Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Priority policy areas and critical policy dimensions

Policies that offer schools
reasonable room for manoeuvre
can ...
Upcoming SlideShare
Loading in …5

Infographics - School leadership policy development


Published on

An EPNoSL infographics on School Leadership policy development.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Infographics - School leadership policy development

  1. 1. Ci. Priority policy areas and critical policy dimensions Policies that offer schools reasonable room for manoeuvre can greatly help to address challenges of equity and learning at school and the local community’ one . l 3-Ir =1elllH" : . 11 illr-«ritluu. mill-1-It L. =«P= .l| l‘ *: 5'-ii Elellllv = Iu- L. =J1Ii'l u Policies that support critical reflecti recognition of difference. and whole school leadership c acity building can promote a holistic approa of school leadership which incorporates the attainment 0 both equity and learning achi ement goals in a balanced way I . Policy Coherence Socio—economic and cultural factors that cannot be controlled directly by school leaders can gravely affect r equity and learning in schools. ’ In order to promote equity and learning in schools there should be a deepening of sectoral coordination between education policies and other government policies itoiillltll Allltllllllmi SCHOOL LEADERSHIP POLICY DEVELOPMENT Policies that promote trust between school stakeholders and strengthen ‘. C the legitimacy and transparency I " “ of school-based decisions l’ g. Illl . , can enhance commitment I/ “‘ Z 4 W l , to equity and learning ii: I n . /3 Policies that promote participative , _‘ and democratic decision-making f can help schools become L t more effective in identifying and meeting ' the needs of disadvantaged groups of students and empower staff. students and parents in the everyday operation of their school l_. =I= .lF| flIul F , ~ —~* F’uIIlI' {ta-1,IIIl| L-1-— lull’ 3!l! |T' = .lIlil .3-P= If‘ll1IUl .1-l_. ‘i“s1l.1"li( ii lH: l'); ]r. :1i', Schools are operating in a complex environment. I _ . _ They are likely to be required to respond to by :9 “V ‘I I H‘ ’—"'n- I F V multiplicity of policy demands and expectations. , f / ' it Thus the nature of institutional interaction ‘ , I with policy at the local level is critical [” l ‘ . i K I » r l in determining policy response . . and framing its implementation . ‘ C .5. hr‘; fig Stakeholder Collaboration : 'Policy Self—Assessment I School Leadership policies that engage a wide range of stakeholders in policy formation and implementation. such as school boards. school management teams. teachers. professional associations. administrators. parents, students or school inspectors. are more likely to be effective on the ground The systematic performance of policy assessments is expected to promote government accountability and strengthen policy coherence. It should embedded in all major stages of policy making on school leadership EPNoSL lnfographics. 2014, www. schoolleadersl“? ; M