Download - qendra per arsim demokratik

Recommendations

Info

Osman BULESHKAJimproved school leadership practice. Strengthening the school leadership andcentral leadership has been a major area of investment for international and localdonors and in-service providers. Success stories were shared and exemplary caseswere highlighted. It was a general consensus that practically related professionaldevelopment was easy to understand and effortless to apply. Tailored trainingprograms were highlighted as success stories and needs for similar programs wereemphasized. However, gaps were identified and requests articulated.Educational leaders in the Peja region clearly stated the need for developinga holistic framework that would enable building capacity for effective leadershippractice in post-conflict Kosovo. The need to institutionalize and coordinate theleadership programs available to educational leaders in Kosovo was addressed byparticipants in this study. The practice in other countries such as: the model forlicensing principals in Slovenia; the example of strong governmental support andcommitment to strengthening the educational leadership sector in England; and,clearly articulated standards Principal Quality Practice in Alberta could serve asbest examples to initiate change in this field of education in Kosovo.Implications for continued researchEfforts to improve educational leadership practice should build upon the findingsof well documented, and well-accepted research studies about school leadershipthat already exist in these regions. We should remind ourselves that leadership cantake different forms in different contexts, and the leadership practiced in the Pejaregion does not necessarily have to be the same as leadership in other educationalregions.However, there are specific aspects of this study that require furtherexamination. For example, the impact of professional development ex<strong>per</strong>ienced byschool principals in improving the teaching practice and student learning in otherschools within Peja region should be examined. Another aspect requiring furtherexamination is the recruitment of principals within Peja Region by selecting a largersample and surveying current principals and also retired principals, teachers, parentsand students. A mixed methodology approach, combining quantitative and qualitativemethods of research, in all educational regions in Kosovo, would provide a rich bankof data that could be then compared and contrasted. Lessons could be highlighted withan aim to affect the improvement of current practice in post-conflict Kosovo. Theseand other aspects call out for further inquiry and dynamic conversation among theeducators, policy makers and researchers in post-conflict Kosovo.Albanian Journal of Educational Studies 40
Building School Leadership Capacity in Post-Conflict KosovoFinal ConclusionThis study has provided a wealth of information that will predictably affect leadershippractice and research understandings from this point on. There is a hope that otherswill recognize the value of sharing <strong>per</strong>ceptions on educational leadership developmentpractices so that there are more opportunities to read about similar cases in post-conflictKosovo. It is believed that a critical number of similar studies would help establish astand point, an authentically created stand point and an insightful standard to whichwe could compare effective leadership practice in other educational regions in postconflictKosovo and countries in the region and broader.NoteThe author, in three upcoming articles to be published in this journal, willelaborate these aspects of policy change in Kosovo and how they affected theschool leadership development and school improvement.Osman Buleshkaj has initially worked as an ESL high school teacher. Soonafter the war in Kosovo Osman was involved in two major education reform projectsin Kosovo, with the Danish Red Cross psychosocial project funded by DANIDA,and the Kosovo Educator Development Project (KEDP) funded by CIDA Canada.He has been a consultant to the Ministry of Education Science and Technologyin the aspects of professional development for teachers and educational leaders,developing education policy, developing the new Kosovo Curriculum Frameworkfor Pre-university education, and similar projects. As a Senior Consultant, Osmanis currently working with the EU IPA projects in Kosovo supporting educationalleadership in Kosovo municipalities and schools. He is working on his doctoralresearch at the University of Calgary in Canada looking at policy implementationin post-conflict Kosovo. Correspondence: E-mail: Tel:+377 44 673 777; +386 49 673 777REFERENCESAdministrative Instruction on Procedures for Selecting School principals. Numër:11/2008. Datë:26.06.2008. Retrieved from the Ministry of Education Science and Technology website http://www.masht-gov.net/advCms/documents/Procedurat_e_zgjedhjes_drejtorit__.pdf November 28, 2008.Alberta Commission on Learning. (2003) Alberta Education. Retrieved November 2008 fromhttp://education.alberta.ca/department/ipr/commission/report/highlights/intro.aspxAlberta Education. (2009). The principal quality practice guideline: Successful school leadershipin Alberta. Retrieved February, 2009 from http://education.alberta.ca/media/949129/41Volume 1 - Number 1 - 2013
Page 3 and 4: Albanian Journalof Educational Stud
Page 5 and 6: CONTENTSPëRMBAJTJABardhyl MUSAI ..
Page 7 and 8: at the University of Elbasan, and G
Page 9: Gramatika e shqipes si gjuhë e hua
Page 12 and 13: Emine SADIKU-TEICHMANN & Gladiola P
Page 26 and 27: Osman BULESHKAJIntroductionBackgrou
Page 28 and 29: Osman BULESHKAJrecruiting School pr
Page 30 and 31: Osman BULESHKAJsources’, increasi
Page 32 and 33: Osman BULESHKAJleadership practice
Page 34 and 35: Osman BULESHKAJparticular needs of
Page 36 and 37: Osman BULESHKAJOpen interviews vs.
Page 38 and 39: Osman BULESHKAJ(classroom) support
Page 40 and 41: Osman BULESHKAJleaders at the schoo
Page 44 and 45: Osman BULESHKAJprincipal-quality-pr
Page 46 and 47: Osman BULESHKAJAsessment in Higher
Page 48 and 49: Brikena XHAFERIIntroductionAssessme
Page 50 and 51: Brikena XHAFERI2012,p. 72) . Accord
Page 52 and 53: Brikena XHAFERIprogress they made o
Page 54 and 55: Brikena XHAFERITable 1: Student att
Page 56 and 57: Brikena XHAFERIby the students. Als
Page 58 and 59: Education for all vs. Educationfor
Page 60 and 61: Gerda SULALiterature reviewIt is wi
Page 62 and 63: Gerda SULAof student learning are a
Page 64 and 65: Gerda SULAmany children who drop ou
Page 66 and 67: Gerda SULAdistorts an existing peac
Page 68 and 69: Gerda SULAlittle effort for the suc
Page 70 and 71: Gerda SULAthe Albanian society, hen
Page 72 and 73: Gerda SULAThe Perception of School
Page 74 and 75: EdaVULA & Teuta DANUZAIntroductionI
Page 76 and 77: EdaVULA & Teuta DANUZAabout school(
Page 78 and 79: EdaVULA & Teuta DANUZAnothing motiv
Page 80 and 81: EdaVULA & Teuta DANUZAinvolvement i
Page 82 and 83: EdaVULA & Teuta DANUZAstrongest cor
Page 84 and 85: EdaVULA & Teuta DANUZAIn line with
Page 86 and 87: EdaVULA & Teuta DANUZAReferencesCol
Page 88 and 89: EdaVULA & Teuta DANUZAMethods of Ev
Page 90 and 91: Albana BUSHATIIntroductionMost educ
Page 92 and 93:
Albana BUSHATIby providing qualitat
Page 94 and 95:
Albana BUSHATI• Opportunities to
Page 96 and 97:
Albana BUSHATI• Reference standar
Page 98 and 99:
Albana BUSHATITeacher PortfolioAn i
Page 100 and 101:
Albana BUSHATIof training should be
Page 102 and 103:
Albana BUSHATIAnalysis of the relia
Page 104 and 105:
Albana BUSHATITable 4. Gives the la
Page 106 and 107:
Albana BUSHATITable 6. Correlative
Page 108 and 109:
1 st Albania International Conferen
Page 110 and 111:
Improving the quality of teaching a
Page 112 and 113:
WorkshopLeadership and Management o
Page 114:
This Journal is registered at the I
show all

Download - qendra per arsim demokratik

Create successful ePaper yourself

Delete template?

Save as template?