Leadership and Management Development in Education (Education ...

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5Preparing and supporting leadersin developed countriesIntroductionThe purpose of this chapter is to assess the extent and nature of leadershippreparation and development in developed economies. These include NorthAmerica, most of Europe and several Asia Pacific countries, including Australia,New Zealand, Hong Kong and Singapore. Some of these countries, notablyCanada, Singapore and the USA, were pioneers in the pre-service preparation ofschool principals while others, including much of Europe, were much slower todevelop such programmes.Many of these countries are among the richest in the world, as defined bygross domestic product (GDP) per head, and resource limitations are not amajor constraint as they are in developing countries (see Chapter 7). Decisionsabout the extent and nature of leadership and management development arebased on national judgements of need rather than being circumscribed by alack of resources.Leadership successionIn principle, there are two main strategies available to identify potential schoolleaders. First, those interested in such positions may be able to ‘self-nominate’ byapplying for available posts and submitting themselves to the (stated or implicit)selection criteria. This approach is typically used by education systems with ahigh degree of decentralisation. The main limitation of this strategy is that insufficientwell-qualified candidates may submit themselves for scrutiny. In England,for example, the imminent retirement of the post-war ‘baby boom’ era of schoolprincipals has generated widespread concern that there may not be enoughreplacements, leading to a national ‘succession planning’ initiative, led by theNational College for School Leadership (www.ncsl.org.uk). The second strategy,typically used by centralised systems, is a planned approach, leading to central53
54LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONdecisions about who should be considered for promotion. While this approachmay be criticised on grounds of equal opportunity, it reduces the ‘chance’ elementand provides the potential for smooth leadership succession. Watson(2003a: 7), referring to Europe, says that ‘in most countries, headship posts arewidely advertised as they become vacant. There are, however, still one or two systemswhere candidates are selected by the bureaucracy at municipal, regional ornational levels and where there is no open competition for the post’.Decentralised systemsAs noted above, the notion of leadership ‘succession’ is more difficult to applyto decentralised systems. Because career development is the prerogative of theapplicant, rather than the employer, it is not possible to adopt a plannedapproach. This is one element of the ‘profound educational change’ (Davis2003: 145) arising from the redistribution of power from educational bureaucraciesto individual school bodies. In England, the governing body of eachschool appoints its headteacher (Tomlinson 2003: 224). Similarly, the schoolboard in Denmark conducts the selection process and makes a final recommendationto the municipal council. While appointing bodies can encourageapplications, they cannot ensure that sufficient well-qualified candidates willapply (Moos 2003: 58).One way of approaching this dilemma is for governments or other officialbodies to create an appropriate leadership succession climate. England’s NCSLis addressing this issue through its succession strategy. It cites Hargreaves andFink’s (2006) definition of succession planning; ‘effective succession meanshaving a plan and making plans to create positive and coordinated flows ofleadership, across many years and numerous people’ (NCSL 2006c: 5). Itidentifies four ‘succession challenges’ that need to be addressed as part of acoordinated strategy.The retirement boomThe age profile of the profession, influenced by the post-war ‘baby boom’,means that a significant number of headteachers are likely to retire by 2009.Perceptions of the jobThe role of headteacher is perceived to be a difficult one and 43 per cent ofdeputy heads say that they do not want the top job.A drawn out apprenticeshipHeads serve a long apprenticeship (on average 20 years) as teachers and
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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PREFACExiiiChapter 7 shifts the deb
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9The future of leadershipdevelopmen
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THE FUTURE OF LEADERSHIP DEVELOPMEN
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