1. Contemporary Issues Conference –
School Leadership in Mauritius:
Leading for Learning
By
Fizza Bheekhoo

2. Education Reform in Mauritius
 Education Reform began in 2006
 “The Rector has the overall responsibility for the smooth and
effective running of the school and, as such, she is the empowered
authority within the institution. However, this also makes the Rector
accountable to the higher authorities as well as to the community.”
 “Inclusive education being an on-going process, the Rector and the
Educators must work actively and purposefully to reach the
school‟s vision and goals.”

3.  “The students are central to the mission of the school
and all the activities of the institution are geared
towards promoting their interest. In this respect, it is
important to highlight that the student community
legitimately needs to understand the decisions taken
and even to take part in their making. Thus, the
Rector should, as often as required, consult them and
enlist their participation for the effective running of the
school.”
(School Management Manual, 2009, p. 4)
Ministry of Education, Culture, & Human Resources (2009). School Management Manual For Rectors of State Secondary Schools: Policies, Procedures
& Guidelines on School Management Issues. Retrieved from http://www.gov.mu/portal/goc/educationsite/file/School%20Management%20Manual.pdf.

4. “The Manual is based on existing policies and
circulars. However, it does not claim to be an
exhaustive document on “do‟s” and “don‟ts”
since each school has its own specificities and
may require a different approach when
dealing with a particular problem.” (p. iii )

5. Organisational Chart: Zone Directorates and Schools
Students Parents
School Community
Source: School Management Manual (2009, p. 5)

6. Leadership for Learningmodel
Leadership for Learning – an integrative (LfL)
(Swaffield, S. and MacBeath, J. (2009) ‘Researching Leadership for Learning across International and
Methodological Boundaries’, Paper presented at the Annual Meeting of the AERA, San Diego, 13-17 April, p16)
(See also MacBeath, J. and Dempster, N. (Eds) Connecting Leadership and Learning, Routledge: London)
Source: Swaffield, S. & MacBeath, J. (2009). „Researching Leadership for Learning across International and Methodological Boundaries‟. Paper
presented at the Annual Meeting of the AERA, San Diego, 13-17 April, p. 16.

7. Focus on Learning
 student learning
 professional learning
 organisational learning
 system learning

8. Learning Leaders – Learning Staff
Leadership Dimension Effect Size
Establishing goals & expectations 0.42
Strategic Resourcing 0.31
Planning, coordinating & evaluating teaching
0.42
and curriculum
Promoting and taking part in teacher
0.84
professional learning, formal & informal
Ensuring an orderly & supportive environment 0.27
Source: Robinson et al. (2008, p. 657)
FOR MORE INFO...
Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: an analysis of the differential effects of leadership
types. Educational Administration Quarterly, 44(5), 635-674.

9. Our LfL Practice at ABC SSS
 Layers of learning: ABC State Secondary School
– Learning according to individual choice/needs (e.g.
courses by Mauritius Institute of Education & University of
Technology Mauritius, online courses …)
– Departmental staff development (learning teams)
– Whole school staff development (PLC)

10. Our LfL Practice at ABC SSS
 Informal Leadership (few examples):
– Leadership Team for whole school professional
development planning
– Educators deliver professional development
sessions (mentoring, peer observations,
assessment strategies, „deans‟ evaluating & using
students‟ data …)
– Preparing/sharing lessons with other colleagues or
educators of (some) other schools …

12. Focus on Learning (contd.)
 Everyone1 is a learner;
 Learning relies on effective interplay of social, emotional and cognitive
processes;
 Efficacy of learning is highly sensitive to context and to differing ways in
which people learn;
 Capacity for leadership arises out of powerful learning experiences; and
 Opportunities to exercise leadership enhance learning.
(Swaffield & MacBeath, 2009, p. 16)
1 „Everyone‟ includes students, educators, rectors, the school as an organisation.
Swaffield, S. & MacBeath, J. (2009). „Researching Leadership for Learning across International and Methodological Boundaries‟. Paper presented
at the Annual Meeting of the AERA, San Diego, 13-17 April.

13. Conditions Favourable to Learning
OUR VISION STATEMENT
To enable each individual
student develop all her
potentials through quality
education in order to become
 Cultures nurture the learning of everyone; responsible citizens who can
take their rightful place in
society
 Everyone has opportunities to reflect on nature, skills and processes of
learning;
 Physical & social spaces stimulate and celebrate learning;
 Safe & secure environments enable everyone to take risks, cope with
failure and respond positively to challenges; and
 Tools & strategies used to enhance thinking about learning and practice
of teaching.
(Swaffield & MacBeath, 2009, p. 16)

14. Dialogue
 Leadership for learning practice is made explicit, discussable and flexible;
 Active collegial inquiry focusing on link between learning and leadership;
 Consistency achieved through sharing of values, understanding and
practices;
 Factors which impede and promote learning and leadership examined
and addressed; and
 Different perspectives explored through networking with researchers and
practitioners across national / cultural boundaries.
(Swaffield & MacBeath, 2009, p. 16)

15. OUR MISSION STATEMENT
Prepare our students to face adult
life by providing them quality
education so that they can aim at
excellence in their undertakings
Shared/Distributed Leadership
 Structures support participation in developing the school as a learning community;
 Shared leadership is symbolised in the day-to-day flow of activities of the school;
 Everyone is encouraged to take the lead as appropriate to task and context;
 Experience and expertise of staff, students and parents are drawn upon as
resources; and
 Collaborative patterns of work and activity across boundaries of subject, role and
status are valued and promoted.
(Swaffield & MacBeath, 2009, p. 16)

16. Our LfL Practice at ABC SSS
School Bodies Dimension of Leadership (Formal)
Promotes welfare of students; Provides support to school and helps
The Parent Teacher towards enhancing its physical environment, equipment and other
facilities; Raises funds and provides financial support for school
Association (PTA) projects. The PTA is an essential partner of the school.
Creates and implements a shared vision within the school
The Senior community; Helps Rector make important decisions regarding
Management Team school policy and orientation; Helps in formulation of the School
(SMT) Development Plan. The SMT allows the participation of whole
teaching staff in the decision making process and, consequently,
(Educators) ensures greater commitment to school initiatives …
Promotes positive relationships as the basis for a whole school
The Students‟ culture; Assists in school management and ensures good running of
classes by working in close collaboration with Rector, Deputy
Council Rector, educators, and parents; Informs Rector of shortcomings at
school; Expresses opinions and feelings of fellow students and
(Students) share their problems, concerns, wishes and expectations …
Source: ABC State Secondary School (2012)

17. Our LfL Practice at ABC SSS
School Bodies Dimension of Leadership (Formal)
Helps Rector and Educators in maintaining discipline among the
The Student student community; Works in close collaboration with Rector,
Prefects‟ Body Deputy Rector, Educators, Usher, Student Council and Class
Captains.
Creates opportunities for misbehaving students, through guidance,
The Pastoral support, skill building, to return to grace and to experience success
in their behaviour; Monitors student‟s behaviour progress and liaise
Care Committee with parents and with outside agencies if the Committee feels such
involvement is necessary.
(Educators)
Collect feedback on learner performance on a monthly basis as per
The Pedagogical a pro-forma; Analyses end-of-term and end-of-year assessment and
examination results for identification of strengths and weaknesses;
Committee Sets up targets and objectives for the different levels; Devises and
monitors strategies for improving teaching and learning, in general,
(Educators) and for students with learning difficulties in particular.
Source: ABC State Secondary School (2012)

18. Shared Accountability
 A systematic approach to self-evaluation is embedded at classroom,
and school levels;
 There is a focus on evidence and its similarity with the core values of
the school;
 A shared approach to internal accountability is a precondition of
accountability to external agencies; and
 There is a continuing focus on sustainability, succession and leaving a
legacy.
(Swaffield & MacBeath, 2009, p. 16)

19. “Food for Thought”
How is leadership for learning put into practice at your
school/workplace?
What are the challenges being faced (or could be faced) at your
school/workplace while leading for learning?
Can you share your point of view about the leadership for learning
practice in the conference?