Leadership and Management Development in Education (Education ...

PREPARING AND SUPPORTING LEADERS IN DEVELOPED COUNTRIES63Decentralised systemsIn decentralised systems, the initiative usually lies with the candidate. Headshipsand other senior posts are advertised and there is an open competition forthe posts. A shortlist of applicants is drawn up, ostensibly on the basis of a ‘fit’between the candidates’ qualifications and experience, and the job criteria. Thefinal selection process usually involves a panel interview, often supplementedby practical activities, which may include teaching and/or managerial tasks.Increasingly, attention is paid to equal opportunities, to ensure, as far as possible,that candidates are treated equally regardless of gender, race, disability andother personal variables (Bush and Middlewood 2005).Watson (2003a: 7) reports that, in most European countries, ‘headship postsare widely advertised as they become vacant’. He adds that there is ‘wide variety’in terms of who is involved in the selection process, ranging from nationalministries, local government, parents and teachers. When the process is orchestratedby central government, as in Bulgaria (Stanev and Mircheva 2003), thedegree of decentralisation is limited. While posts are advertised, the selectionprocess is handled by the bureaucracy rather than by school-level panels.Where the selection is handled at local level, as in Estonia, school-level variablesmay have greater prominence. Candidates are expected to articulate a‘vision’ for the school to a temporary committee of five people, who make a recommendationto the municipality’s director of education (Isok and Lilleorg2003: 80). In Iceland and Italy, however, the process is handled largely bymunicipal officials, with little school-level input (Hansen 2003: 120; Scurati2003: 153). Rektors (principals) are also appointed by the municipality inNorway, usually on the basis of interviews (Lein 2003: 189).Denmark is one of several European countries where the process is handledby the school board. It appoints a committee comprising representatives of parents,teachers and the senior management team. Following interviews, it recommendsa candidate to the full school board, which, in turn, makes a finalrecommendation to the municipal council (Moos 2003: 58). In Hungary, thereis a substantial role for school-level bodies, including teachers and support staff,but the final decision is made by the local council (Gergely 2003: 110–11). Inthe 16 states of federal Germany, a preliminary selection is made by the localadministration, following advertisements and the submission of documents bycandidates. Several candidates are presented to school-level election bodies,which make the final decision (Roeder and Schkutek 2003: 100).In England, the recruitment and selection processes are handled wholly atschool level. The governing body appoints a panel, including parents, to carryout the selection procedure on its behalf. Shortlisted candidates are usuallyexpected to make a presentation prior to interview. They may also be expectedto undertake certain exercises and/or to teach a ‘trial lesson’ (Taylor and