Leadership and Management Development in Education (Education ...

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THE CURRICULUM FOR LEADERSHIP DEVELOPMENT: CONTENT AND PROCESS35programs’ but adds that there is a ‘general core of knowledge and skills’, includingthe following:• Strategies of communication and decision-making• Legal aspects of school management• Critical management tasks like strategic planning, total quality managementand policy analysis• School leadership both in instruction and administration• Curriculum management and teaching methods• Business management of financial and material resources• External relationships with parents, education authorities and special interestgroups• Strategies of school evaluation of effectiveness and efficiency• Strategies of school innovation and development.(Ibid: 61).In the USA, the content is linked to the Standards for School Leaders, developedby the Interstate School Leaders Licensure Consortium (ISLLC). The ISLLCdeveloped seven guiding principles ‘to give meaning to the standards’ (Murphyand Shipman 2003: 77). Standards should:• Reflect the centrality of student learning• Acknowledge the changing role of the school leader• Recognise the collaborative nature of school leadership• Upgrade the quality of the profession• Inform performance-based systems of assessment and evaluation for schoolleaders• Be integrated and coherent• Be predicated on the concepts of access, opportunity and empowerment forall members of the school community.(Ibid.)These principles provide a starting point for the construction of a curriculum.There are hundreds of university-based courses in the USA but Bjork and Murphy(2005) are able to offer a general guide to content:Most preparation programs have a similar program of studies that includesthe following courses: curriculum, school law, finance, introduction to theprincipalship or superintendency, personnel management, managing buildingsand facilities, research methods, human behaviour, school-communityrelationships (politics), educational governance and administration, educationalpsychology. (p. 14)
36LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONThis is a daunting list of topics but these authors add that ‘those programs tendto place greater emphasis on the application of knowledge to improve practicethan on theoretical issues’ (p. 15).In Ontario, Canada, aspiring principals must take the Principals’ QualificationProgram (PQP). It has eight modules:• Social context.• Staff development and teacher supervision• Management• Leadership• The school and its community• Initiation of change• Implementation of change• Institutionalisation of change.(Huber and Leithwood 2004: 261)European programmes vary significantly (Watson 2003b). In France, thenational programme for school leaders of secondary schools has a similar contentto that in the USA. It comprises:Administration, budgeting, school law, management techniques, teacherevaluation, interpersonal and communication skills, leading conferencesand staff groups, assessment in practice [and] youth psychology. (Huberand Meuret 2004: 165)French leaders take the national course following a selection process leading toan appointment as a deputy principal. Formal courses are thus supplementedby ‘on-the-job’ learning. ‘Most trainees reckon that, while training sessions areimportant, their new experience as deputy heads teaches them essential aspectsof their profession’ (Fouquet 2006: 13).The Finnish experience offers a contrast to the position in France, as leadershiptraining is ‘very decentralised’ (Varri and Alava 2005: 8). University preparationprogrammes ‘usually consist of educational leadership, educational policy-makingand decision-making, educational administration, legislature and financing, theevaluation of education, and individual and organisational communication’ (ibid.:13), but the goals and content of other (non-university) programmes are verydifferent.Leadership development in Norway is focused on the university sector. Walesand Welle-Strand (2005) note that the following modules are given most focusin their programmes:• Organisation and leadership• Personnel leadership and budget administration
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