Headmasters have to take into consideration the special needs of their schools, students and teachers, relating to the different social situations they face in their quarters and communities. Headmasters therefore continually find themselves confronted with challenges in the school field. These include both demanding requirements as well as changes affecting the school as an institution. To succeed in overcoming these often difficult situations it is of utmost importance that headmasters have specific leadership abilities which they need to constantly develop further. Therefore it is of undeniable importance that headmasters take part in different courses and coachings, aimed at continual professional development.

The beginning of this process is a systematic analysis of the individual’s strengths and weaknesses, which can be done with a Development Centre. A Development Centre is an instrument based on the profile of specific job requirements. It is used as a tool to give individuals a personal feedback with regard to the previously mentioned requirements, thereby allowing them to develop their core competencies and consequently ensuring greater professional success. Unlike the Assessment Centre the Development Centre is not used for selective purposes.

This contribution will focus on the implementation of the Development Centre for headmasters at the Zurich University of Teacher Education (Pädagogische Hochschule Zürich). To begin with theoretical concepts with regard to the role of headmasters in the educational system will be analysed (Fend, 1998, 2008, Bonsen et al. 2002). Thereafter the aim is to exemplify how key competences, which are the basis of the Development Centre, were found and defined at the Zurich University of Teacher Education. These key competencies are based on theoretical concepts in the area of managerial, organisational and personal development and educational aspects (Dubs, 1994, 2005, Seitz & Capaul 2005, Thom et al. 2002, Leithwood, Jantzi & Steinach, 1998) as well as on group interviews with experts in the field of headmasters training and coaching. The assessors analyse the performance of the individuals according to the predefined competencies and give a feedback on the basis of their observations. The individuals themselves also analyse their own performance and discuss these aspects with the assessor, thereby defining future goals for their professional development.

To demonstrate this process, the tool of the Development Centre at the Zurich University of Teacher Education will be presented.

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