The document discusses challenges facing school leaders and key dimensions of successful leadership. It identifies ensuring good teaching and learning, managing a broad curriculum, student behavior and attendance, strategic resource management, developing a professional learning community, and building partnerships as challenges. Defining vision and direction, improving teaching conditions, redesigning the organization, aligning roles, and enhancing teaching, learning, and the curriculum are key leadership dimensions. It then proposes a model with a principal and assistant principal leading a team of multi-classroom leaders who teach while also leading subjects or grades. This team meets weekly to review data and identify solutions to improve instruction. Multi-school leaders can also lead small networks of schools while developing new principals. The model

2. The challenges facing school leaders include:
• Ensuring consistently good teaching and learning
• Integrating a sound grasp of basic knowledge and skills within a broad
and balanced curriculum
• Managing behavior and attendance
• Strategically managing resources and the environment
• Building the school as a professional learning community
• Developing partnerships beyond the school to encourage parental
support for learning and new learning opportunities.

3. The key dimensions of successful leadership
are identified as:
• defining the vision, values and direction
• improving conditions for teaching and learning
• redesigning the organization
• aligning roles and responsibilities
• enhancing teaching and learning
• redesigning and enriching the curriculum
• enhancing teacher quality (including succession planning)
• building relationships inside the school community building relationships
outside the school community
• placing an emphasis on common values.

4. Inpu
t
Principal
Teacher
Teacher
Leaders
Proc
ess
Vision-
Strategic and
Operational
Plan
Learning
Teaching
Curriculum
Assessment
Partnership
Leadership
Model
one-
teacher-
one-
classroom
and one-
leader-
one-
school
paradigm.
Inclusion and
Learning outcome
all students with great teaching and
Pursuit of these goals
drives school staffing
and design decisions. all teachers with great leadership

5. four essential ingredients that can provide far more
schools with excellent principals
1. Commitment.
• a principal’s effectiveness has the
second-largest impact on student
learning
• Students need excellent school
leadership, and the great teaching
it supports, consistently
• Education Structure commit to
reaching:
• all students with great teaching and
• all teachers with great leadership
• Pursuit of these goals drives school
staffing and design decisions.

6. four essential ingredients that can provide far more
schools with excellent principals
2. Multi-Classroom Leaders.
• Great teachers lead small teams
covering one or more grades or
subjects, and are accountable
for
• teaching excellence,
• student outcomes,
• and teacher development.

7. four essential ingredients that can provide far more
schools with excellent principals
3. School wide Team of Leaders.
• Principals lead their multi-
classroom leaders as a team of
leaders to improve instruction
and implement a culture of
excellence school wide.

8. four essential ingredients that can provide far more
schools with excellent principals
4. Multi-School Leadership.
• Great principals extend their
reach
• to small numbers of schools as
“multi-school leaders” (MSLs)
• while developing principals,
or principals-in-training, on
the job.

9. New Roles for Teachers: Team Leadership
• MCLs
• help the whole teaching team
improve together, leading frequent
analysis of data about student
progress
• problem-solving
• to find instructional strategies that
meet students’ changing needs.
• typically spend one-third to two-
thirds of their time teaching (and co-
teaching) students, and the rest of
the time planning instruction and
supporting their team members.
• “teacher leadership,
• Fully accountable teaching-team leaders to
lead while teaching, not just coach from
the sidelines.
• “Multi-classroom leaders,”
• continue to teach while leading a team of
teachers, sharing their strategies for
success through modeling, co-teaching,
coaching, co-planning, and providing
feedback.
• the MCL
• determines how students spend time and
tailors teachers’ roles, including their own,
according to their strengths.

10. Characteristics of teacher-leaders
• Role:
• The principal and/or an assistant
principal
• manages and coaches a team of
multi-classroom leaders,
• who each lead one or more
subjects or grades while also
teaching part of the time
1. Role
• ROLE:
• THE PRINCIPAL AND/OR AN ASSISTANT
PRINCIPAL
• AN INSTRUCTIONAL LEADER

11. Characteristics of teacher-leaders
2. process
• That “team of leaders”—
• meets weekly, at least, to review student progress collaboratively,
• identify problems, brainstorm solutions and, determine what
changes
• acts as a study group, reading and learning about leadership
• SUCCESSFUL TEAMS OF LEADERS
• COLLABORATION TIME ON IMPROVING TEACHING TO IMPROVE STUDENT LEARNING, NOT ON ADMINISTRATIVE TASKS.
• LEAD AND DEVELOP THEIR TEAM TEACHERS ON THE JOB,

12. Characteristics of teacher-leaders
2. Data
• The combination of a team of
leaders and regularly updated
student data
• allows the driven principal to
become a data hound, alone and
with the team.
• identify and solve problems with the
team, whether common across the
school or unique to a single team,
teacher,
• student subgroup, or even a
handful of student outliers.
• The team of leaders frees time for the
principal to lead the school. Rather than
• Focusing on one to five and other arrangmenet
• Administrative work
• Kebele and other commitment
• Moreover fighting fires solo in 20 to 50
classrooms,
• the principal gains time to think and
strategize about how to
• really meet the school’s goals, working with
and through the
• school’s team of teacher-leaders.
3. Time

13. How can we implement this model?
Team 3
Team 2
Team 1 MoE
Region
Woreda
Cluster
School
Classroom Classroom Classroom
School
Cluster
Woreda
Region
Woreda
1.
Structure

14. Major Skills
• Influencing skills e.g. motivating people, negotiating, public speaking
and entrepreneurial
• Learning skills e.g. rapid reading, thinking skills, information
processing and anticipation
• Facilitating skills e.g. listening, recognizing potential, team building,
building alliances
• Creative skills e.g. envisioning, inspiring, empowering and aligning

15. Objective
• 1. (Re)defining school leadership responsibilities
• 2. Distributing school leadership
• 3. Developing skills for effective school leadership

16. Training Toolkits
(1) ‘leading for learning
• Transformational and Instructional Leadership
• Multi-Classroom Leaders and Multi School Leaders
Transformational
• Building vision and setting
directions
• Understanding and developing
people
• Redesigning the organization
• Managing the teaching and
learning programme
Instructional
• Establishing goals and expectations
• Resourcing strategically
• Planning, coordinating, and evaluating
teaching and the curriculum
• Promoting and participating in teacher
learning and development
• Ensuring an orderly and supportive
environment

17. Training Toolkits
(2) Safe School Reopening
• Begin with proactive principal leadership.
• Allow school leaders to deploy human and financial resources in a manner
that best meets the needs of their school and community.
• Provide a team-based framework to facilitate effective coordination of
services and interventions.
• Balance the needs for physical and psychological safety.
• Provide relevant and ongoing professional development for all staff.
• Integrate a continuum of health supports within a multitiered system of
supports.
• Engage families and community providers as meaningful partners.
• Remain grounded in the mission and purpose of schools: teaching and
learning

18. Training Toolkits
(3) Community School Partnership

19. Training Toolkits
(4) Data Management and Evidence Based SI
Planning