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Innovative practices strand: Case studies of innovative practices

Question A: New models of school organisation and management that distribute leadership roles and responsibilities in innovative ways

Question B: Promising programmes and practices to prepare and develop school leaders

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Innovative Distribution of Leadership Roles and Responsibilities

UK October 30-November 2, 2006--Department for Education and Skills

--Outwood Grange College, Wakefield, W. Yorkshire--Federation of Chalvedon School & Sixth Form College and

Barstable School, Basildon, Essex

Finland January 16-19, 2007--Ministry of Education and National Agency for Education, Helsinki-- Tampere City School System and school--Jarvenpaa municipality and General Upper Secondary School

Belgium, April 2007--To Be Determined

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Initial findings

United Kingdom-- Clear, powerful national vision and coherent,

aligned national policy system, -- Head teachers: Transformational, strategic, adaptive-- High performance schools-- Distributed leadership-- System leadership-- Policy implications

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Initial Findings (cont’d.)

Finland Finnish approach to leadership: embodies the systemic

and distributed approach. Features of the systemic approach: -steering by curriculum -governance structure reform processes Trust in teaching profession: high quality and well

respected (collective teacher efficacy) -Drive for special needs education -Municipality, subsidiarity and community: Investment

in public education and public life -General and political consensus on investment in

education -Assessment based only on self evaluation, resistance

to heavy inspection-Culture of lifelong learning

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Next Steps

Complete Question A case studies Select and complete Question B case studies Selection criteria:

(1) Country representativeness, breadth of stakeholders, scope, duration, promise of impact(2) Focus on leading for learning, theory of action, apply principles of adult learning and leadership development

Sites under initial consideration International workshop