SCHOOL LEADERSHIP IN FINNISH AND EUROPEAN UNION EDUCATION POLICY

Transcription

1 SCHOOL LEADERSHIP IN FINNISH AND EUROPEAN UNION EDUCATION POLICY ICP, HELSINKI, FINLAND, FINLANDIA HALL, HALL B AT Mika Risku, Head of Institute Institute of Educational Leadership University of Jyväskylä, Finland

2 University of Jyväskylä Established as Teacher seminar 1852 Today 7 faculties, 7 independent institutes and 1 subsidiary Focus on human and natural sciences students and staff Rank: 362 nd university (CWTS Leiden) and Faculty of Education (QS)

3 Institute of Educational Leadership Principal preparation programme (25 ECTS) 1996 Status as Institute 1999 Advanced studies (35 ECTS) 2000 Doctoral studies (240 ECTS) 2002 International Symposium of Educational Reform (ISER) 2005 International Master s Degree Programme (120 ECTS) 2007 Post doc research 2008 International online MBA 2009 (80 ECTS, today called MEd) Systematic professional development programmes 2011 International development projects 2011 Permanent status in University of Jyväskylä 2012 Early childhood education educational leadership program 2012 Professorship in educational leadership 2014 Finnish name changed to correspond the English one 2015

4 Focus of IEL Basis on research and research-and context-based education Research on educational leadership and education policy Basic, advanced, master and doctoral studies Consultative and developmental approach based on custom needs Professional development with focus on long-term inclusive projects School form, province, region, municipality/consortium, school as unit Affecting school leadership policy nationally and internationally FNBoE report (2012) on changing school management FNBoE report (2013) reforming principalship EPNoSL Toolkit (2015) on school leadership for equity and learning

5 Present job description of Finnish principals Legislation obligates each school to have a principal who is responsible for the operations of the school Collective bargaining contracts regulate salary, teaching duties and mandates to have a yearly plan for working hours Otherwise job description is determined locally Present qualification of Finnish principals Teaching qualifications in the relevant school form Experience working as teacher Specific school leadership requirements Certificate in Educational Administration (15 ECTS) or University programme in educational leadership (25 ECTS) or Otherwise proven experience in educational administration

6 Present education of Finnish principals Teacher education Certificate in Educational Administration (15 ECTS) Finnish National Board of Education as examiner University programme in educational leadership (25 ECTS) Arranged by various universities Otherwise proven experience in educational administration How is principal s job description, qualification and education defined and arranged in your country? Write your synthesis in

7 Change of world paradigm Newtonian paradigm is transforming into Quantum paradigm. SIMPLE LAW- ABIDING CONTROLLABLE CERTAINTY PREDICTABILITY HIERARCHY ATOMISM TOP DOWN PASSIVE WORKERS ONE BEST METHOD COMPETITION UNYELDING BUREAUCRACY EFFECTIVITY REACTIVITY COMPLEX CHAOTIC AMBIGOUS UNCERTAINTY UNPREDICTABILITY NO HIERARCHY, NETWORKS HOLISM SEVERAL POWER CENTRES PARTNERS MANY BEST METHODS COLLABORATION FLEXIBLE TRUST APPROPRIATENESS PROACTIVITY (Zohar, 1997)

8 Future job description for Finnish principals In principle, present framework will remain but in addition to it job description should be determined locally in relation to local ordinance, school form, school size and number of schools to answer for job description should comprise management of the every day, leading in change, personnel management, own development, pedagogical leadership and distributed leadership Future qualification for Finnish principals In principle, present framework will remain but in addition to it education should include educational leadership Dissenting opinion by Local Finland vice and assistant principals should have principals qualifications Dissenting opinion by Local Finland (Finnish National Board of Education, 2013)

9 Future education for Finnish principals Basics of educational leadership included in teacher education Teachers continuing professional development to include modules in educational leadership to support teacher careers modules that comprise a consistent entity for principal qualification Principals continuing professional development to comprise modules in educational leadership to support careers modules that comprise consistent entities (Finnish National Board of Education, 2013) How should principal s job description, qualification and education be developed in your country? Write your synthesis in

10 EPNoSL in a nutshell Established in 2011 by the European Union to create and develop school leadership policy in the European Union A network that today comprises 22 countries and 42 partners European level actors, ministries, universities, NGOs policymakers, researchers, educators and practitioners Regional and national networks

11 EPNoSL s functions Establishment of a network and platform Research and reports Briefing Notes on School Leadership Policy Development Webinars and Peer Learning Activities Establishment of regional and national networks Affecting European Union and national school leadership policy

12 JYVÄSKYLÄN YLIOPISTO Thank you!