General overview of
existing school principal training
materials/programmes
‘Experts Meeting on 10,000 Principals Leadership Programme’
14-15 January, 2013, UNESCO HQ, Paris, France
by Josina Sibblies
Section for Teacher Development and Education Policies
Division for Teacher Development and Higher Education
Introduction
• There is an abundance of existing and available training
materials and programmes on school leaders/principals in
the global educational administration discussion.
• (2011) UNESCO-IIEP’s ‘Reforming school supervision for
Quality Improvement’ training Programme;
• (2011) Asian Network of Training and Research
Institutions in Educational Planning (ANTRIEP)-NUEPAIIEP’s ‘Making School Successful’ Programme; and
• (2008) Kaivalya Education Foundation Principal
Leadership Development Programme
‘Reforming school supervision for
Quality Improvement’
The programme itself consists of eight modules:
Module 1: Supervision- a key component of a
quality monitoring system
Module 2: Role and functions of supervisors
Module 3: The organization of supervision
services
Module 4: The management of supervisory
work
Module 5: Reinforcing school site supervision
Module 6: Alternative models in reforming
school supervision
Module 7: School supervision: reforms and
models
Module 8: Undertaking a national diagnosis
on school supervision
‘Making School Successful’
The programme itself consists of 5 modules:
• Module 1: Successful Schools
• Module 2: Managing People at Work
• Module 3: Managing Student Affairs
• Module 4: Managing External Relations
• Module 5: School Development Planning
The Kaivalya Education Foundation
Principal Leadership Development
Programme (PLDP)
The scope/concentration of this programme is
centred around conducting leadership training for
principals on four levels:
1) Personal leadership;
• 2) Instructional leadership;
• 2) Instructional leadership;
• 3) Institutional leadership; and
• 4) Social leadership.
Conclusion
• There is a significant disconnect between the contemporary global
discourse on educational leadership, espousing the merits of
instructional leadership, and the content of current training
programmes/ materials that exist which are heavy on the management
side of the discussion.
• There is a notable lack of available school principal preparation
curricula that focus sharply on issues crucial to instructional
leadership. Matters related to pedagogy, curriculum, classroom
management, and teacher evaluation should feature more heavily in
school principal training.