Improving School Quality in Norway by OECD

Author:OECD
Language: eng
Format: epub
Tags: education
Publisher: OECD Publishing
Published: 2019-05-20T00:00:00+00:00

School leaders as builders of learning communities

The government is already investing in professional development of school leaders; all school leaders were offered the possibility to participate in Leadership Education for school principals. Until now, around 3700 school leaders have completed their courses, and approximately 500 school leaders are foreseen to participate annually (based on information from the Directorate). School leaders play a pivotal role in the development of the competence development model. They are not only responsible for a coherent competence development policy at school, involving a diversity of stakeholders, but also for representing the school and sometimes the municipality at the regional and county decision making tables and feeding the decisions back into school policy.

According to PISA, in 2015, the leadership index is average in Norway. On one hand, the index of curriculum leadership, measuring for instance to what extent school leaders align teacher professional development and their practices with school goals, is above average (it reaches 0.22 on a standardised scale). On the other hand, the index of professional development leadership, that assesses how school leaders provide staff with opportunities to participate in school decision-making, is low (-0.17 on a standardised scale) (OECD, 2016[13]).

As a consequence, the leadership capacity in Norway is heterogeneous. Many of those the OECD team met said that school leader capacity was unevenly distributed across the system and that professional development efforts are needed to raise the quality of school leaders across the board, particularly in their new role as builders of a learning community in and around the school.

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