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NORWEGIAN HEADMASTER-PROGRAM – Headmasters should be educational beacon. Good leaders are essential to building committed employees and to create a good school, Dahl says. Solid foundation Anne-Ma Grønlie is the Director of the Department of School Education. She is pleasantly surprised by the high number of applicants. Capacity was reduced from 500 last year to 400 this year because there were fewer applicants than expected in 2010. 60 <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011
– Can it now be appropriate to let in more than planned? – We must discuss with the Ministry of Education, says Grønlie, who believes that education gives headmasters a solid foundation for strengthening their own school. – The students are role playing and problem solving. They learn how to communicate with elected representatives and school owners. They also learn how to change an undesirable culture in schools and on how to improve schools in areas where it does not go so well, says Grønlie. The applicants must fi rst get approval from the school owners - the municipalities and counties - before they start the headmaster’s program. Grønlie refers to the experience that few school owners say no. Dahl in Norwegian Association of School Leaders encourages owners to say yes. – This is very important. We get feedback that the principals with this education feel safer and handle everyday challenges better than those without this education, says Dahl. NORWEGIAN HEADMASTER-PROGRAM <strong>ESHA</strong> MAGAZINE SEPTEMBER 2011 61
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magazine September 2011 High Perfor
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In this issue September 2011 4 Colu
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To make this happen, go get more ki
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GUEST COLUMN JENS PORSGAARD NIELSEN
Page 9 and 10: By giving the teacher´s these comp
Page 11 and 12: November 3 - 4 NAHDS Annual Confere
Page 13 and 14: ICP 2011 TORONTO, CANADA Over 2,000
Page 15 and 16: of the study was that, whether a ch
Page 17 and 18: long in school - up to twelve hours
Page 19 and 20: Teaching has been traditionally bee
Page 21 and 22: the Policy - compliance, perhaps, t
Page 23 and 24: Practical, usable strategies need t
Page 25 and 26: • How can an understanding of mul
Page 27 and 28: A fi nal thought Could a L&T progra
Page 29 and 30: teachers’ pedagogical ICT compete
Page 31 and 32: supposed to comment and supplement
Page 33 and 34: A N N O U N C E M E N T Learning to
Page 35 and 36: PAYROLL SAVINGS REQUEST POSES ‘UN
Page 37 and 38: PAYROLL SAVINGS REQUEST POSES ‘UN
Page 39 and 40: In a world where complexity increas
Page 41 and 42: The development of talented student
Page 43 and 44: leadership. With the right professi
Page 45 and 46: Based on the results of a meta anal
Page 47 and 48: The focus is on middle leaders whos
Page 49 and 50: will have to be changed. Interventi
Page 51 and 52: The way to achieve High Performance
Page 53 and 54: Marlou van Beek MMC CMC HIGH PERFOR
Page 55 and 56: Kommunene må med LOKALT MANIFEST I
Page 57 and 58: SUMMARY IN ENGLISH Local manifesto
Page 59: NORWEGIAN HEADMASTER-PROGRAM Among
Page 63 and 64: • Reduction of unnecessary tensio
Page 65: Occupation of positions is done in
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Magazine - ESHA

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