The implementation of school leadership started in the Canton of Zurich, Switzerland, in 1997. Despite some initial training for the newly created position of a principal, there have been only few opportunities for further such training. While teachers in the canton of Zurich have the possibility to go on leave after ten years in order to attend further education (Kohlstock et al. 2008, Meier & Kohlstock, 2010), hardly any similar options exist for principals. Therefore, there is an increasing need to enhance professional development (Herzog, 2008) specifically designed for educational leaders (Reichwein, 2007). Professional development is linked to professionalism, which is based on ethical standards and can be described as a strong knowledge base, a commitment to a strong identity and professional autonomy (Day, 2007). In this context, principals can be seen as professional educational leaders who work efficiently and effectively in order to meet the goals set for students, teachers and schools. However, principals need time to reflect and develop a sense of self-directed learning in order to enhance their professionalism and consolidate their identity as educational leaders. A sabbatical leave can be seen as one approach to achieve this purpose. Sabbaticals are paid leaves for personal and professional development which, historically, have been associated with renewal and improved health (Davidson et al., 2010, Rothland, 2010). Findings of a study conducted by Gaziel indicate “that a sabbatical in conjunction with a professional training programme had great impact on strengthening the teachers’ professional image, and reducing their feelings of job burnout and intentions to leave their workplace or profession” (Gaziel, 1995, p. 331).

The sabbatical-like program recommended in this paper focuses on professional development in terms of self-directed learning, while also acknowledging the need of principals to take a break from their routine. From this latter perspective, short courses, symposia or weekly training sessions do not seem effective and sustainable in providing some necessary disconnection from daily engagements and responsibilities (Lipowsky, 2010). Hence, this program aims at combining further professional development with tailor-made individualised training and (peer-)coaching in order to enhance the effectiveness of the learning process. Participants are invited to choose topics, such as school leadership and management, school development and educational innovations while also developing skills, such as reflective learning and engage in health-improving activities. Learning from other leaders and sharing journeys and visions are crucial elements of the program. An internship in another school or in the private sector is also an important part of the design.

The aim of this paper is to present the conceptual framework of the program and to discuss its purpose, form, further development and implementation with other experts and researchers in the field of educational leadership and professional development.

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