Domains of school leadership

The following five core domains divide leadership issues into broad categories. These are then subdivided into components. The components are in turn linked to examples of good practice qualification modules from various European countries.

Domains-Components-Modules

Schools are built on relations with the outside world. Hence school leaders have a responsibility to convey external expectations to the school and to implement them by adjusting and adapting them to the specific mission of the school, thereby cultivating acceptance.

Leading is the major task of school heads in the sense of ‘leading the way ...’ and ‘being at the head of ...’. Leadership is an interactive business. Woods (2005) phrases it this way: “... the essence of leadership is not the individual social actor but a relationship of almost imperceptible directions, movements and orientations having neither beginning nor end."

While reciprocity is fundamental to such relationships, the defining contribution to an organization is the “emergence of a shared sense of direction along with perceptible influence, eventually, on organizational members to move in that direction” (Leithwood & Day, 2007). Leadership does not work in a vacuum: There are many legitimate and legal expectations from stakeholders outside and inside schools that create, limit and direct the work. Many of these expectations contradict each other, and many external assumptions and demands as well as structures can seem strange or meaningless to professional cultures. This puts school leaders in a position where they need to interpret, translate and elucidate external demands in order to facilitate sense-making and create a shared sense of direction in their schools.

Teachers, not leaders, are the most important people for assisting and furthering student learning. School leaders should therefore make an effort to provide optimal teaching conditions for staff members and also give teachers themselves the possibility to work towards ideal educational relations with students.

This means that the primary aim should be to design school structures and cultures that support teacher capacity building and learning. School leaders can have general and specific influences here, for example by implementing continuous personal development or providing in-service training opportunities for teachers, by defining the pedagogical vision of the school and developing pedagogical practices, by implementing quality assurance, and also by interacting closely with teachers and teacher teams on a daily basis.

Given the fact that teaching, learning and leading take place in organizations, it is an important task for school leaders to structure and culture schools. The main responsibility is to adjust structures to the intentions and culture of teaching and learning so that they support instead of hinder the work.

Schools are organizations with clearly defined structures, but if they are to be effective and successful, they must also be communities, held together by a sufficiently shared sense of identity and by sufficiently common norms. Classrooms and schools are social fields, and education and learning take place in these social fields. Loyalty and commitment to the organization are not by any means felt automatically by members of an institution, so building, maintaining and deepening them is a leader’s duty and mission. If staff and students are to behave loyally to their organization, leaders should work hard to shape it, so that all members can commit themselves to the ethos of their community.

School leaders thus have structural as well as cultural responsibilities. The structural part of their work comprises planning and managing human and material / financial resources, and it also includes developing ideal procedures of communication and decision-making. Their cultural responsibilities involve the creation of a corporate identity.

Schools do not only rely on the expectations from the outside world, but they also need to collaborate with institutions, agencies and authorities in order to fulfil their educational tasks.

Schools are highly dependent on their environments, be they political, administrative, community-related, professional or cultural. Therefore it is very important for school leaders to manage and conduct relations with the outside world. They must be able to understand and interpret signals and expectations from many stakeholders. They must also be able to convince stakeholders that their schools are doing a good job, e.g. by documenting this with league tables or inspection reports, or by leading political negotiations with stakeholders.

School leaders need to acknowledge this dependency on outside stakeholders and build partnerships with parents and policy-makers, as well as social, educational and cultural institutions at many levels: locally, nationally and internationally. School leaders have to be able to develop relations with the community they serve. These relations should be beneficial to both the school and the community.

Although some school heads may be predisposed to become good leaders, there is a need to raise and educate them, in particular as the expectations towards their work are changing rapidly. They need to be able to develop their leadership skills as well as their personal competences on a continuous basis.

The domains in which development should ensue are outlined above. School leaders and representatives of the educational system need to describe the relevant and appropriate professional and personal competences, and to construct and utilize learning opportunities on a long-term daily basis. Development opportunities can take a variety of forms, such as formal leadership study programmes or more informal networks or teams.

Country	Austria (1)
Module	Conflict Management
Programme	School Leadership - in-service pedagogical leadership course
Training institution	Pedagogical University Tyrol
Target group/ entry requirements	school heads in training
Aim	Encouraging personal and institutional development: Motivating all school leaders to become involved in development Accepting contradictions and differences and using them as a chance to learn; increasing tolerance Learning to live with contradictions: acquiring composure, living with irreconcilable contradictions
Learning outcomes	Participants learn to live with conflicts in schools and develop basic skills in the assessment of conflicts. Furthermore, they learn different techniques for handling and become acquainted with conflict resolution models. In particular, they reflect on the basic characteristics of successful conflict resolution.
Delivery mode	classroom teaching, coaching, role playing
Assessment	The module is one part of the training, culminating in project work and a presentation.
Duration	3 days
Certification / credits	1.5 ECTS
Contact person Email	Thomas.happ@ph-tirol.ac.at Thomas.weber@ph-tirol.ac.at
Website of institution Module available at	www.ph-tirol.ac.at

Country	Austria (2)
Module	Staff Development
Programme	School Leadership - in-service pedagogical leadership course
Training institution	Pedagogical University Tyrol
Target group/ entry requirements	school heads in training
Aim	Recognising the importance of staff development at schools Stimulating the 7 areas of action from C as in "CPD" to P as in "participation" An overview of the 5 forms of dialogue: positioning & perspective dialogue; counselling dialogue to solve problems; feedback from school head; focus on solutions for confrontation and conflict solving; qualification dialogue Clarifying roles, solving role conflicts and negotiating an acceptable staff development policy with staff
Learning outcomes	Participants learn about the different forms of dialogue for different occasions in staff development. At the same time they learn about the importance of systematic staff development as a prerequisite for an effective school. Participants develop concepts for staff development in their school. Furthermore, they learn using their own case studies and reflect on the most difficult situations they have personally experienced.
Delivery mode	classroom teaching, coaching
Assessment	The module is part of the training, culminating in project work and a presentation.
Duration	3 days
Certification / credits	1.5 ECTS
Contact person Email	Thomas.happ@ph-tirol.ac.at Thomas.weber@ph-tirol.ac.at
Website of institution Module available at	www.ph-tirol.ac.at

Country	Switzerland
Module	Competence Portfolio Development
Programme	School Leadership and Team Development Programme
Training institution	Institut Unterstrass / Pädagogische Hochschule Zürich and Gesamtschule Unterstrass
Target group/ entry requirements	headteachers and school teams (primary incl. kindergarten) interest in the organization of the transition between learning levels
Aim	to elucidate literacy concepts of different subjects such as mathematics, languages, and sciences concerning dimensions of content and process (competence) to enable teachers to use literacy concept in order to plan and perform their individual teaching, and to adapt it to the personal learning situation of pupils to enable headmasters and school teams to organize a coherent transition between learning levels to enable participants to develop a competence portfolio as an instrument that can be used by the whole school
Learning outcomes	Participants will describe the different competences (portfolio) cooperate on the same level and between different levels in order to coordinate teaching goals and processes (weekly preparation for teach ing and planning for the whole year) use the competence portfolio together with their pupils and then use it to inform parents before transition use individualized instruments for diagnosis and support
Delivery mode	in-service training: working with headmasters and teams workshop at the school level and further collective development
Assessment	evaluation of practice, self-assessment of the pupils and information of parents
Duration	5 days plus practice time
Certification / credits	certificate for in-service training issued by the institute
Contact person Email	Dr. Lutz Oertel l.oertel@bluewin.ch Prof. Dieter Rüttimann dieter.ruettimann@bluewin.ch Mark Plüss mark.pluess@schulehinwil.ch
Website of institution Module available at	www.unterstrass.edu www.gesamtschule.ch

Country	Germany (1)
Module	Quality development and change management
Programme	Qualification of newly appointed school heads in Lower Saxony
Training institution	NLQ
Target group/ entry requirements	Newly appointed school heads
Aim	The development of school quality is a continuous and systematic process which includes the phases of evaluation, planning and change. The course intends to not only optimise well-known and habitual procedures in the sense of striving for “best practice” but also to implement new patterns in the sense of “next practice”.
Learning outcomes	Quality evaluation: School heads learn about internal and external modes of evaluation and how to communicate and use the results for their schools. Thereby they develop an evaluation culture. Change management: Coping with change is necessary for schools as “learning institutions”. School heads learn about the decisive success factors for change and relate different change processes in order to give them meaning. Project management: School heads learn about the principles of project management and organise change processes accordingly.
Delivery mode	Web-based training und blended learning with lectures and interactive tutorials Assessment
Assessment	Self assessment, integrated into web-based training
Duration	5 days (30 hours)
Certification / credits	certificate of participation
Contact person Email	Gerhard Brückner Gerhard.brueckner@nlq.niedersachsen.de
Website of institution Module available at	http://www.nibis.de/nibis.phtml?menid=2959 http://nline.nibis.de/eischu user name: SLQ-neu, Password: EiSchu-WBT

Country	Germany (2)
Module	Human Resources Management
Programme	Qualification of newly appointed school heads in Lower Saxony
Training institution	NLQ
Target group/ entry requirements	Newly appointed school heads
Aim	Human Resources Management is quality management in the areas of staff analysis, staff recruitment and staff development. The participants will learn how to organize the right number of staff for their organization (quantity) staff with the right qualifications (quality) suitable staff at the right time and place
Learning outcomes	Analysis of Human Resources: School heads learn how to collect and use data for the quantitative and qualitative allocation of staff in their schools. Implementation of analysis results: School heads learn the optimum use of resources by applying the results of their analysis for the recruitment and (re-)allocation of staff in their schools. Human Resources Development: School heads learn how to develop a qualification concept for their staff, using the data of their analysis.
Delivery mode	Web-based training und blended learning with lectures and interactive tutorials
Assessment	Self assessment, integrated into web-based training
Duration	5 days (30 hours)
Certification / credits	certificate of participation
Contact person Email	Gerhard Brückner Gerhard.brueckner@nlq.niedersachsen.de
Website of institution Module available at	http://www.nibis.de/nibis.phtml?menid=2959 http://nline.nibis.de/eischu user name: SLQ-neu, Password: EiSchu-WBT

Country	Germany (3)
Module	Leadership Competencies
Programme	Qualification of newly appointed school heads in Lower Saxony
Training institution	NLQ
Target group/ entry requirements	Newly appointed school heads
Aim	School is responsible for its accomplishments and learning outcomes. Participants will be prepared to act professionally in all fields of school organization in order to improve these outcomes.
Learning outcomes	School heads are communicative, have a visionary thinking, give impulses and suggestions for improvement. With long-term concepts, binding scopes of action and the strategic planning of resources they secure a sustainable quality development for their teaching and learning. These key qualifications are divided into three fields of decision-making and responsibility: personal, social and communicative competencies organizational development competencies Human Resources development competencies
Delivery mode	Web-based training und blended learning with lectures and interactive tutorials
Assessment	Self assessment, integrated into web-based training
Duration	5 days (30 hours)
Certification / credits	certificate of participation
Contact person Email	Gerhard Brückner Gerhard.brueckner@nlq.niedersachsen.de
Website of institution Module available at	http://www.nibis.de/nibis.phtml?menid=2959 http://nline.nibis.de/eischu user name: SLQ-neu, Password: EiSchu-WBT

Country	Denmark
Module	From Teacher to Leader
Programme	From Teacher to Leader
Training institution	Municipalities and University Colleges
Target group/ entry requirements	Teachers with teacher training and experience
Aim	To give teachers a taste of what leadership is like and to give them an opportunity to test themselves in leadership roles
Learning outcomes	This training combines theoretical insights with practical knowledge in ways that have been proved to be very conducive to learning. The train ing helps teachers to become more knowledgeable on school leader ship and acquire important skills before they take on leadership posts.
Delivery mode	A number of school districts / municipalities have collaborated with leader education institutions in planning and carrying through a number of train ing sequences: Teachers participate in one or more modules of this Leader ship Diploma training. The training is many-facetted: Teachers participate in approximately 30 lessons and as part of that do investigations or projects in their own schools. The leaders of the schools serve as their mentors and thus supervise them on the basis of their own very detailed and concrete knowledge of their school.
Assessment	Assessed as part of a diploma programme. It is worth mentioning that this training is not part of a formal selection procedure: The teachers have not applied for or been assigned to school leadership posts prior to taking part in the training.
Duration	1 year
Certification / credits
Contact person Email	Bo Rønne bor@viauc.dk
Website of institution Module available at	http://www.viauc.dk/videreuddannelse/ledelse/Sider/Laerertilleder.aspx

Country	Estonia (1)
Module	Managing the Development of the Organisation
Programme	High level management in Estonian Schools
Training institution	Haridus - ja Teadusministeerium
Target group/ entry requirements	School heads, heads of education on the national and local level
Aim	The purpose of this self-learning online course is to assist school leaders in the major fields of educational leadership.
Learning outcomes	The participants will get insights into the following aspects of leadership: Managing the development of an organization Conducting internal evaluation Cooperation with interest groups and networks development Shaping the organizational culture and values
Delivery mode	Online training course
Assessment	Online self-assessment
Duration	Independent
Certification / credits	/
Contact person Email	Kadri Peterson, Maie Kitsing maie.kitsing@hm.ee
Website of institution Module available at	http://www.hm.ee http://www.leadership-in-education.eu

Country	Estonia (2)
Module	Personnel Management
Programme	High level management in Estonian Schools
Training institution	Haridus - ja Teadusministeerium
Target group/ entry requirements	School heads, heads of education on the national and local level
Aim	The purpose of this self-learning online course is to assist school leaders in the major fields of educational leadership.
Learning outcomes	The participants will get insights into the following aspects of leadership: Leadership Developing personnel policy
Delivery mode	Online training course
Assessment	Online self-assessment
Duration	Independent
Certification / credits	/
Contact person Email	Kadri Peterson, Maie Kitsing maie.kitsing@hm.ee
Website of institution Module available at	http://www.hm.ee http://www.leadership-in-education.eu

Country	Estonia (3)
Module	Resource Management
Programme	High level management in Estonian Schools
Training institution	Haridus - ja Teadusministeerium
Target group/ entry requirements	School heads, heads of education on the national and local level
Aim	The purpose of this self-learning online course is to assist school leaders in the major fields of educational leadership.
Learning outcomes	The participants will get insights into the following aspects of leadership: Budget and material basis management Systematic organization of information
Delivery mode	Online training course
Assessment	Online self-assessment
Duration	Independent
Certification / credits	/
Contact person Email	Kadri Peterson, Maie Kitsing maie.kitsing@hm.ee
Website of institution Module available at	http://www.hm.ee http://www.leadership-in-education.eu

Country	Estonia (4)
Module	Self-Management
Programme	High level management in Estonian Schools
Training institution	Haridus - ja Teadusministeerium
Target group/ entry requirements	School heads, heads of education on the national and local level
Aim	The purpose of this self-learning online course is to assist school leaders in the major fields of educational leadership.
Learning outcomes	The participants will get insights into the following aspects of leadership: Self-evaluation Personal professional development
Delivery mode	Online training course
Assessment	Online self-assessment
Duration	Independent
Certification / credits	/
Contact person Email	Kadri Peterson, Maie Kitsing maie.kitsing@hm.ee
Website of institution Module available at	http://www.hm.ee http://www.leadership-in-education.eu

Country	Estonia (5)
Module	Shaping the Study Environment
Programme	High level management in Estonian Schools
Training institution	Haridus - ja Teadusministeerium
Target group/ entry requirements	School heads, heads of education on the national and local level
Aim	The purpose of this self-learning online course is to assist school leaders in the major fields of educational leadership.
Learning outcomes	The participants will get insights into the following aspects of leadership: Development of curricula Evaluating and supporting the learners' development
Delivery mode	Online training course
Assessment	Online self-assessment
Duration	Independent
Certification / credits	/
Contact person Email	Kadri Peterson, Maie Kitsing maie.kitsing@hm.ee
Website of institution Module available at	http://www.hm.ee http://www.leadership-in-education.eu

Country	Spain (1)
Module	Educational Organization and Regulation
Programme	Initial Training for Headteachers
Training institution	Directorate General for Innovative Education and Teacher Training
Target group/ entry requirements	new headteachers elected either by a public selection process or by direct appointment of the educational authority
Aim	This course is designed to help new headteachers develop a series of professional competences that should help them harmonize management, participation and leadership within their schools, in view of the importance of leadership for a school's progress, innovation, improvement and educational excellence.
Learning outcomes	The guidelines will enable participants to reflect upon a proposed model of management that answers the educational needs of today's society.
Delivery mode	lecture
Assessment	The module is part of the initial training for school heads.
Duration	4 hours, part of the theoretical stage.
Certification / credits	certificate of attendance (85 hours)
Contact person Email	Ana Villafane Alvarez vilalvan@jcyl.es Javier Arribas Gómez arrgomja@jcyl.es
Website of institution Module available at	www.educa.jcyl.es www.educa.jcyl.es/educacyl/cm/dpleon

Country	Spain (2)
Module	Quality Management in Schools
Programme	Initial Training for Headteachers
Training institution	Directorate General for Innovative Education and Teacher Training
Target group/ entry requirements	new headteachers elected either by a public selection process or by direct appointment of the educational authority
Aim	This course is designed to help new headteachers develop a series of professional competences that should help them harmonize management, participation and leadership within their schools, in view of the importance of leadership for a school's progress, innovation, improvement and educational excellence.
Learning outcomes	Participants will learn about the existing improvement plans, which will facilitate their reflection and decision making. Their work will be based on a contextualised assessment of their school in order to enable them to design and implement the improvement plans which aim at the constant improvement of the quality and organization schools.
Delivery mode	lecture and workshop
Assessment	The module is part of the initial training for school heads.
Duration	2 hours lecture plus workshop where participants must analyse practical cases in their traineeship period. The module is part of both the theoretical and practical stages.
Certification / credits	certificate (85 hours) at the end of the course
Contact person Email	Ana Villafane Alvarez vilalvan@jcyl.es Javier Arribas Gómez arrgomja@jcyl.es
Website of institution Module available at	www.educa.jcyl.es www.educa.jcyl.es/educacyl/cm/dpleon

Country	Spain (3)
Module	Pedagogical and Social Resources Management
Programme	Initial training for headteachers
Training institution	Directorate General for Innovative Education and Teacher Training
Target group/ entry requirements	new headteachers elected either by a public selection process or by direct appointment of the Educational authority
Aim	This course is designed to help new headteachers develop a series of professional competences that should help them harmonize management, participation and leadership within their schools, in view of the importance of leadership for a school's progress, innovation, improvement and educational excellence.
Learning outcomes	New school heads will learn about all the different possibilities that the established model of teacher training offers.
Delivery mode	lecture
Assessment	The module is part of the initial training for school heads.
Duration	A module of 2 hours, part of the theoretical stage
Certification / credits	certificate of attendance (85 hours)
Contact person Email	Ana Villafane Alvarez vilalvan@jcyl.es Javier Arribas Gómez arrgomja@jcyl.es
Website of institution Module available at	www.educa.jcyl.es http://www.educa.jcyl.es/educacyl/cm/dpleon

Country	Hungary (1)
Module	Management of Changes in School
Programme	Leaders of schools
Training institution	Independent Pedagogic Institution (FÜPI)
Target group/ entry requirements	School leaders and deputy school leaders
Aim	The course aims to offer help to schools that are facing professional and structural changes. During the course participants will learn how to implement up-to-date school management without financial or human resource losses.
Learning outcomes	Participants will learn to view school management from a broader and more modern perspective. In the course of the training, financial and economic methods as well as effective management of the inner and the external relationships of the school will be introduced to the participants, who by taking part in the training have the additional benefit of being able to build new professional relationships, in which they can share their experiences and concerns and solve their school management problems together.
Delivery mode	Training including lectures, and interactive exercises
Assessment	Written assignment
Duration	30 hours, 2 days
Certification / credits	Certificate
Contact person Email	Gregory Szabo szabo.gregory@gmail.com
Website of institution Module available at	www.fupi.hu

Country	Hungary (2)
Module	Project Manager Training
Programme	Manager training
Training institution	FÜPI (Independent Pedagogical Institution)
Target group/ entry requirements	School leaders, deputy school leaders and project leaders
Aim	The aim of the training is to enable professionals to organize and lead projects in their schools. During the training participants deal with practical issues which may assist them in their future work. The train ing also wants to enable them to utilize the gained knowledge on different levels of the education system.
Learning outcomes	The participants gain knowledge in the course of the training which they can use in their everyday work. The main scopes of learning outcomes: theoretical and practical knowledge on leadership and project organization different methods of organizing learning basic leadership and psychological knowledge
Delivery mode	lecture, group work, workshops and individual work, presentation
Assessment	project
Duration	30 hours, 3 days: 10 hours per day
Certification / credits	certificate
Contact person Email	Kinga Dombóvári
Website of institution Module available at	www.fupi.hu

Country	Ireland (1)
Module	Research Methodology
Programme	Post Graduate Diploma in Educational Leadership (Tóraíocht)
Training institution	National University of Ireland Maynooth / Professional Development Service for Teachers
Target group/ entry requirements	aspiring school leaders, teachers with four years teaching experience
Aim	The Tóraíocht programme aims to enhance participants' current work and to support their preparation for future senior leadership and management positions. It aims to develop the knowledge, understanding, attitudes and skills required for successful modern school leadership. Since the programme has been inaugurated almost 350 teachers have participated.
Learning outcomes	Enhanced professional development Enhanced current leadership work and commitment Increased ability to deal with the theoretical and practical challenges and opportunities of senior leadership in schools Development of the understanding, capacities and capabilities necessary for effective school leadership Reflective Practice Action Research: professional dialogue Qualitative & quantitative research skills Developing skills related to work based leadership and learning
Delivery mode	Four sessions are face-to-face and three are on-line. Each session is 1.5 hours in duration. There is emphasis on peer learning / group discussions on the skills and capabilities needed to be an effective school leader. Modules are delivered nationally in Education Centres and in the university in Maynooth. This allows for participation country-wide.
Assessment	Schedule of assessment for the entire course: 2 essays, a group presentation, a reflective essay, a school-based action research project, an interview Assessment for this module: 2,500 word essay
Duration	All modules in the Post Graduate Diploma in Educational Leadership are of 7 weeks duration.
Certification / credits	2.5 credits
Contact person Email	Carmel Lillis clillis@lds21.ie
Website of institution Module available at	www.nuim.ie clillis@lds21.ie

Country	Ireland (2)
Module	The Person of the Leader: Human and Professional
Programme	Post Graduate Diploma in Educational Leadership (Tóraíocht)
Training institution	National University of Ireland Maynooth / Professional Development Service for Teachers
Target group/ entry requirements	Aspiring school leaders, teachers with four years teaching experience
Aim	The Tóraíocht programme aims to enhance participants' current work and to support their preparation for future senior leadership and management positions. It aims to develop the knowledge, understanding, attitudes and skills required for successful modern school leadership. Since the programme has been inaugurated almost 350 teachers have participated.
Learning outcomes	Enhanced professional development Enhanced current leadership work and commitment Increased ability to deal with the theoretical and practical challenges and opportunities of senior leadership in schools Development of the understanding, capacities and capabilities necessary for effective school leadership Philosophical, psychological and sociological understanding of the person Personal and professional development Values and the dignity of the human person Inter/intra personal skills Personal platform of values and beliefs Ethics and virtues Emotional intelligence
Delivery mode	Four sessions are face-to-face and three are on-line. Each session is 1.5 hours in duration. There is emphasis on peer learning / group discussions on the skills and capabilities needed to be an effective school leader. Modules are delivered nationally in Education Centres and in the university in Maynooth. This allows for participation country-wide.
Assessment	Schedule of assessment for the entire course: 2 essays, a group presentation, a reflective essay, a school-based action research project, an interview Assessment for this module: 3,000 word reflective essay
Duration	All modules in the Post Graduate Diploma in Educational Leadership are of 7 weeks duration.
Certification / credits	7.5 credits
Contact person Email	Carmel Lillis clillis@lds21.ie
Website of institution Module available at	www.nuim.ie clillis@lds21.ie

Country	Ireland (3)
Module	The Enterprise of Education
Programme	Post Graduate Diploma in Educational Leadership (Tóraíocht)
Training institution	National University of Ireland Maynooth / Professional Development Service for Teachers
Target group/ entry requirements	Aspiring school leaders, teachers with four years teaching experience
Aim	The Tóraíocht programme aims to enhance participants' current work and to support their preparation for future senior leadership and management positions. It aims to develop the knowledge, under standing, attitudes and skills required for successful modern school leadership. Since the programme has been inaugurated almost 350 teachers have participated.
Learning outcomes	Enhanced professional development Enhanced current leadership work and commitment Increased ability to deal with the theoretical and practical challenges and opportunities of senior leadership in schools Development of the understanding, capacities and capabilities necessary for effective school leadership Philosophy and history of Irish education Policy development, macro and micro Green Paper / National Education Convention / White Paper Education policy - International perspective Current educational legislation Education policy in practice
Delivery mode	Four sessions are face-to-face and three are on-line. Each session is 1.5 hours in duration. There is emphasis on peer learning / group discussions on the skills and capabilities needed to be an effective school leader. Modules are delivered nationally in Education Centres and in the university in Maynooth. This allows for participation country-wide.
Assessment	Schedule of assessment for the entire course: 2 essays, a group presenta tion, a reflective essay, a school-based action research project, an interview Assessment for this module: 2,500 word essay
Duration	All modules in the Post Graduate Diploma in Educational Leadership are of 7 weeks duration.
Certification / credits	2.5 credits
Contact person Email	Carmel Lillis clillis@lds21.ie
Website of institution Module available at	www.nuim.ie clillis@lds21.ie

Country	Ireland (4)
Module	Leading Learning
Programme	Post Graduate Diploma in Educational Leadership (Tóraíocht)
Training institution	National University of Ireland Maynooth / Professional Development Service for Teachers
Target group/ entry requirements	aspiring school leaders, teachers with four years teaching experience
Aim	The Tóraíocht programme aims to enhance participants' current work and to support their preparation for future senior leadership and management positions. It aims to develop the knowledge, understanding, attitudes and skills required for successful modern school leadership. Since the programme has been inaugurated almost 350 teachers have participated.
Learning outcomes	Enhanced professional development Enhanced current leadership work and commitment. Increased ability to deal with the theoretical and practical challenges and opportunities of senior leadership in schools. Development of the understanding, capacities and capabilities necessary for effective school leadership Learning theories: the international picture Developing the school community Focus on the classroom: leading student learning Instructional leadership Assessment for and of learning Data gathering, assessment and planning Teacher curriculum leadership: Team building Accessing information and guidance
Delivery mode	Four sessions are face-to-face and three are on-line. Each session is 1.5 hours in duration. There is emphasis on peer learning / group discussions on the skills and capabilities needed to be an effective school leader. Modules are delivered nationally in Education Centres and in the university in Maynooth. This allows for participation country-wide.
Assessment	Schedule of assessment for the entire course: 2 essays, a group presenta tion, a reflective essay, a school-based action research project, an interview Assessment for this module: 2,500 word essay
Duration	All modules in the Post Graduate Diploma in Educational Leadership are of 7 weeks duration.
Certification / credits	2.5 credits
Contact person Email	Carmel Lillis clillis@lds21.ie
Website of institution Module available at	www.nuim.ie clillis@lds21.ie

Country	Ireland (5)
Module	Leading People
Programme	Post Graduate Diploma in Educational Leadership (Tóraíocht)
Training institution	National University of Ireland Maynooth / Professional Development Service for Teachers
Target group/ entry requirements	Aspiring school leaders, teachers with four years teaching experience
Aim	The Tóraíocht programme aims to enhance participants' current work and to support their preparation for future senior leadership and management positions. It aims to develop the knowledge, understanding, attitudes and skills required for successful modern school leadership. Since the programme has been inaugurated almost 350 teachers have participated.
Learning outcomes	Enhanced professional development Enhanced current leadership work and commitment Increased ability to deal with the theoretical and practical challenges and opportunities of senior leadership in schools Development of the understanding, capacities and capabilities necessary for effective school leadership Distributed leadership Communications within the school community and with the wider community Policy formation: Managing critical events Difficult conversations Vision, values and school culture
Delivery mode	Four sessions are face-to-face and three are on-line. Each session is 1.5 hours in duration. There is emphasis on peer learning / group discussions on the skills and capabilities needed to be an effective school leader. Modules are delivered nationally in Education Centres and in the university in Maynooth. This allows for participation country-wide.
Assessment	Schedule of assessment for the entire course: 2 essays, a group presenta tion, a reflective essay, a school-based action research project, an interview Assessment for this module: 2,500 word essay
Duration	All modules in the Post Graduate Diploma in Educational Leadership are of 7 weeks duration.
Certification / credits	2.5 credits
Contact person Email	Carmel Lillis clillis@lds21.ie
Website of institution Module available at	www.nuim.ie clillis@lds21.ie

Country	Ireland (6)
Module	Leading the Organisation
Programme	Post Graduate Diploma in Educational Leadership (Tóraíocht)
Training institution	National University of Ireland Maynooth / Professional Development Service for Teachers
Target group/ entry requirements	Aspiring school leaders, teachers with four years teaching experience
Aim	The Tóraíocht programme aims to enhance participants' current work and to support their preparation for future senior leadership and management positions. It aims to develop the knowledge, understanding, attitudes and skills required for successful modern school leadership. Since the programme has been inaugurated almost 350 teachers have participated.
Learning outcomes	Enhanced professional development Enhanced current leadership work and commitment Increased ability to deal with the theoretical and practical challenges and opportunities of senior leadership in schools Development of the understanding, capacities and capabilities necessary for effective school leadership The school as an organization The self-evaluating school School culture Inclusion Leading the change process Strategic planning Leading in context
Delivery mode	Four sessions are face-to-face and three are on-line. Each session is 1.5 hours in duration. There is emphasis on peer learning / group discussions on the skills and capabilities needed to be an effective school leader. Modules are delivered nationally in Education Centres and in the university in Maynooth. This allows for participation country-wide.
Assessment	Schedule of assessment for the entire course: 2 essays, a group presentation, a reflective essay, a school-based action research project, an interview Assessment for this module: 2,500 word essay
Duration	All modules in the Post Graduate Diploma in Educational Leadership are of 7 weeks duration.
Certification / credits	2.5 credits
Contact person Email	Carmel Lillis clillis@lds21.ie
Website of institution Module available at	www.nuim.ie clillis@lds21.ie

Country	Iceland
Module	School Development and Evaluation
Programme	Masters programme in Educational Administration
Training institution	University of Iceland, School of Education
Target group/ entry requirements	teachers, school leaders and other professionals in schools who meet the entrance requirements (Bachelors degree and two years of teaching experience or equivalent)
Aim	The purpose of this course is to assist students in understanding some major concepts, theories and models of school development and programme evaluation. An emphasis is put on assisting students in understanding and applying evaluation concepts and techniques as well as preparing for development and planned change in schools.
Learning outcomes	Understanding the main concepts and theories concerning evaluation, planned change and school development Being able to use concepts, theories and models of evaluation, planned change and school-development in real-life situations Being able to make theoretical and professional decisions concern ing evaluation, planned change and school development Being able to give critical perspectives on concepts, theories and models of evaluation, planned change and school development
Delivery mode	Site-based seminars (2+2+1day) and distance learning
Assessment	A critical analysis of a learning community (written report, 20%) A critical analysis of a developmental project or evaluation study (written report, 20%) A development plan for an educational project for a specific institution with academic reflections on critical issues regarding implementation (written report, 60%)
Duration	5 months
Certification / credits	10 ECTS
Contact person Email	Ólafur H. Jóhannsson, assistant professor olafurhe@hi.is
Website of institution Module available at	https//ugla.hi.is https://ugla.hi.is/kennsluskra/index.php?tab=nam&chapter=namskeid&id=61300320120

Country	Italy - South Tyrol (1)
Module	Legal Basics for School Heads ("Alles, was Recht ist")
Programme	School heads
Training institution	Schulamt (Local Education Authority)
Target group/ entry requirements	school heads (novices)
Aim	New school heads are recruited from the teaching staff. They usually do not have a very deep understanding of the legal aspects of their new work. The training will provide them with basic legal knowledge necessary to lead schools and to face daily problems.
Learning outcomes	Learning the basics of relevant employment laws for school staff fiscal law contract law disciplinary law constitutional law - law of the autonomous province of BZ
Delivery mode	Training modules and advice by experts from the school board
Assessment	First compulsory module in the recruitment procedure, following modules along in-service training
Duration	one-day training module and advice throughout the whole school year
Certification / credits
Contact person Email	Helmut.Matha@schule.suedtirol.it Helmut.Matha@provinz.bz.it
Website of institution Module available at	http://www.provinz.bz.it/schulamt/

Country	Italy - South Tyrol (2)
Module	External Evaluation in the German schools of South Tyrol
Programme	The main goal of the training is to assess and improve the quality of South Tyrol's school system in an independent, law-based approach by means of different forms of evaluation of the efficiency of schools (research at national, international and local level, school visits). Results should give a photographic view of the status quo of school quality - if possible by means of triangulated data - and enable school heads and their communities to continue, amplify, intensify or improve the quality of their work by changing missions, decisions and procedures. The results should also be used for in-service training for school heads.
Training institution	Evaluationsstelle
Target group/ entry requirements	school leaders; representatives from "Schulräte" (boards of teachers, parents, students and school leaders)
Aim	School heads as representatives of the autonomous schools have the task to develop their schools. The training is based on a set of criteria defined in the "Quality Framework for the German Schools of South Tyrol", which is the result of an agreement between the Evaluation Board and a series of partners from different branches (politics, education, associations, industry, …). School heads who are in charge of conducting an internal evaluation receive guidelines and can use the information, data and advice given in the report by the Evaluation Board.
Learning outcomes	School heads will be able to conduct an internal evaluation, using the evaluation report to find out what they do well and following its recommendations to plan changes and improvements.
Delivery mode	Written report by the Evaluationsstelle, professional conferences (Konferenzen der Schulführungskräfte)
Assessment	It is up to the Autonomous Schools (and their school heads) to take part in the training and use the support that goes along with it.
Duration	Periodically in the course of one year
Certification / credits
Contact person Email	Coordinator: Dr. Franz Hilpold franz.hilpold@schule.suedtirol.it
Website of institution Module available at	http://www.evaluationsstelle.it/en/evaluation-office/evaluation.html

Country	Italy - South Tyrol (3)
Module	IQES - A Tool for Quality Development and Evaluation in Schools
Programme	School Leadership - digital (supported) in-service training
Training institution	Local Education Authority Bozen (Bolzano)
Target group/ entry requirements	School heads in service who want to conduct internal quality management
Aim	School leaders are in charge of internal quality management (IQM cannot be delegated) but most of them do not have time for this important task and / or lack knowledge of adequate procedures. The Internet Platform IQES provides users with a number of high-quality instruments for the self-evaluation of schools and allows school leaders, teachers and members of internal evaluation work groups to efficiently go about the task.
Learning outcomes	School leaders learn about the quality approach of the largely used IQES instrument/s and gather necessary information. The tools on the platfom enable them to present their summaries in convenient form (chart, graph, table, …) in discussions, group sessions and in-service trainings. Leaders can also use the questionnaires developed by IQES or come up with their own questionnaires to collect data on general processes in their schools.
Delivery mode	Work on the Internet Platform as well in printed form
Assessment	The module is part of an in-service training for school heads.
Duration	Three hours, and consultation on request
Certification / credits	/
Contact person Email	Helmut.Matha@schule.suedtirol.it Helmut.Matha@provinz.bz.it
Website of institution Module available at	http://www.provinz.bz.it/schulamt/

Country	Lithuania (3)
Module	Creation and Introduction of Self-Evaluation Tools for Schools
Programme	Training of Consultants for School Self-Evaluation (institutional level)
Training institution	Kauno pedagogų kvalifikacijos centras (KPKC) (Kaunas Teacher Qualification Centre), Registration Code 193043096, Vytauto Ave 44, Kaunas, LT - 44003, tel./fax: 837 324157
Target group/ entry requirements	consultants for school self-evaluation
Aim	The programme is designed to provide participants with possibilities to obtain knowledge in the area of school self-evaluation and consult ing, to develop an understanding of the content of self-evaluation instruments and strategies of applying them at school, and to build practical capacities for professional consultation services to schools that are in the process of self-evaluation.
Learning outcomes	Participants will develop understanding and obtain knowledge of the diversity of evaluation theories experience school self-evaluation abroad obtain knowledge of the concept of school self-evaluation tools obtain knowledge of consulting concepts and develop an understand ing of the consultant's role in the process of school self-evaluation be able to build consultative relationships be able to manage the consultation process at school learn about techniques of group management and be able to apply them be able to use moderation techniques learn about the school self-evaluation tool packages and receive recommendations for their use gain experience of the practical use of school self-evaluation tools obtain knowledge of the functions of consultants and be able to fulfill these functions
Delivery mode	lectures, experiential training, group work
Assessment	visual presentation of learning activities
Duration	96 hours, 14 days
Certification / credits	qualification certificate, consultant's certificate
Contact person Email	Laima Gudaitė laima.gudaite@nmva.smm.lt
Website of institution Module available at	www.nmva.smm.lt

Country	Lithuania (4)
Module	Creation and Introduction of Self-Evaluation Tools for Schools
Programme	Organisation of Self-Evaluation at School by Implementing the Project "Creation and Introduction of Self-evaluation Tools for General Education Schools" (institutional level)
Training institution	Kauno pedagogų kvalifikacijos centras (KPKC) (Kaunas Teacher Qualification Centre), Registration Code 193043096, Vytauto Ave 44, Kaunas, LT - 44003, tel./fax: 837 324157, Current Account No LT 354010042500070283
Target group/ entry requirements	school teams involved in the project "Creation and Introduction of Self-evaluation Tools for General Education Schools"
Aim	The programme is designed to help participants develop an understanding of the content of self-evaluation instruments and strategies of applying them at school, and to build practical capacities for professional consultation services to schools that are in the process of self-evaluation.
Learning outcomes	Participants will obtain knowledge of the concept of school self-evaluation tools gain experience in using school self-evaluation tools receive recommendations for using self-evaluation tools
Delivery mode	Lectures, group work
Assessment	visual presentation of learning activities
Duration	14 hours, 2 days
Certification / credits	qualification certificate
Contact person Email	Laima Gudaitė laima.gudaite@nmva.smm.lt
Website of institution Module available at	www.nmva.smm.lt

Country	Norway
Module	Leading Learning (Module 2 of a training consisting of four modules)
Programme	School leadership - The National Programme for Principals
Training institution	Norwegian University of Science and Technology, Trondheim
Target group/ entry requirements	Principals, assistant principals, supervisors, managers, or teachers who want to become principals can apply. The programme is funded by the Norwegian Directorate for Education (Udir), which is also responsible for the acceptance process. Students apply directly to Udir for admission.
Aim	The National Programme for Principals intends to help principals to take responsibility for both management and governance, and to synthesize academic management, personnel management and general management into an integrated whole. In the module Leading Learning participants will focus on these aspects of school leadership: learning and learning theory the principal as an educational leader steering quality development curriculum, curriculum analysis, and the development of local curricula
Learning outcomes	Participants will use the relevant theory to analyze the learning environment at their own schools and to steer further development there. They will also learn how to analyse curricula and how to lead efforts to design and implement local curricula.
Delivery mode	lectures, workshops, individual work Students are divided into four regular groups, and each seminar starts and ends in the group. There is one supervisor / academic staff member who accompanies the same group through all the seven seminars. The super visors guide their groups in workshops, comment on their work, give them feedback on academic texts, and lead reflection. It is also part of the train ing to practice skills in role plays, reflection groups, etc.
Assessment	Participants are expected to create a blog, answer two out of three study questions, and write a text which can be either a feature article or a reflection paper related to the blog. Participants' final grade will be based on the assessment of the submitted text and the assessment of the texts submitted in the other three modules of the programme (module 1: reflection note, module 3: paper, module 4: participants' credo of leadership).
Duration	2 x 3 days (Module 2) (The whole programme consists of 4 modules, 7 x 3 days.)
Certification / credits	The National Programme for Principals gives 30 credits in total. The offer is primarily aimed at newly appointed principals, but other people who have leadership tasks or intend to become principals may also apply.
Contact person Email	Anne Berit Emstad Anne.emstad@plu.ntnu.no
Website of institution Module available at	http://skoleledelse.no/rektorutdanning/

Country	Poland (1)
Module	Various Types of Educational Conflicts and Techniques of Solving Them
Programme	School Leadership - Masters Programme
Training institution	Publishing house and bookshop PROINFO
Target group/ entry requirements	prospective headteachers, in-service headteachers and their deputies, teachers and school pedagogical advisors, visiting inspectors, educational administration employees
Aim	to develop and train constructive conflict-solving skills with an emphasis on mediation and negotiation techniques, to identify interpersonal skills in dealing with difficult situations
Learning outcomes	Participants obtain skills to solve problems occurring in their institution (with parents, students, teachers). Headteachers are introduced to mediation as a way of resolving conflicts at school.
Delivery mode	workshops, group discussions, lecture In the workshops participants can share and analyze their personal expe riences. In addition, case studies, simulation games, and psychological self-assessment techniques are used. The module also includes group discussions and a theoretical electronically-assisted lecture.
Assessment	active participation in classes, 100% presence
Duration	2 days (16h)
Certification / credits	certificate of attendance
Contact person Email	szkolenia@wolterskluwer.pl
Website of institution Module available at	http://www.profinfo.pl

Country	Poland (2)
Module	Management is an art. How to become a master? THE BASICS TO BEGIN WITH
Programme	School Leadership - Masters Programme
Training institution	Stowarzyszenie "Razem dla edukacji"
Target group/ entry requirements	prospective headteachers, headteachers with little experience, deputy headteachers
Aim	to explain the ideas of mission, vision, and values, and to make clear that defining and understanding them is a precondition to success to present the principle of openness and demonstrate its application to analyze attitudes and behaviour models
Learning outcomes	Participants will get an understanding of the necessity to precisely define their institution's mission, tailored to the needs and aspirations of their local community learn that there is no ready and easy way to become a leader learn that leadership is a challenge consisting in a continual search for a golden mean, in awakening responsibility, and in taking care of people, their development and their success. learn that leaders are born but can also be made. Leadership capabilities are taught at home, school, university and work.
Delivery mode	workshops
Assessment	active participation; 100% presence in classes
Duration	1 day
Certification / credits	certificate of participation
Contact person Email	kontakt@razemdlaedukacji
Website of institution Module available at	www.razemdlaedukacji.pl

Country	Poland (3)
Module	Leaders Direct Educational Change
Programme	School Leadership - Masters Programme
Training institution	Stowarzyszenie "Razem dla edukacji"
Target group/ entry requirements	educational management teams, headteachers, deputy headteachers
Aim	to present educational change, which is an unavoidable and not always favourable process, in all its complexity; to elucidate the conditions and factors influencing the management of educational change
Learning outcomes	Participants will identify the changes that influence the functioning of a institutions (The institutions the participants work at will be examined.) distinguish between the different categories of changes get acquainted with change models learn about aspects of human behavioural responses in the situation of change, such as the origin and forms of resistance against change, as well as means to overcome barriers and resistance and methods to convince the unwilling identify factors influencing the introduction of scheduled changes learn about effective planning of change learn about the necessity of developing a school teaching and managing team, involving students, parents and the whole school.
Delivery mode	workshops
Assessment	plenary session: presentation of the changes participants have personally prepared to be introduced
Duration	2 days
Certification / credits	certificate of attendance
Contact person Email	kontakt@razemdlaedukacji.pl
Website of institution Module available at	www.razemdlaedukacji.pl

Country	Romania (1)
Module	Active Methods of Teaching-Learning Evaluation
Programme	Educational programme - in-service training
Training institution	Casa Corpului Didactic Brasov (The Teachers' Centre Brasov)
Target group/ entry requirements	Experienced teachers who teach grades 5 to 12 and are willing to try out new teaching strategies and then share them with peers.
Aim	The course is designed to create a dedicated and enthusiastic team of trainers who are capable of making a measurable impact on the way their subjects are taught and who can initiate programmes for in-service training in their schools.
Learning outcomes	Participants will be able to: effectively use a broad range of didactic strategies objectively judge the efficiency of various didactic strategies meet the needs of the pupils with different learning abilities and styles use formative strategies be reflexive practitioners observe another teacher's classes and offer constructive feedback design and initiate efficient training programmes in order to meet the needs of their own target groups.
Delivery mode	various activities, such as dialogue groups, the snowball method, learning in pairs, individual activities and discussions, are used in all the thematic units (1. Fundamental notions; 2. Teaching strategies; 3. The teacher as a professional)
Assessment	Each participant will elaborate an individual portfolio that consists of these parts: activity plans and diaries for every class; an overview of active work for a period of time which should not be shorter than ten weeks; lesson plans which should demonstrate the strategies taught during the training. Each participant will also make a class video that must be edited so the beginning, the end and excerpts of phases during the lesson can be seen. The video should last 30-35 minutes and demonstrate an appropriate use of the theories and strategies that are taught the course and explained in the additional materials that have been handed out. At the end of the course a second portfolio including all the participants' materials will be created (lesson plans, case studies, observation and self-observation grids, essays).
Duration	50 hours: 10 days with 5 hours of training each
Certification / credits	certificate of attendance
Contact person Email	ccdbrasov@gmail.com
Website of institution Module available at	http://ccdbv.rdsbv.ro http://ccdbv.rdsbv.ro

Country	Romania (2)
Module	Ethics and Professional Deontology
Programme	Educational programme - in-service training
Training institution	Casa Corpului Didactic Brasov (The Teachers' Centre Brasov)
Target group/ entry requirements	teachers working in pre-university education
Aim	This course is designed to build specific competences for approaching certain issues of applied ethics and deontology in order to enable teachers to develop young people's aptitudes in moral and civic education.
Learning outcomes	Participants will analyze social reality, starting from the understanding of society as a system contextually differentiate between the connotations of the words "moral", "immoral" and "amoral" compare the words ethic and moral, starting from concrete situations, and explain their significance distinguish between ethics and professional deontology outline the characteristics of a good teacher and describe how they implement their "profession of faith"
Delivery mode	lectures and various activities, such as examining case studies, analyzing didactic films, doing role plays, and working in teams on the thematic units (1. Conceptual clarifications; 2. General norms of professional behaviour; 3. Case studies / Examples of good practice)
Assessment	Each participant will elaborate an individual portfolio and a grid with an assessment of stages. At the end of the course a second portfolio including all the participants' materials will be created (lesson plans, case studies, observation and self-observation grids, essays).
Duration	40 hours - 10 days with 4 hours of training each
Certification / credits	certificate of attendance
Contact person Email	ccdbrasov@gmail.com
Website of institution Module available at	http://ccdbv.rdsbv.ro http://ccdbv.rdsbv.ro

Country	Romania (3)
Module	Quality Management in Education
Programme	Management programme - in-service training
Training institution	Casa Corpului Didactic Brasov (The Teachers' Centre Brasov)
Target group/ entry requirements	principals, teachers who are members of the school council of administration, local authorities, parents
Aim	This course is designed to implement a quality culture at the level of school organization and administration. It encourages the development of institutional procedures for the assessment, assurance, control and improvement of quality in education.
Learning outcomes	Participants will develop their diagnostic competency and learn about self-evaluation in institutional environments learn how to elaborate and implement certain strategies and proce dures to ensure quality in education be able to devise a competitive educational offer at the end of the course and achieve functional skills in applying quality assurance techniques according to the law.
Delivery mode	classroom teaching, workshops and debates on thematic units (1. Legis lation on quality assurance in education; 2. Policies and strategies for quality assurance; 3. Standards of authorization, accreditation and periodical assessment; 4. Examples of good practice)
Assessment	Each participant will elaborate and present the strategy of his / her school for quality assurance in education. At the end of the course a second portfolio including all the participants' materials will be created (lesson plans, case studies, observation and self-observation grids, essays).
Duration	40 hours: 10 hours per unit
Certification / credits	certificate of attendance
Contact person Email	ccdbrasov@gmail.com
Website of institution Module available at	htpp://ccdbv.rdsbv.ro htpp://ccdbv.rdsbv.ro

Country	Russia (1)
Module	Strategic Planning of School Development in Changing Conditions
Programme	Modern educational management
Training institution	PKIPKRО (Perm Regional Institute for the Improvement of Professional Skills of Educators)
Target group/ entry requirements	school headteachers only; obligatory qualifications for them are: experience of practical administrative activities in the education system, basic knowledge of the subjects dealt with in the programme an understanding of the necessity of changes in a modern education system the ability to use a personal computer and search information on the Internet the readiness to accept new ideas and to put them into practice
Aim	to develop skills that enable headteachers to foresee and plan school work in changing conditions
Learning outcomes	Participants will be able to apply the concept of change management interpret and apply the methodological tools in their own management practices develop projects and manage them identify the strengths and weaknesses of their own activities expand their experience of productive problem solving increase the efficiency of using human potential
Delivery mode	lectures, seminars, workshops correspondence (homework, study of literature, preparation of documents); workbooks are used
Assessment	independent project work
Duration	3 days (24 hours)
Certification / credits	Certificate
Contact person Email	Elena Garcia garcia60@mail.ru
Website of institution Module available at	http://pkipkro.perm.ru/

Country	Russia (2)
Module	Law in Education (Право в образовании)
Programme	Modern educational management
Training institution	PKIPKRО (Perm Regional Institute for the Improvement of Professional Skills of Educators)
Target group/ entry requirements	school headteachers only; obligatory qualifications for them are: experience of practical administrative activities in the education system, basic knowledge of the subjects dealt with in the programme an understanding of the necessity of changes in a modern education system the ability to use a personal computer and search information on the Internet the readiness to accept new ideas and to put them into practice
Aim	to impart practical knowledge of: students' rights and duties the legal status of teachers and schools the legal responsibility of all participants of educational processes
Learning outcomes	Participants will be able to develop normative documents for their schools draw up and implement contractual relationships with social partners in a proper way assess possible legal consequences of administrative decisions use the existing legal basis for the protection of their school's interests and rights.
Delivery mode	lectures, seminars, workshops correspondence (homework, study of literature, preparation of documents); workbooks are used
Assessment	independent project work
Duration	3 days (24 hours)
Certification / credits	certificate
Contact person Email	Elena Garcia garcia60@mail.ru
Website of institution Module available at	http://pkipkro.perm.ru/

Country	Russia (3)
Module	Economy and Financing in Education (Экономика и финансы в образовании)
Programme	Modern educational management
Training institution	PKIPKRО (Perm Regional Institute for the Improvement of Professional Skills of Educators)
Target group/ entry requirements	school headteachers only; obligatory qualifications for them are: experience of practical administrative activities in the education system, basic knowledge of the subjects dealt with in the programme an understanding of the necessity of changes in a modern education system the ability to use a personal computer and search information on the Internet the readiness to accept new ideas and to put them into practice
Aim	to develop practical knowledge of: effective management school economy school financing
Learning outcomes	Participants will be able to: choose a model of school financing do economic planning design a financial plan for a school according to the "Money Follows the Student" principle mobilize off-budget funding
Delivery mode	lectures, seminars, workshops correspondence (homework, study of literature, preparation of documents); workbooks are used
Assessment	independent project work
Duration	3 days (24 hours)
Certification / credits	certificate
Contact person Email	Elena Garcia garcia60@mail.ru
Website of institution Module available at	http://pkipkro.perm.ru/

Country	Russia (4)
Module	Monitoring / data collection (Мониторинг)
Programme	Modern educational management
Training institution	PKIPKRО (Perm Regional Institute for the Improvement of Professional Skills of Educators)
Target group/ entry requirements	school headteachers only; obligatory qualifications for them are: experience of practical administrative activities in the education system, basic knowledge of the subjects dealt with in the programme an understanding of the necessity of changes in a modern education system the ability to use a personal computer and search information on the Internet the readiness to accept new ideas and to put them into practice
Aim	to develop practical knowledge and skills in the field of data collection, research and administrative decision-making according to its results
Learning outcomes	Participants will be able to: develop methodological knowledge of school monitoring organize school monitoring use the existing research data for decision-making
Delivery mode	lectures, seminars, workshops correspondence (homework, study of literature, preparation of documents); workbooks are used
Assessment	independent project work
Duration	3 days (24 hours)
Certification / credits	certificate
Contact person Email	Elena Garcia garcia60@mail.ru
Website of institution Module available at	http://pkipkro.perm.ru/

Country	Sweden (1)
Module	Legislation on Schools and the Role of Exercising the Functions of an Authority
Programme	National Principal Training program
Training institution	Umeå university Stockholm University Linne University Karlstad University Mälardalen, Örebro, Södertörn Uppsala University
Target group/ entry requirements	Participants have to be principals, deputy principals or preschool leaders. The programme is obligatory for new principals since 2011/03/15.
Aim	On completion of the training programme, headteachers shall have the knowledge and skills required to manage the work of realizing the goals of preschools, leisure time centres, schools or adult education institutions, as well as fulfilling the tasks in accordance with the provisions specifically laid down for headteachers in legislation. This applies to both municipal and independent schools.
Learning outcomes	The programme is on advanced level. In total there are 36 objectives / learning outcomes in these three areas: knowledge and understanding skills and abilities assessment abilities and approaches
Delivery mode	The programme runs for three years. Participants are supposed to use 20% of their working time for coursework. In total there are about 30 meeting days. During the meetings there are lectures, seminars and assignments. In between there are assignments. The literature is partly available on a learn ing platform (website).
Assessment	literature, reports, written examination, classroom visits etc.
Duration	three years, about 30 meeting days, individual work
Certification / credits	30 ECTS
Contact person Email	Helene Ärlestig Helene.arlestig@pol.umu.se
Website of institution Module available at	http://www.pol.umu.se/cpd/ http://www.skolverket.se/content/1/c6/01/66/40/pdf2254.pdf

Country	Sweden (2)
Module	Management by Goals and Objectives
Programme	National Principal Training program
Training institution	Umeå university Stockholm University Linne University Karlstad University Mälardalen, Örebro, Södertörn Uppsala University
Target group/ entry requirements	Participants have to be principals, deputy principals or preschool leaders. The programme is obligatory for new principals since 2011/03/15.
Aim	On completion of the training programme, headteachers shall have the knowledge and skills required to manage the work of realizing the goals of preschools, leisure time centres, schools or adult education institutions, as well as fulfilling the tasks in accordance with the provisions specifically laid down for headteachers in legislation. This applies to both municipal and independent schools.
Learning outcomes	The programme is on advanced level. In total there are 36 objectives / learning outcomes in these three areas: knowledge and understanding skills and abilities assessment abilities and approaches
Delivery mode	The programme runs for three years. Participants are supposed to use 20% of their working time for coursework. In total there are about 30 meeting days. During the meetings there are lectures, seminars and assignments. In between there are assignments. The literature is partly available on a learn ing platform (website).
Assessment	literature, reports, written examination, classroom visits etc.
Duration	three years, about 30 meeting days, individual work
Certification / credits	30 ECTS
Contact person Email	Helene Ärlestig Helene.arlestig@pol.umu.se
Website of institution Module available at	http://www.pol.umu.se/cpd/ http://www.skolverket.se/content/1/c6/01/66/40/pdf2254.pdf

Country	Sweden (3)
Module	School Leadership
Programme	National Principal Training program
Training institution	Umeå university Stockholm University Linne University Karlstad University Mälardalen, Örebro, Södertörn Uppsala University
Target group/ entry requirements	Participants have to be principals, deputy principals or preschool leaders. The programme is obligatory for new principals since 2011/03/15.
Aim	On completion of the training programme, headteachers shall have the knowledge and skills required to manage the work of realizing the goals of preschools, leisure time centres, schools or adult education institutions, as well as fulfilling the tasks in accordance with the provisions specifically laid down for headteachers in legislation. This applies to both municipal and independent schools.
Learning outcomes	The programme is on advanced level. In total there are 36 objectives / learning outcomes in these three areas: knowledge and understanding skills and abilities assessment abilities and approaches
Delivery mode	The programme runs for three years. Participants are supposed to use 20% of their working time for coursework. In total there are about 30 meeting days. During the meetings there are lectures, seminars and assignments. In between there are assignments. The literature is partly available on a learn ing platform (website).
Assessment	literature, reports, written examination, classroom visits etc.
Duration	three years, about 30 meeting days, individual work
Certification / credits	30 ECTS
Contact person Email	Helene Ärlestig Helene.arlestig@pol.umu.se
Website of institution Module available at	http://www.pol.umu.se/cpd/ http://www.skolverket.se/content/1/c6/01/66/40/pdf2254.pdf

Country	Slovenia (1)
Module	Classroom Management
Programme	Networks of Learning Schools
Training institution	The NSLE (National School of Leadership in Education)
Target group/ entry requirements	The educational model of the Networks of Learning Schools / preschool institutions is appropriate for all teachers' or preschool teachers' assemblies, headteachers and members of teams for school development. The programme offers new opportunities for learning, co-operation and development to both individuals and schools / preschool institutions.
Aim	The programme focuses on problem solving in classroom management. One of the most important goals is to establish rules and learn about con flict management. Together with experts, development teams will design action plans and strategies to improve the practice of managing classes. The programme is also related to the contents of a seminar and later on to the implementation of improvements.
Learning outcomes	Participants will identify principles of classroom management and relate them to the teacher's role. Special attention will be given to the concepts of the power of leaders and classroom management style because in many ways they have an impact on teachers' beliefs and values. After the first seminar, development teams will identify a narrower area of improvement together with co-workers.
Delivery mode	exchange of good practice among teachers / preschool teachers and schools / preschool institutions that participate in education and form the so-called "co-operation network" educational programmes cooperative activities in-service training professional debates among colleagues mutual in-class observations team problem solving
Assessment	oral assessment evaluation reports (special form) internal and external evaluation professional debates among colleagues
Duration	1 year / 6 meetings for the development teams of the network
Certification / credits	certificate for one year of development and research work
Contact person Email	Dr. Justina Erčulj info@solazaravnatelje.si
Website of institution Module available at	http://www.solazaravnatelje.si/eng/ http://www.solazaravnatelje.si/eng/index.php?showid=151 http://www.solazaravnatelje.si/index.php?showid=28#vodenje

Country	Slovenia (2)
Module	Communication in Educational Practice
Programme	Networks of Learning Schools
Training institution	The NSLE (National School of Leadership in Education)
Target group/ entry requirements	The educational model of the Networks of Learning Schools / preschool institutions is appropriate for all teachers' or preschool teachers' assemblies, headteachers and members of teams for school development. The programme offers new opportunities for learning, co-operation and development to both individuals and schools / preschool institutions.
Aim	to improve knowledge and skills in the field of communication to become familiar with some of the most common forms of communication, such as conversations and meetings to deepen knowledge on the fundamental principles of communication to address issues that participants will discover when identifying areas of improvement
Learning outcomes	The programme will make an important contribution to better work in schools and therefore establish a possible approach to more effective schools. Participants will find out about the importance of an exchange among the teachers at a school about relevant issues concerning them all and of solving problems together. Teachers' knowledge of so-called general contents with which all teachers are confronted is of equal importance as their progress in the subjects they teach. Among the general contents dealt with are communication, introduction of changes, work with parents, home-class teaching, assessment and evaluation of pupils' knowledge, discipline in the classroom, and co-operation with co-workers.
Delivery mode	exchange of good practice among teachers / preschool teachers and schools / preschool institutions that participate in education and form the so-called "co-operation network" educational programmes cooperative activities in-service training professional debates among colleagues mutual in-class observations team problem solving
Assessment	oral assessment evaluation reports (special form) internal and external evaluation professional debates among colleagues
Duration	1 year / 6 meetings for the development teams of the network
Certification / credits	certificate for one year of development and research work
Contact person Email	Dr. Justina Erčulj info@solazaravnatelje.si
Website of institution Module available at	http://www.solazaravnatelje.si/eng/ http://www.solazaravnatelje.si/eng/index.php?showid=151 http://www.solazaravnatelje.si/index.php?showid=28#komunikacija

Country	Slovenia (3)
Module	Strategies for Preventing Violence
Programme	Networks of Learning Schools
Training institution	The NSLE (National School of Leadership in Education)
Target group/ entry requirements	The educational model of the Networks of Learning Schools / preschool institutions is appropriate for all teachers' or preschool teachers' assemblies, headteachers and members of teams for school development. The programme offers new opportunities for learning, co-operation and development to both individuals and schools / preschool institutions.
Aim	to enable participants to deal more effectively and sensitively with violence in kindergartens, primary and secondary schools to develop strategies for preventing violence to create a non-violent atmosphere in educational institutions and families
Learning outcomes	Participants will observe the situation at their school and describe what forms of violence exist, what preventive activities are already being carried out and what current practices to cope with violence are like. They will be given opportunities for self-reflection in relation to violence learn to take responsibility for a tolerant attitude towards violence learn about the importance of preventive activities on the one hand and sensible reactions in cases when violence has already occurred develop strategies for preventing violence and creating a non-violent atmosphere
Delivery mode	an action plan / strategy for improvements in the prevention of violence exchange of good practice among teachers teachers and schools / preschool institutions that form the so-called "co-operation network" educational programmes cooperative activities in-service training professional debates among colleagues mutual in-class observations team problem solving In the "network" evaluation, participants in the programme will particularly approve well-selected contents and process-oriented implementation.
Assessment	oral assessment evaluation reports (special form) internal and external evaluation professional debates among colleagues
Duration	1 year / 6 meetings for the development teams of the network
Certification / credits	A certificate for one year of development and research work
Contact person Email	Dr. Justina Erčulj info@solazaravnatelje.si
Website of institution Module available at	http://www.solazaravnatelje.si/eng/ http://www.solazaravnatelje.si/eng/index.php?showid=151 http://www.solazaravnatelje.si/index.php?showid=28#nasilje

Country	Turkey (1)
Module	Communication, E-Schooling, Live-Training
Programme	Teacher Training
Training institution	Öğretmen Akademisi Vakfı, ORAV, Garanti Bankası
Target group/ entry requirements	teachers at TAKEV Schools, administrators
Aim	The main aim of ORAV, an Istanbul-based board, is to support teachers who are aware of their personal and social responsibilities and know the impor tance of lifelong learning and investigation. It instructs the people who will teach students who own universal virtues and who will protect the cultural heritage of their nation. ORAV designs scientific programmes that aim to support the personal and career development of teachers and educators. The board is planning to reach a higher number of participants by using modern technology, notably the Internet.
Learning outcomes	most importantly to make our society aware of the virtues of teachers, to enable teachers to train the young generations, and to support them in their mission to create the leaders of the future to improve classroom management and communication skills to develop new projects by presenting opportunities and sources effectively to use trained teachers to train other colleagues and convey the responsibility of education by improving personal and professional skills to elucidate that teaching is a profession which requires special knowledge, diverse skills and a respectful attitude
Delivery mode	lectures, group work
Assessment	examination, written assignment, visual presentation
Duration	two weeks
Certification / credits	certificate of attendance
Contact person Email	Kayhan Karlı kayhankarli@orav.org.tr
Website of institution Module available at	www.orav.org.tr www.takevokullari.k12.tr

Country	Turkey (2)
Module	Implementation of an Integrated Management Information System for Schools
Programme	Commercial software training
Training institution	BILSA K12KDS, hardware school programme
Target group/ entry requirements	teachers at TAKEV Schools, administrators, students and parents
Aim	BİLSA is a team of more than 1,000 individuals who are committed to the idea of improving education in the K-12 sector. BİLSA works with more than 36,000 institutions and millions of users to focus on a single mission: to create world-class education by transforming the experience of education. Today that means engaging and assessing learners, making their daily lives more convenient and secure, and keeping them informed and aware. It also means giving students more and more information. In short, wherever people are educating, in a K-12 school, a district or a state, we are helping to make it better.
Learning outcomes	Bilsa EMIS is a web-based, open architecture and centralized Education Management Information System. It provides a uniquely integrated application framework that is specifically designed to allow K-12 educational institutions to plan, monitor, schedule and manage the full range of physical and academic resources. Bilsa EMIS can assist district education authorities in analyzing the standar dized exam scores of each student in their school. Bilsa EMIS has the capability to electronically receive the exam results from the schools, to chart the scores, to view the individual students that are included within the assessment, and to display pertinent information on each student, such as grades, attendance and more. A question database, examination management, assessment and evaluation, as well as follow-up modules and their transfer to administrators, teachers, students and parents provide connectivity in education.
Delivery mode	blended learning
Assessment	examination, written assignment, visual presentation
Duration	one academic year
Certification / credits	report cards
Contact person Email	Tamer Senyuva info@takev.k12.tr
Website of institution Module available at	www.bilsa.com.tr www.k12kds.com www.takevokullari.k12.tr

Domain 1. Political and cultural expectations and their translation into internal meaning and direction

1a. developing leading and managing change

School leaders play an important role in implementing changes in schools. They must be able to manage the organizational and educational processes that adapt school practices to external requirements.

Modules

1b. developing strategic planning for the school

In order to make effective and efficient changes, school leaders need to look to the outside and write strategic plans for future structures and culture.

Modules

1c. translating external requirements into internal meaning

Strategic plans need to be understood and accepted by the stakeholders involved and thus have to be conveyed in a plausible way.

Modules

1d. negotiating and communicating meaning, visions and mission statements

School leaders need to enter into communication and negotiations with stakeholders so as to produce visions and mission statements that stakeholders can buy into.

Modules

Quality Management in Schools

1e. fostering ethical standards

A pivotal aspect of planning and implementing changes involves the core purpose of schooling that builds on ethical, educational, political and cultural values. These values differ from context to context, but in many societies they will include procedures that guarantee fairness, justice and democracy.

Modules

Domain 2. Understanding and empowering teachers and other staff

2a. improving teaching and student learning

Student learning is at the centre of schooling, and teaching is an important support to that. School leaders thus need to create ideal conditions for teaching and learning.

Modules

2b. fostering teachers’ competencies in subject matters, didactics, methodologies, classroom management and ICT

School leaders must ensure that teachers acquire high competency levels through formal and informal in-service education, by access to appropriate learning materials and by having appropriate frameworks and good working conditions

Modules

2c. building team work and distributed leadership

A way to build learning communities for teachers is to encourage them to collaborate in teams and distribute leadership functions among them.

Modules

2d. ensuring performance management, assessment and evaluation

Collecting and analysing data on learning and teaching processes and outcomes are important aspects of improving learning and teaching

Modules

2e. developing efficient Human Resources Management

In order to help all teachers to develop their qualities and make effective use of them, school leaders need to build good HRM systems. This also includes taking care of teachers' psychological welfare

Modules

2f. creating a culture of professional learning

School leaders must build learning organizations that encourage teachers to experiment, discuss and share professional knowledge.

Modules

Domain 3. Structuring and culturing schools

3a. developing school leadership and management

Leadership is not only the function of the school head, but will need to involve staff across the school. Therefore leaders need to encourage and distribute leadership and create an appropriate management structure.

Modules

3b. creating organizational and communication culture

A positive school culture and open communication have been found to be related to school outcomes. School leaders play a key role in exemplifying and building a culture that is characterized by empathy, the ability to listen and understand, and by high expectations of students and staff.

Modules

3c. building appropriate organizational structures

A key leadership task is to ensure that a school has an organizational structure which is in harmony with the culture of the school, aims to maximize students' learning opportunities, and encourages teachers to be leaders in their classrooms.

Modules

3d. planning and managing human and material / financial resources

School leaders need to put in place rational, effective and efficient processes that keep the school functioning on a day-to-day basis while being prepared for future developments and possibilities.

Modules

3e. ensuring transparent decision-making

Fairness and openness in decision-making need to be ensured by providing clear rationales and structures that assure equity while taking into account individual differences and needs among students and staff.

Modules

Domain 4. Working with partners and the external environment

4a. building and maintaining relationships with parents, the wider school community and national/local/school authorities

Parents and the community are key stakeholders in a school and can strongly influence pupils' success. Developing and maintaining parental support is therefore vital. Planning sustainable schools requires good relationships with national/local/school authorities.

Modules

Various Types of Educational Conflicts and Techniques of Solving Them

4b. cooperating with agencies and organizations/institutions outside school at local, national or international level

Schools can benefit significantly from collaborating with other agencies such as local businesses, charities, social and health services etc. Developing positive relationships across different organizational cultures in a non-hierarchical relationship is therefore important.

Modules

4c. networking with other schools

Research shows that school-to-school networking and collaboration can create a strong mechanism for school improvement. Developing joint projects and networks with other schools therefore offers good opportunities to engage in professional learning.

Modules

Competence Portfolio Development

Domain 5. Personal development and growth

5a. developing and maintaining leadership competencies through continuous personal development (CPD)

The rapidly changing environment that schools are working in requires of leaders to be lifelong learners who continue to develop their personal, pedagogical and leadership skills and competencies through formal or informal professional learning activities.

Modules

5b. building peer networks at local, national or internationallevel

Peer-to-peer networking has been shown to be one of the most effective forms of professional learning. This is not just restricted to working with peers in the same locality, but is increasingly done in national and international networks of leaders.

Modules

Modules by country

List of qualification modules by country

Austria (1)	Conflict Management
Austria (2)	Staff Development
Switzerland	Competence Portfolio Development
Germany (1)	Quality development and change management
Germany (2)	Human Resources Management
Germany (3)	Leadership Competencies
Denmark	From Teacher to Leader
Estonia (1)	Managing the Development of the Organisation
Estonia (2)	Personnel Management
Estonia (3)	Resource Management
Estonia (4)	Self-Management
Estonia (5)	Shaping the Study Environment
Spain (1)	Educational Organization and Regulation
Spain (2)	Quality Management in Schools
Spain (3)	Pedagogical and Social Resources Management
Hungary (1)	Management of Changes in School
Hungary (2)	Project Manager Training
Ireland (1)	Research Methodology
Ireland (2)	The Person of the Leader: Human and Professional
Ireland (3)	The Enterprise of Education
Ireland (4)	Leading Learning
Ireland (5)	Leading People
Ireland (6)	Leading the Organisation
Iceland	School Development and Evaluation
Italy - South Tyrol (1)	Legal Basics for School Heads ("Alles, was Recht ist")
Italy - South Tyrol (2)	External Evaluation in the German schools of South Tyrol
Italy - South Tyrol (3)	IQES - A Tool for Quality Development and Evaluation in Schools
Lithuania (3)	Creation and Introduction of Self-Evaluation Tools for Schools
Lithuania (4)	Creation and Introduction of Self-Evaluation Tools for Schools
Norway	Leading Learning (Module 2 of a training consisting of four modules)
Poland (1)	Various Types of Educational Conflicts and Techniques of Solving Them
Poland (2)	Management is an art. How to become a master? THE BASICS TO BEGIN WITH
Poland (3)	Leaders Direct Educational Change
Romania (1)	Active Methods of Teaching-Learning Evaluation
Romania (2)	Ethics and Professional Deontology
Romania (3)	Quality Management in Education
Russia (1)	Strategic Planning of School Development in Changing Conditions
Russia (2)	Law in Education (Право в образовании)
Russia (3)	Economy and Financing in Education (Экономика и финансы в образовании)
Russia (4)	Monitoring / data collection (Мониторинг)
Sweden (1)	Legislation on Schools and the Role of Exercising the Functions of an Authority
Sweden (2)	Management by Goals and Objectives
Sweden (3)	School Leadership
Slovenia (1)	Classroom Management
Slovenia (2)	Communication in Educational Practice
Slovenia (3)	Strategies for Preventing Violence
Turkey (1)	Communication, E-Schooling, Live-Training
Turkey (2)	Implementation of an Integrated Management Information System for Schools

Domains of school leadership

Domains-Components-Modules

Domain 1. Political and cultural expectations and their translation into internal meaning and direction

Components

»1a. developing leading and managing change

»1b. developing strategic planning for the school

»1c. translating external requirements into internal meaning

»1d. negotiating and communicating meaning, visions and mission statements

»1e. fostering ethical standards

1a. developing leading and managing change

Modules

1b. developing strategic planning for the school

Modules

1c. translating external requirements into internal meaning

Modules

1d. negotiating and communicating meaning, visions and mission statements

Modules

1e. fostering ethical standards

Modules

Domain 2. Understanding and empowering teachers and other staff

Components

»2a. improving teaching and student learning

»2b. fostering teachers’ competencies in subject matters, didactics, methodologies, classroom management and ICT

»2c. building team work and distributed leadership

»2d. ensuring performance management, assessment and evaluation

»2e. developing efficient Human Resources Management

»2f. creating a culture of professional learning

2a. improving teaching and student learning

Modules

2b. fostering teachers’ competencies in subject matters, didactics, methodologies, classroom management and ICT

Modules

2c. building team work and distributed leadership

Modules

2d. ensuring performance management, assessment and evaluation

Modules

2e. developing efficient Human Resources Management

Modules

2f. creating a culture of professional learning

Modules

Domain 3. Structuring and culturing schools

Components

»3a. developing school leadership and management

»3b. creating organizational and communication culture

»3c. building appropriate organizational structures

»3d. planning and managing human and material / financial resources

»3e. ensuring transparent decision-making

3a. developing school leadership and management

Modules

3b. creating organizational and communication culture

Modules

3c. building appropriate organizational structures

Modules

3d. planning and managing human and material / financial resources

Modules

3e. ensuring transparent decision-making

Modules

Domain 4. Working with partners and the external environment

Components

»4a. building and maintaining relationships with parents, the wider school community and national/local/school authorities

»4b. cooperating with agencies and organizations/institutions outside school at local, national or international level

»4c. networking with other schools

4a. building and maintaining relationships with parents, the wider school community and national/local/school authorities

Modules

4b. cooperating with agencies and organizations/institutions outside school at local, national or international level

Modules

4c. networking with other schools

Modules

Domain 5. Personal development and growth

Components

»5a. developing and maintaining leadership competencies through continuous personal development (CPD)

»5b. building peer networks at local, national or internationallevel

5a. developing and maintaining leadership competencies through continuous personal development (CPD)

Modules

5b. building peer networks at local, national or internationallevel

Modules

Modules by country

List of qualification modules by country

Video: Good Schools

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