
School leaders are considered vital in this work (Huber & Muijs, 2010). School leadership and school improvement are highlighted by researchers, practitioners and political representatives as essential if schools are to meet future requirements and fulfil their mission to enable all students the possibility to develop and achieve their educational goals (Huber & Muijs, 2010; Leithwood, Sun & Pollock, 2017; Leithwood, Day, Sammons, Harris & Hopkins, 2006; OECD, 2013; Pont, Nusche & Moorman, 2008).
It is evident in research, the principal has a central role in development work (Ekholm, Blossing, Kåräng, Lindvall & Scherp, 2000, Fullan, 2007; Huber & Muijs, 2010; Johansson 2011, Timperley, 2011). Different international and national evaluations of school and school leadership points to the principal's key role in school improvement (Pont, Nusche & Hopkins, 2008; Pont, Nusche & Moorman, 2008; Skolverket, 2011; Skolinspektionen, 2010, 2012). The principal is the one who shall lead the educational work and create the conditions for development. The principal shall also clarify and communicate goals and lead the teachers in development processes. These three papers will examine this role of the school principal and how it is dealt with on the national level, and examine the leadership development pressures and expectations that currently exist and in so-doing attempt to explain some of the system accountabilities for these within each nation state, with reference to their own educational leadership system antecedents and precursors. Thus giving an overview from the three countries as to where school leadership preparation and development currently stands within these countries.
Bubb, S, Crossley-Holland, J, Cordiner, J, Cousin, S and Earley, P (2019) Understanding the Middle Tier: Comparative Costs of Academy and LA-maintained Sectors. London: Sara Bubb Associates Bush, T., (2019) Navigating structural change in the English schools’ system, Educational Management Administration & Leadership, Vol. 47(3) 329–330: https://journals.sagepub.com/doi/pdf/10.1177/1741143219831490 Cousin, S. (2019) System Leadership Policy and Practice Bloomsbury Fullan, M. (2015) ‘Leadership from the Middle: A system strategy’ Education Canada. December 2015 pp 22-26 Huber, S. G., & Muijs, D. (2010). School leadership effectiveness: The growing insight in the importance of school leadership for the quality and development of schools and their pupils. In S. G. Huber (Ed.), School leadership: International perspectives (pp. 57–77) Dordrecht, Netherlands: Springer. Jarl, M. (2013). Om rektors pedagogiska ledarskap i ljuset av skolans mangementreformer [About the principalʹs pedagogical leadership in the light of the school mangement reforms]. Pedagogisk forskning i Sverige, 18(3‐4), 197–215. Leithwood K., Sun, J., & Pollock, K. (Eds.) (2017). How school leaders contribute to student success: The four paths framework. Cham, Switzerland: Springer International Publishing. Southworth, G. (2009). Learning-centred leadership. In B. Davies (Ed.), The essentials of school leadership (pp. 91–111). London: SAGE.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.