This document discusses a project in Lithuania called "Time for Leaders" which aims to develop educational leadership in the country. The project will develop school leadership models, a consultancy system to support leaders, and leadership competency programs. It will also create a virtual platform for leaders and conduct research on leadership in schools. The project is based on concepts of leadership for learning, sustainable leadership, and system leadership. If implemented, it has the goals of increasing the number of educational leaders, promoting leadership for learning, and building networks between research, theory and practice.

1. Leading Ahead 2011
Lyderiu laikas (Time for Leaders):
Lithuania’s response to leadership
development
Egle Pranckuniene
Centre for School Improvement, Lithuania
Leon, October 2011

3. Personal experiences
• National strategy development;
• Management of large-scale
education projects;
• Management of international
projects
• Development of modules for
training in school improvement;
• Experience in international
training and consulting programs.
• Number of articles on school
improvement.

4. Centre for School Improvement

5. School improvement
A movement of school community for :
• Progress of all students;
• Holistic approach to students’ personal
development;
• On-going self-evaluation and reflection.
• Strenthening of a learning organization;

6. History
• Founded at 1999 ;
• Since 2001- self-
sustainable;
Mission : a school
where everybody is
learning
• to learn;
• to do;
• to be;
• to be together.

7. What do we do?
• Professional learning of educators: school-based,
external , study visits and other forms;
• Consultancy of educational organisations in
Lithuania and abroad and professional
development of educational consultants;
• Implementation of complex educational projects:
school networks, research, training, public
consultations, policy advise, etc.

8. How can you change the system?
Time for Leaders:
approach to changing
policy that will
impact on school
leaders, their
development and
support and
subsequent intended
change in learning for
students and pupils.

9. “Time for Leaders” – intentions
• Promote sustainable educational leadership as the
development of an in depth universal learning;
• Research the field of management and educational
leadership in Lithuania;
• Explore the ‘state of the art’ ideas on educational
leadership;
• Involve both educational and academic as well as
business communities and experts from different fields
and countries;
• Stimulate discussions and public consultations with all
stakeholders;
• Motivate and inspire the education community.

10. “Time for Leaders”- components
• The development of school leadership models;
• The development of consultancy system to support
individual and institutional leadership;
• The development of leadership competencies by MA
program and in-formal programs;
• Setting a Virtual platform for leaders;
• Performance of longitudinal investigation on
leadership context and expression at school level.

11. Interrelationship between the
different components of the project

12. Structure of components

13. Conceptual bases
• Leadership for learning. Pupil learning is the pivotal point
for leaders in education ; (Blandford (2009), Knapp (2006)).
• Sustainable leadership. (Fink and Hargreaves (2006)): the
creation of powerful and equal conditions for learners,
professionals, and the entire system in which leaders are
making learning the basis of their work.
• System leadership (Hargreaves (2007)): school partnering
another school (facing difficulties), brokering
networks/partnerships, introducing new roles, e.g.
consultant leader: someone who helps in setting direction,
developing people or organisation.

15. Who is a leader?
• Professionalism;
• Responsibility;
• Creativity;
• Learning;
• Values;
• Quality.

16. Educational leaders are competent in
these areas :
• Leading learning;
• Leading people ;
• Leading organizations;
• Self-development.

17. Major findings and further
questions
• What are the links between
leadership and learning
(content and processes,
and the impact on student
learning) ?
• How do we view school
effectiveness ? What is a
good school?
• What is the level of
influence in what happens
in the classroom ?

18. Where next – II stage?
• Increase of the “critical mass” of
leaders in education;
• Promotion of leadership for learning
in all levels of education;
• Public debate, consensus building by
regular leadership forums, public
consultations;
• Bridging the gap between research,
theory and practice and building
networks at all levels;
• All the activities will be implemented
simultaneously to ensure sharing, to
promote trust and mutual
understanding.

19. Where next – II stage?
• Conceptual models piloted at 15
municipalities and 50- 100 schools;
• Selection and training programmes for
consultants will be piloted;
• 300 leaders from national, regional
and school level will be involved in the
Masters programme and non-formal
leadership studies;
• Individual and organisational growth
will be documented in written and
audio-visual formats;, especially
personal experiences and success
stories;

20. Thank you !
• Eglė Pranckūnienė
egle@mtc.lt
• www.mtc.lt
• www.lyderiulaikas.smm.lt