European Leaders Training in Education

ELTE
European Leaders´
Training in Education
The ELTE project has been funded with support from the European Commission.
This publication reflects the views only of the authors, and the Commission cannot be held responsible
for any use which may be made of the information contained therein.
University of Education, Upper Austria
Editor: Siegfried Kiefer

All rights reserved
Linz 2010
ISBN: 978-3-9502375-5-9
Layout Cover: Josef Philipp

Layout Book: Thomas Peterseil
Production: Nucleus: Rudolf Trauner TRAUNER DRUCK GmbH & Co KG, Köglstraße 14, 4020 Linz
Cover: in.takt Druckerei, Köglstraße 22, 4020 Linz
dedicated to
Hans van Wessel

for his support and commitment
to the ELTE Project
Contents:
Introduction
Siegfried Kiefer 7
Module 1: Understanding Success

University of Latvia: Dainuvite Bluma, Ineta Daiktere 13
Module 2: School and Community
Pädagogische Hochschule Oberösterreich, Austria: Siegfried Kiefer, Roswitha Stütz 61
Module 3: School Leadership in a Globalized World

Umeå University, Sweden: Helene Ärlestig, Olof Johansson, Monika Törnsén 95
Module 4: Values and Norms in School and Society

Han University, Nijmegen, Netherlands: Hans van Wessel, Jeroen Gronheid 115
Module 5: Competences and Skills of Pedagogical Leaders to Improve and Develop Schools
Akdeniz University in Antalya, Turkey: Ismail Hakki Merici, Özlem Saka, Mualla Aksu 159
Introduction Siegfried Kiefer
Introduction
Schools are the main factors of all education systems. They contribute substantially to our future
by forming and educating our citizens to the benefit of our societies. Due to the rapid changes with
regards to development and inventions in almost all segments of life it is of utmost importance for
education not to lose track. Therefore many education systems in Europe have been changed in order
to adapt to the demands of the societies. Devolution may serve as a good example for such a change.
During the past two decades accountability and responsibility in many policy areas have been shifted
from federal to provincial or local level. Schools together with communities have been given greater
flexibility to set educational goals and focus to meet them best.
There is only a minority of countries left where almost no autonomy is granted in educational areas.
The new European trend granting more autonomy to schools requires a new set of roles for school
leaders which for example may include financial and human resource management and leadership for
learning.
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These new demands have made policy-makers and leaders of educational and training institutions
look much more forward than before and changed the role of school leaders across Europe. School
leaders nowadays are at the forefront and central actors of school improvement efforts. There is a
need for effective leadership skills and competences (including financial management, ICT skills,
staff motivation, quality assurance, communication, etc.) that would embrace change and new roles.
During the informal meeting for Ministers for Education in Göteborg in September 2009, it was
stressed that together with students and teachers, school leaders should benefit from ‘opportunities
to share good practice and professional development across national boundaries’ (Swedish Presidency
of the European Union (2009). Professional teachers - The key to successful schools: memorandum.
27.8.2009. Available from Internet: http://www.se2009.eu/polopoly_fs/1.13697!menu/standard/file/
Diskussionsunderlag. pdf )
Based on a worldwide OECD study of school leadership with European participation four main
policy areas can be identified to improve school leadership practice (Improving School Leadership,
Volume 1; OECD 2008):
• (Re)defining school leadership responsibilities. This includes supporting, evaluating and

developing teacher quality; goal setting, assessment and accountability; strategic financial
and human resource management; collaborating with schools.
• Distribute school leadership. This includes to encourage distribution of leadership; to support
distribution of leadership; to support school boards in their tasks.
• Develop skills for effective school leadership. This includes to treat leadership development
as a continuum; to ensure consistency of provision by different institutions; to ensure
appropriate variety for effective training.
• Make school leadership an attractive profession. This includes to professionalise recruitment:
to focus on the relative attractiveness of school leaders’ salaries; to acknowledge the role
of professional organizations of school leaders; to provide options and support for career
development.
The core team of the ELTE (European Leaders’ Training in Education) consortium
consists of experts with regard to educational leadership from five universities:
Akdeniz University, Antalya in Turkey:

Ismail Hakki Mirici, Mualla Aksu and Özlem Saka HAN University,
HAN University Nijmegen in the Netherlands:

Hans van Wessel, Jeroen Gronheid
University of Latvia, Riga in Latvia:

Dainuvite Bluma, Ineta Daiktere
University of Education, Linz in Austria:

Siegfried Kiefer, Roswitha Stütz and
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Umea University in Sweden:

Olof Johansson, Helene Arlestig, Monika Törnsén
The ELTE training programme for educational leaders was designed within a COMENIUS
Multilateral Project (1st November 2008 – 31st October 2010) and financially supported by the
European Commission and the National Agencies. At the initial meeting in Linz in December 2008
the participants of the consortium discussed the different training systems for leading personnel in
their countries as well as in Europe. It was surprising to see the big varieties of training programmes for
educational leaders in Europe. Some countries have obligatory courses, others don’t, and some have
no programmes at all. Based on experiences of the partner institutions, different researches, literature
and the OECD recommendations (Improving School Leadership, Volume 1 and Volume 2; OECD
2008) the training course was designed. It has a workload of 30 European Credits and consists of five
modules. Each university was responsible for one module which has a workload of 6 EC. All modules
were worked out carefully and include suggestions and materials to work with. During the process
of developing the consortium was in regular contact with one another and meetings were held in
Nijmegen, Umea and Riga to discuss the progress. At the last meeting in Antalya in October 2010 the
whole programme was carefully evaluated by external experts (principals from the ELTE countries).
Module 1 “Understanding Success” was designed by experts of the Latvian University. Education
is a powerful tool to help individuals find success in life. The role of education is becoming more
and more important in the context of rapid and crucial changes in all spheres of life. Jobs demand
higher and wider education not only to cope with everyday issues but also to get ready for future
challenges. Without a high and relevant level of education it will not be possible to find one’s place
in life. This module focuses on quality of life. For school leaders it is important to understand these
issues when working on school and curriculum development as well as when creating supporting and
inclusive learning environments to meet the diverse needs and interests of each individual learner.
It also includes capacity building for teachers, personnel working in schools, connecting a bridge to
parents and the community as well as developing quality assurance mechanisms.
Module 2 “School and Community” was designed by experts of the University of Education in Upper
Austria. It focuses on the collaboration with the community, institutions and people. The principal
will have a major role in enabling and organizing the collaboration.
Nowadays pupils, students and also staff members come from “different walk of lives” with different
values. In order to deal effectively with the rapidly growing heterogeneity students need support and
orientation for their life. Civic education, service learning and being part of a learning community
foster active citizenship and democratic values for the benefit of all people involved.
There are good international examples for the collaboration of schools with parents and the
community. In Canada the Toronto District School Board has a written “Parent and Community
Involvement Policy” (Toronto District School Board 2005: Policy Statement 4.1. http://www.tdsb.
on.ca/wwwdocuments/parents/parent_groups/docs/P023- ParentAndCommunityInvolvement.pdf.
The Finnish education system focuses very much on democratic structures, transparency and
cooperation. The core curricula are small in volume and based only on the main objectives. This allows
the representatives of the community - school board consisting of teachers, other educational experts
and community members - to define local needs and act accordingly for the benefit of the students. It
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also refers to the further development of curricula. It will mainly be up to the principal to demonstrate
leadership in order to initiate good cooperation with the parents and the community.
Participants in this module will identify potential stakeholders and goals in the development of the
community and the school, explain the social, educational, economic and political effects of the
cooperation with the community, develop a midterm plan of cooperation with the community, deliver
an effective presentation of cooperation with the community, connect the conditions of children and
education with the conditions, needs and resources of the community and develop strategies for
building mutual beneficial relationships with international, national and regional alliances.
Module 3 deals with “School Leadership in a Globalised World” and was designed by experts of
Umea University in Sweden. The current global policies and trends influence the local school and its
leadership. Strategies are needed to combine local culture with being a European and world citizen. It
offers a great chance to learn about other countries, their school systems, leadership training as well as
reaching new understanding about the own country’s system and culture.
For principals and school leaders it means to include new forms of teaching and open the new
generation to take the opportunities of living in a multicultural and open society.
The participants will develop an understanding of the impact of global policies, economy and cultures
on their own educational system. The aim is to identify and discuss the implication for school
leadership in the intersection between the global education policy and local education praxis.
Module 4 focuses on “Values and Norms in School and Society” and was designed by the staff of
the HAN University in the Netherlands. Today’s world is constantly changing and evolving. The
traditional role of offering security and a sense of belonging which had characterised the school for so
long has partly disappeared. Most schools in many European countries will be populated by students
from different countries, with different languages and different cultural backgrounds. The norms
and values these students and their parents bring with them will influence the school. It is the school
leader’s task to adequately deal with the diversity in culture, language, norms and values. Acting
adequately presumes knowledge of different cultures, languages, norms and values and their respective
backgrounds. But it also requires the right skills for dealing with these differences and accommodating
them in the school. The school leader’s attitude radiating respect and appreciation of different norms
and values will have an enormous impact on all people involved in school life.
Module 5 is about “Competences and Skills of Pedagogical Leaders to Improve and Develop Schools”
and was designed by the staff of the Akdeniz University, Antalya in Turkey.
Nowadays schools are under enormous pressure to develop and to change due to increasing influences
from outside. New challenges like increased immigration, demographic patterns and generally
globalization require adaptation to the society’s
needs. It is the school leader as the key intermediary between policy and classroom practice who has
to set the conditions in school for effective teaching and learning. Therefore to reach high quality
schools, the most important step to be taken should be training the principals. High quality schools
require a constant change in the curriculum, methods and the materials. The only way to obtain the
desired standards is to develop schools. The participants of this module will focus on the meaning of
leadership, assess their own pedagogical leadership skills, demonstrate democratic attitude, prepare a
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strategic plan for development process in a specific school, develop a tool for need analysis to achieve
educational quality management, etc.
After this introduction you will find a short overview of the five modules according to a designed
template. The next part will be a thorough description of each module with suggestions, materials and
recommendations for the use of this module. The handbook can also be downloaded at http://www.
elte.cc/node/6.
Finally I would like to thank the whole ELTE team for the hard work and the commitment throughout
this Comenius project and I hope that the readers will enjoy this handbook and make use of the ELTE
training programme.
Siegfried Kiefer
ELTE coordinator
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Module 1 - Overview Dainuvite Bluma, Ineta Daiktere
Module 1 - Overview
• Title: Understanding Success
• Level: Master degree/ advanced level
• Module Status – optional/compulsory Compulsory
• Credits: 6
• Authors: Prof.D.Bluma, Lect.I.Daiktere
• Rationale:
Traditionally the quality of education is discussed outside the context and without awareness what is
understood by “education”, i.e. without understanding the essence of the concept. It is also generally
accepted that the quality of education is expressed in measurable terms. At the same time it is obvious
that the individual’s success in work and life in general is greatly influenced by qualities developed
in educational processes but they remain somewhat hidden and little attention is devoted to these
aspects. Accordingly it is necessary to define additional quality criteria including both measurable and
unmeasurable indicators, widening the very concept of education and the perspectives of the future
developments in the context of lifelong learning, social constructivism and the quality of life for
13
everybody. It is very important that school leaders understand these issues when working on school
and curriculum development as well as creating supporting and inclusive learning environment to
meet the diverse needs and interests of every individual learner.
• Entry Requirements
The module is designed for leading personnel of various levels of education
• Aims
To acquire wider understanding of the quality of education in relation to the success of every
individual, to develop skills and competences to improve the quality care (including steering and
monitoring) on a higher level.
• Learning Outcomes
After the completion of the module the participants will be able
to:
- demonstrate understanding of the concepts: education, quality
of education, success in education, life quality;
- identify the factors that influence the quality and success in the
educational process;
- demonstrate awareness of the interplay of the society and
education;
- define the measurable and unmeasurable achievements of
individuals;
- analyze critically the role of the curriculum and the hidden
curriculum and their implementation in the success of learners
and the quality of education;
- identify the role of the headmaster in the development of the
supportive and inclusive learning environment;
- develop a vision of education for future in the given context; - work out measurable and
unmeasurable criteria to evaluate the quality of education in the wider sense.
• Contents:
1. Quality in Education
• The concept of education:
• Education as an aim, process and result;
• Education as a means;
• Education as a value;
• Education as a system.
2. The content of education:

• Knowledge, skills and competences;
• Life/living competences;
• Values, attitudes, beliefs;
• Cultural experiences;
• Personal features.
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3. Quality, success and learning environment:

• The role of environment (classroom, school, community) New approaches to teaching and
learning.
• Cultural and social transformation, individual development;
• The social constructivism;
• The accelerated learning in the classroom cycle.
• Learning environment for creating positive learning attitude and an achievement culture.
• Factors and resources for creating a supportive and inclusive learning environment.
4. Quality criteria in education:

• Quality criteria in education.
• Quality systems in education.
• International learning assessment (PIRLS, TIMSS, PISA, etc.).
• Quality indicators.
• School effectiveness projects and theories.
5. Quality and success in education and for life:

• Measurable and unmeasurable achievements and their interplay.
• Broadening conceptions of intelligence.
• Needs and interests of diverse learners at school.
• Success and quality of life.
• Competences for successful life.
6. Education for future:

• Challenges of lifelong learning, meeting the problems of the modern world.
• Predictions for the 21st century.
• Society and its future.
• Possible scenarious of school and curriculum developments for future.
• Needs of youth and the new content of education.
• Teaching and Learning Methods

The course is given as a blended education which involves both ICT and face-to-face meetings. The
participants’ activities include literature readings, followed by seminars, lectures, discussions, problem
solving, case studies, project work both in virtual space and face-to-face activities.
• Assessment
In the course each participant will be involved in all interactive activities and in self- and peer
assessment, do all the designed tasks and case studies. The final report shall include a project work
on a freely chosen issue related to the content of the course in order to demonstrate the acquired
understanding and competences.
• References:
• Compulsory Reading
1. Davies, B. (2006) Leading the Strategically Focused School: Success & Sustainability. London:
Paul Chapman Educational Publishing. 192 p. ISBN 9781412911917.
2. Education in a New Era.(2000) Ed.R.Brandt. ASCD Yearbook. Virginia, USA.
3. European report on the quality of school education: Sixteen quality indicators http://ec.europa.
15
eu/education/policies/educ/indic/rapinen.pdf
4. Evaluation of Schools Providing Compulsory Education in Europe. Brussels: Eurydice, 2004.
155 p. ISBN 2-87116-364-2. 5. Hopkins, D. (2002) Improving the quality of education for all:
A Handbook of Staff Development Activities. David Fulton Publish. 6. Hoy, C., Bayne-Jardine,
C., Wood, M. (1999) Improving Quality in Education. Routledge. ISBN 987-0-7507-0941-
5. 7. Improving school effectiveness. (2001) Edited by Johan MacBeath and Peter Motimore.
Open University Press Buckinghem.Philadelphia. 230 pp. 8. Managing Schools Towards High
Performance. (1999) Linking school management theory to the school effectiveness knowledge
base. Edited by Andrie J. Vissher. Swets&Zeitlinger Publishers.354 pp. ISBN 90-265-1546-4.
9. Sammons, P. (1999) School Effectiveness: Coming of age in the twenty-first century. Lisse:
Swets & Zeitlinger,. 396 p. ISBN 90-265-15502.
• Further Reading
1. A roadmap for quality transformation in Education: A Guide for Local Education Reform
Leaders (1997) NCAFE NC Awards Excellence.
2. Brooks et al. (1998) Comparitive information about quality of education.
3. Bush, T. (2003) Theories of Educational Management. Third Edition. London: Paul Chapman
Educational Publishing. 2003.209 p. ISBN 0-7619-4052-9.
4. Chrispeels, J., Martin, K. (2002) Four School Leadership Teams Define Their Roles Within
Organizational and Political Structures to Improve Student Learning. School Effectiveness and
School Improvement, 13(3) Swets& Zeitlinger. p. 327.- 365. ISSN 0924-3453.
5. Commission Staff Working Document „Schools for the 21st Century“. Brussels,12.07.2007.
EDUC 119 SOC 278
6. Communication from the Comission to the Council and the European Parliament. Improving
the Quality of Teacher Education. Brussels,3.8.207.COM (2007) 392 final.
7. De Grauwe, A. (2005) Improving the Quality of Education Through School-Based Management:
Learning from International Experiences. International Review of Education, 51 (4). Kluwer
Academic Publishers. p. 353.-367. ISSN 1387- 1579, ISSN 1573-1855 (online).
8. Edmonds R.R. (1979) Effective schools for the urban poor, Educational Leadership, 37 (1);
15-27;
9. Education at a Glance: OECD Indicators, (2005), OECD, Paris. www.sourceOECD.org/
education.
10. Educational management. Strategy quality, and resources. (1997). Open University Press
Buckinghem. Philadelphia. 309 pp.
11. Fidler, B. & Bowles, G. (eds) (1989) Effective Local Management of Schools. Longmans in
Association with British Educational Management and administration Society, London.
12. Fidler, B. (1999). Strategic Management for School Development. Leading you School’s
Improvement Strategy. PCP Paul Chapman Publishing. 184 pp.
13. Fullan,M.(2001) The New Meaning of Educational Change. New York.
14. Global Education Digest 2005. Comparing Education Statistics Across the World. UNESCO
Institute for Statistics, Montreal, 2005, 126 p. (issued yearly)
15. James, C., Connoly, M., Dunning, G., Elliot, T. (2006) How Very Effective Primary Schools
Work. Paul Chapman Publishing,. 195 p. ISBN 1-4129-2008-6.
16. Managing the Curriculum. (2001) Edited by David Middlewood and Neil Burton. EMDU
Educational Management. PCP Paul Chapman Publishing. 224 pp.
17. Morrison, K. Management Theories for Educational Change. (1998) Paul Chapman
Publishing. 324 pp.
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18. New School management Approaches. (2001) Centre for Educational Research and
Innovation. OECD Publications Service. 226 pp.
19. Oldroyd, D., Elsner, D., Poster, C. (1996) Educational Management Today: A Concise
Dictionary and Guide. London: Paul Chapman Publishing Ltd,. 124 p. ISBN 1-85396-328-
3.
20. Organizational effectiveness and improvement in education. (1997). Edited by Alma
Harris, Nigel Bennett and Margaret Preedy at The Open University. Open University Press
Buckinghem.Philadelphia. 288 pp. ISBN 0-335-19843-0.
21. Pratt,D.(1994) Curriculum Planning.Harcourt, Inc. 22. Roos, K.N. & Mahlck, L. (1990)
Planning the quality of education: observable differences in the classroom. American Journal of
education, 97(3), 221-236. 23. School Development. Theories and Strategie. An International
Handbook. (1998). Per Dalin with the assistance of Katherine Kitson. Cassell Educationnal
Limited Wellington House. 273 pp.
24. Sergiovanni T. J., et.al. (1999) Educational Governance and Administration. Fourth Edition.
Allyn and Bacon. 395 pp.
25. Smith,A.(2000) Accelerated Learning in Practice. Network Educational Press Ltd., Great
Britain.
26. Stoll, L., Fink, D. (2002) Changing Our Schools: Linking school effectiveness and school
improvement. Buckingham: Open University Press. 220 p. ISBN 0-335-19290-4.
27. The International Handbook of School Effectiveness. (2000) Edited by Teddlie, Charles,
Reynolds, David. London: Falmer Press,. 411 p. ISBN 0-750-70607-4.
28. The Principles and Practice of Educational Management. (2002) Edited by Tony Bush and
Les Bell. Paul Chapman Publishing. 332 pp.
29. Theories of Educational management. (1995) Second Edition Tony Bush University of
Leicester. Paul Chapman Publishing. 164 pp.
• Electronic Recourses
1. http://www.eurydice.org
2. Key data on education in Europe. (2005), www.eurydice.org/Documents/cc/2005/en/
cc2005_ENpdf (issued yearly).
3. www.//ec.europa.eu/education/com392_en.pdf
4. www.europa.eu.int/comm/education/policies/
• Resources in National Languages (an example)

1. Gurbo, M, et. al. Izglītības kvalitāte un efektivitāte Latvijā: pētījuma ziņojumi. Rīga: Izglītības
un zinātnes ministrija, Izglītības sistēmu attīstības projekts, 2004. 202 lpp. ISBN 9984-9745-
9-6. Pieejams: http:// www.izm.gov.lv/default.aspx?tabID=22&lang=1&id=1108.
2. Izglītības kvalitāte un komunikācija Latvijas izglītības sistēmā: Izglītībā iesaistīto pušu viedokļu
socioloģiskais pētījums. Rīga: Latvijas Republikas Izglītības un zinātnes ministrija Izglītības
sistēmas attīstības projekts, 2003. 28 lpp. ISBN 9984-9482-7.
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18
Module 1 - Understanding Success Dainuvite Bluma, Ineta Daiktere
Module 1: Understanding Success

University of Latvia: Dainuvite Bluma, Ineta Daiktere
Content
Introduction
Aims and Outcomes of the Module
Content
Methodology and Organisation
Example of a Module
Assessment and Evaluation References
Annex 1
19
20
ELTE – University of Latvia- Dainuvite Bluma, Ineta Daiktere

1. Introduction
Education is a powerful tool to help individuals find success in life. The role of education is becoming
more and more important in the context of rapid and crucial changes in all spheres of life. Jobs
demand higher and wider education not only to cope with everyday issues but also to get ready for
future challenges. Without a high and relevant level of education it will not be possible to find one’s
place in life. Understanding of education by school principals has direct relevance to the quality
of education of schools. Each school develops its own education philosophy, mission, culture,
values, understanding of success. At the same time there are many questions about education: what
kind of education will be needed, what is education? Is it only knowledge of school and university
subjects? What is quality of education? Does success of life depends only on knowledge and marks
in examinations? What is success? Does everybody need the same kind of education? How do we
know that the level of education is high or low? Can education be measured? Can success in life be
measured, etc.
Education and its role in a wider sense demands good leadership qualities of each principal as he/
she must be not only a manager. Only a leader with deep involvement who is able not only to create
new knowledge, new learning environments, but also inspire the community , the staff and the pupils
to work for the success of every participant, of the school as a whole. Another important aspect of
education and success is every pupil’s ability to become a leader him/herself.
Traditionally the quality of education is discussed outside the context and without awareness what is
understood by “education”, i.e. without understanding the essence of the concept. It is also generally
accepted that the quality of education is expressed in measurable terms. At the same time it is obvious
that the individual’s success in work and life in general is greatly influenced by qualities developed
in educational processes but they remain somewhat hidden and little attention is devoted to these
aspects. Accordingly it is necessary to define additional quality criteria including both measurable and
immeasurable indicators, widening the very concept of education and the perspectives of the future
developments in the context of lifelong learning, social constructivism and the quality of life for
everybody. It is very important that school leaders understand these issues when working on school
and curriculum development as well as creating supporting and inclusive learning environment to
meet the diverse needs and interests of every individual learner.
The target groups are managers (principals, head teachers, mentors, or even counsellors) in education
or people aiming at leadership positions.
The main target group will be principals with some experience as a school leader.
The workload of this module is 6 credits.
2. Aims and outcomes of the module

The module aims to acquire wider understanding of the quality of education in relation to the success
of every individual, to develop skills and competences to improve the quality care (including steering
and monitoring) on a higher level.
The learning outcomes enable the school leader to lead the school with awareness in the area of quality
management in all levels. In addition, he will be able to:
demonstrate understanding of the concepts education, quality of education, success in education, life
quality;
identify the factors that influence the quality and success in the educational process;
demonstrate awareness of the interplay of the society and education;
21
define the measurable and immeasurable achievements of individuals;

analyze critically the role of the curriculum and the hidden curriculum and their implementation in
the success of learners and the quality of education;
identify the role of the headmaster in the development of the supportive and inclusive learning
environment;
develop a vision of education for future in the given context;
work out measurable and immeasurable criteria to evaluate the quality of education in the wider sense.
3. Content
In the module attention will be paid to the following main subjects:
discussion of the role and the content of education;
discussion about the quality of education and its dependence on the background and the context;
awareness of quality criteria; understanding of factors influencing the quality of education;
development of understanding relations between quality of education, success in life and leadership
in various contexts;
understanding of future challenges to education.
Main and specific subjects

Quality of education cannot only be expressed in various tests and quantitative measurements.
Especially, paying too much attention to knowledge and skills leads to diminishing the role of the
person itself – values, life skills, culture and personality features; it is important to interpret and analyze
more qualitatively than measure quality quantitatively. Another issue is how much academic success
can influence one’s success in life and career. There seem to be a contradiction between knowledge
learnt at school which in reality belongs to the past and the new life skill – the ability to create new
knowledge. On the one hand it is necessary to develop learning skills and the ability to cope with
the growing amount of information, but on the other hand it is of utmost importance to focus
on soft qualifications such as leadership, critical thinking skills, entrepreneurship, understanding of
other cultures, ability to work in multicultural environment. It is obvious that development of all
these features starts at school and depends on the school philosophy, climate, environment on the
leadership qualities of the principal and the staff. Main and important subjects are:
education and its content;
awareness of one’s aims in life;
the role of education in one’s life;
the meaning of success;
understanding of the quality of life and the quality of education;
ways of development of a quality school for quality education;
measurement of quality of education and success;
challenges to success and education in future.
These issues can be discussed in the meetings of the module and modified depending on the background
and context in each country and the experiences of students. More information and suggestions can
be found in the following chapters.
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4. Methodology and organisation
4.1 Teaching and Learning Methods

As most participants will be school leaders with some experience, either as a school leader or as a
teacher, formal lecturing will be limited to short interactive lectures - introductions. The course is
given as a blended education which involves both ICT and face-to-face meetings. The participants’
activities include literature readings, followed by seminars, lectures, discussions, problem solving
activities, case studies, project work both in virtual space and face-to-face activities.
4.2 Organisation
The module includes:
13 common meetings;
The final project work, elaborated by the student;
A presentation about the project work by the student, followed by reflection of the colleague
participants and the lecturer. These presentations will take place in an extra meeting, the fourteenth
meeting. This meeting will take place some months after the thirteenth meeting.
Regarding the content of the course, we suppose that all participants (students) are school leaders or
managers with some experience in management or teachers that are involved in management affairs. So,
it is reasonable for these students to have substantial influence on the content and the methodology of the
course. So, the content should be adapted to the experience, the problems and the working situations of
the participants.
All meetings in this module have a semi-fixed structure. Each meeting will include a short discussion
about the experiences of the students during the period before the meeting, group work with discussions,
short interactive lectures as introductions of a topic or survey of students’ discussions and presentations on
themes that were chosen by the participants or decided by the course leader before.
After the introduction the students go on with different activities organised by a tutor like a discussion
or an exchange of opinions regarding the subject, a group work etc. This is also the opportunity to ask
questions.
The fourth part of the meeting is a discussion in small groups about a statement, related to the subject. In
some meetings the discussion is replaced by a role play or a discussion about a realistic case.
In these situations the students have to explore the subject, analyse it, or go deeply into the problem by
playing roles or by playing simulations. The results of these discussions or role plays are presented to the
whole group and the students get feedback from colleagues or the course leader. A compulsory part of
the meeting is a short introduction or instruction about the homework that the students have to execute
before the next meeting. Every meeting ends with a short reflection of the session by the course leader and
the students.
Of course, it is possible that the structure of the meeting can be different in relation to the topic or the
outcomes of the students’ work. At the same time it is important to keep an eye on the goals and outcomes
of the course, as they are described in chapter 2 and the subjects in chapter 3.
Example of a module
As said before (chapter 4), we assume that the students (participants) are experienced school leaders and
therefore they should have a lot of influence on the content of the module and the methodology. The best
results and outcomes are possible when the content is decided in the country and the place where the
students live and work and there is a relationship with their own practice. Below you find a framework of
a module that can serve as a prototype of a module. In this prototype the content of the thirteen meetings,
the realisation, the structure and the materials are described.
23
Content Realisation Materials

1. Introduction of all participants and All participants The White Book “Towards
short presentation of each other’s practice Learning Society”, J.de
experience. Lor “Learning is Treasure
1. The Concept of Education
Within”
2. Inventory of the knowledge of the students. Group work with
3. Inventory of the personal goals of the presentations
students. Discussion
4. Discussion of the concept Education. Individual and group work How is the role of education
5. Interactive lecture. with presentations described in the Law and
Interactive lecture other documents?
6. Discussion and questions about the All participants
relationship with their own practice.
7. Presentation of the outcome of the
discussion and conclusions.
8. Homework. Written reflections
9. Reflection on the first meeting.
1. Presentation of and reflection on the Discussion in the groups.
homework. Project work with presenta-
2. The Content of Education
tions
2. Introduction about the Concept of Discussion about the con- S.E. Fjeld “From
Education and Quality in education: tent in education in groups Parliament to Classroom”
knowledge, skills, competences, life/living and questions
competences.
3. The content of education
4. Discussion and questions about the Students Annex 1
6. Homework.
7. Reflection.
1. Presentation of and reflection on the

homework.
3. The Content of Education
2. The content of education for the 21st Group work Annex 1

Century: knowledge, skills and competences; and presentations
living competences. Project work and
3. Interactive Lecture presentations
4. Discussion and questions about the Carousel presentations and
relationship with their own practice. questions
5. Homework.
6. Reflection.
24

4. The Content of Education homework.
2. The content of education for the 21st Group work Annex 1
Century: values, attitudes, beliefs, cultural and presentations
aspects, personal features.
3. Interactive Lecture Discussions
4. Discussion and questions about the
5. Presentation of the outcome of the Carousel presentations and
discussion and conclusions. questions
5. Homework.
6. Reflection.

homework.
5. Quality, success and learning
2. Introduction about the relationship Introduction lecture Annex 1

between the learning environment and the Discussions Any other valid material
management and interventions of the school Lecture
environment
leader.
3. Discussion and questions about the Group work and
relationship with their own practice. presentations
4. Discussion in groups about the statements
regarding the school culture and climate.
6. Homework.
7. Reflection.
1. Presentation of and reflection on the Group work and
homework. presentations
6. Quality, success and learning
2. Introduction about new approaches to Lecture Brainstorming Annex 1

teaching and learning (social constructivism, Lecture
environment
accelerated learning). Any other valid material

3. Discussion and questions about the Work in small groups
4. Discussion in groups about the statements Presentations
regarding the teaching and learning Discussions and reflection
5. Presentation of the outcome of the Questions and answers
6. Homework.
7. Reflection.
25
1. Presentation of and reflection on the Introduction lecture

homework.
7. Quality criteria in education

2. Introduction about quality criteria in Discussions Annex 1
education related to quality systems, quality
indicators, and international learning Lecture Any other valid material
assessments.
3. Discussion and questions about the Group work
relationship with their own practice. and presentations
regarding quality criteria in education. Discussions and reflection
discussion and conclusions. Questions and answers
6. Homework.
7. Reflection.
1. Presentation of and reflection on the Introduction lecture
homework.
8. Quality criteria in education
2. Introduction about quality criteria in Discussions Annex 1

education related to quality systems, quality
indicators, and international learning Lecture Any other valid material
assessments.
regarding quality criteria in education. Discussions and reflection
6. Homework.
7. Reflection.
1. Presentation of and reflection on the Introduction lecture - annex 1

9. Quality and success in education
homework. Any other valid material

2. Introduction about quality and success in Discussions Any other valid material
education and for life related to measurable
and immeasurable achievements and Lecture
intelligence.
and for life

4. Discussions in groups about the statements
regarding quality and success in education Discussions and reflection
and for life.
5. Presentation of the outcome of the Questions and answers
6. Homework.
7. Reflection.
26

10. Quality and success in education
homework.
2. Introduction about quality and success in Introduction lecture Annex 1
education and for life related to needs and Discussions
interests of diverse learners, quality of life and Any other valid material
competences for a successful life. Lecture
and for life
3. Discussion and questions about the

relationship with their own practice. Group work
4. Discussions in groups about the statements and presentations
regarding quality and success in education
and for life. Discussions and reflection
6. Homework.
7. Reflection.
1. Presentation of and reflection on the Round and group discussions

homework.
11. Education for the future
2. Introduction about education for the Lecture Annex 1

needs of youth and the new content of
education. Group work Any other valid material
3. Discussion and questions about the and presentations
4. Discussions in groups about the statements Discussions and written
regarding challenges for the 21st century. reflection of the studied
5. Presentation of the outcome of the material Questions and
discussion and conclusions. answers
6. Homework.
7. Reflection.
1. Presentation of and reflection on the Group discussions
homework.
2. Introduction about challenges of lifelong Questions Annex 1

12. Education for future
learning meeting the problems of the modern Presentations

world; predictions for the 21st century, and Discussions Any other valid material
Possible scenarios of education for future- Brainstorming
schools and curricula as well as the role of the Lecture
leader. Group work
3. Discussion and questions about the and presentations
relationship with their own practice. Discussions and reflection
4. Discussions in groups about the statements Questionsand answers
regarding all 3 topics. Interactive introduction of the
5. Presentation of the outcome of the attention points of the final
discussion and conclusions. report
7. Reflection of the total course. Short presentations on the
total course

Assessment and evaluation
In the course each participant will be involved in all interactive activities and in self- and peer
evaluation. They will do all the designed tasks and case studies. The final report shall include a project
work on a freely chosen issue related to the content of the course in order to demonstrate the acquired
understanding and competences.
27
References
Compulsory reading
Davies, B. (2006) Leading the Strategically Focused School: Success & Sustainability. London: Paul
Chapman Educational Publishing. 192 p. ISBN 9781412911917.
De Grauwe, A. (2005) Improving the Quality of Education Through School- Based Management:
Learning from International Experiences. International Review of Education, 51 (4). Kluwer Academic
Publishers. p. 353.-367. ISSN 1387-1579, ISSN 1573-1855 (online).
Education in a New Era.(2000) Ed.R.Brandt. ASCD Yearbook. Virginia, USA.
Evaluation of Schools Providing Compulsory Education in Europe. Brussels: Eurydice, 2004. 155 p.
ISBN 2-87116-364-2.
Hoy, C., Bayne-Jardine, C., Wood, M. (1999) Improving Quality in Education. Routledge. ISBN
987-0-7507-0941-5.
Hopkins, D. (2002) Improving the quality of education for all: A Handbook of Staff Development
Activities. David Fulton Publish.
Improving school effectiveness. (2001) Edited by Johan MacBeath and Peter Motimore. Open
University Press Buckinghem.Philadelphia. 230 pp.
James, C., Connoly, M., Dunning, G., Elliot, T. (2006) How Very Effective Primary Schools Work.
Paul Chapman Publishing,. 195 p. ISBN 1-4129- 2008-6.
Managing Schools Towards High Performance. (1999) Linking school management theory to the
school effectiveness knowledge base. Edited by Andrie J. Vissher. Swets&Zeitlinger Publishers.354
pp. ISBN 90-265-1546- 4.
Sammons, P. (1999) School Effectiveness: Coming of age in the twenty- first century. Lisse: Swets &
Zeitlinger,. 396 p. ISBN 90-265-15502.
Further reading
Bush, T. (2003) Theories of Educational Management. Third Edition. London: Paul Chapman
Educational Publishing. 209 p. ISBN 0-7619-4052- 9.
Chrispeels, J., Martin, K. (2002) Four School Leadership Teams Define Their Roles Within
Organizational and Political Structures to Improve
Student Learning. School Effectiveness and School Improvement, 13(3) Swets & Zeitlinger. p. 327.-
365. ISSN 0924-3453.
Commission Staff Working Document „Schools for the 21st Century“. Brussels,12.07.2007. EDUC
119 SOC 278
Communication from the Comission to the Council and the European Parliament. Improving the
Quality of Teacher Education. Brussels,3.8.207.COM (2007) 392 final.
Doherty, G. (2005) Developing Quality Systems in Education. London: Routledge.
Education at a Glance 2008: OECD Indicators (2008) OECD. ISBN: 9789264046283.
Education in a New Era. (2000) Brandt, R. (Ed.). ASCD Yearbook. Virginia, USA.
Evaluation of Schools Providing Compulsory Education in Europe. Brussels: Eurydice, 2004. ISBN
2-87116-364-2.
Fullan, M.(2001) The New Meaning of Educational Change. New York.
Global Education Digest 2005. Comparing Education Statistics Across the World. UNESCO
Institute for Statistics, Montreal, 2005, 126 p. (issued yearly)
Hoy, C., Bayne-Jardine, C. & Wood, M. (1999) Improving Quality in Education. Routledge. ISBN
987-0-7507-0941-5.
Hopkins, D. (2002) Improving the quality of education for all: A Handbook of Staff Development
28
activities. David Fulton Publish.

Hough, L. M. (2001). I/Owes its advances to personality. In B. W. Roberts & R. Hogan (Eds.),
Personality psychology in the workplace. Decade of behavior (pp. 19-44). Washington, DC: American
Psychological Association.
Improving school effectiveness. (2001) MacBeath, J. & Mortimore, P. (Eds.). Philadelphia: Open
University Press.
Key Competencies for a Successful Life and a Well-Functioning Society
(2003) Rychen, D.S. & Salganik, L.H. (Eds.) ISBN: 978-0-88937-272-6.
Managing the Curriculum. (2001) Edited by David Middlewood and Neil Burton. EMDU
Educational Management. PCP Paul Chapman Publishing. 224 pp.
Measuring Improvements in Learning Outcomes: Best Practices to Assess the Value-Added of Schools
(2008) OECD. ISBN: 9789264050228.
New School management Approaches. (2001) Centre for Educational Research and Innovation.
OECD Publications Service.
Oldroyd, D., Elsner, D. & Poster, C. (1996) Educational Management Today: A Concise Dictionary
and Guide. London: Paul Chapman Publishing Ltd,. 124 p. ISBN 1-85396-328-3.
Riggio, R. E., Murphy, S. E., & Pirozzolo, F. J. (Eds.). (2002). Multiple intelligences and leadership.
Mahwah, NJ: Lawrence Erlbaum Associates.
Smith, A. (2000) Accelerated Learning in Practice. Network Educational Press Ltd., Great Britain.
Sternberg, R. J., Forsythe, G. B., Hedlund, J., Horvath, J. A., Wagner, R. K., Williams, W. M., Snook,
S. A., & Grigorenko, E. L. (2000). Practical intelligence in everyday life. New York: Cambridge
University Press.
Stoll, L., Fink, D. (2002) Changing Our Schools: Linking school effectiveness and school improvement.
Buckingham: Open University Press. 220 p. ISBN 0-335-19290-4.
The handbook of emotional intelligence: Theory, development, assessment, and application at home,
school, and in the workplace. (2000). Bar-On, R., & Parker, J. D. A. (Eds.). San Francisco: Jossey-
Bass.
The International Handbook of School Effectiveness. (2000) Teddlie, C. & Reynolds, D. (Eds.).
London: Falmer Press. ISBN 0-750-70607-4.
The Principles and Practice of Educational Management. (2002) Edited by Tony Bush and Les Bell.
Paul Chapman Publishing.
Wagner, R. K. (2000). Practical intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp.
380-395). New York: Cambridge University Press.
Electronic Recourses
Assessing Personal and Social Development: Measuring the Unmeasurable? (1998) Sally
Inman (Eds.), Martin Buck (Eds.), Helena Burke (Eds.) London: Falmer Press. Available
at: http://www.jhrobbins.com/Measuring%20the%20Unmeasurable.pdf (Accessed September 25,
2009).
Breiting, S., Mayer, M., Morgenson, F. (2005) Quality Criteria for ESD- Schools: Guidelines to
enhance the quality of Education for Sustainable Development. Austrian Federal Ministry of
Education, Science and Culture. ISBN 3-85031-048-5. Available at: http://seed.
schule.at/uploads/QC_eng_2web.pdf (Accessed September 25, 2009).
Breitinger, S., Mayer, M., Morgenson, F. (2005) Quality Criteria for ESD- Schools: Guidelines
to enhance the quality of Education for Sustainable Development. Austria: radinger.print. ISBN
3-85031-048-5. Available at: http://www.seed-eu.net (Accessed September 25, 2009).
Education at a Glance: OECD Indicators, (2005), OECD, Paris. www.sourceOECD.org/education.
(Accessed September 25, 2009).
29
European report on the quality of school education: Sixteen quality indicators Available at: http://
ec.europa.eu/education/policies/educ/indic/rapinen.pdf (Accessed September 25, 2009).
Garrigan, K., Plucker, J. (2001) Intelligence. Available at: http://www.indiana.edu/~intell/emerging.
shtml (Accessed September 25, 2009).
Key data on education in Europe (issued yearly). (2005) Available at: http://www.eurydice.org/
Documents/cc/2005/en/cc2005_ENpdf (Accessed September 25, 2009).
Professional Learning in Effective Schools: The Seven Principles of Highly Effective Professional
Learning (2005) Melbourne: Leadership and Teacher Development Branch, Office of School
Education, Department of Education & Training. Available at:http://www.eduweb.vic.gov.
au/edulibrary/public/teachlearn/teacher/Proflearningineffectiveschools.pdf (Accessed September 25,
2009).
Shavelson, Richard J., McDonnell, L. & Oakes J. (1991). What are educational indicators and indicator
systems?. Practical Assessment, Research&Evaluation, 2(11). Available at: http://PAREonline.net/
getvn.asp?v=2&n=11 (Accessed September 25, 2009).
Resources in national languages (an example)

Gurbo, M, et. al. Izglītības kvalitāte un efektivitāte Latvijā: pētījuma ziņojumi. Rīga: Izglītības un
zinātnes ministrija, Izglītības sistēmu attīstības projekts, 2004. 202 lpp. ISBN 9984-9745-9-6.
Pieejams: http:// www.izm.gov.lv/default.aspx?tabID=22&lang=1&id=1108.
Izglītības kvalitāte un komunikācija Latvijas izglītības sistēmā: Izglītībā iesaistīto pušu viedokļu
socioloģiskais pētījums. Rīga: Latvijas Republikas Izglītības un zinātnes ministrija Izglītības sistēmas
attīstības projekts, 2003. 28 lpp. ISBN 9984-9482-7.
Annex 1 - Background Information

All materials presented here can be used as a basis for analysis and discussions. At the same time every
educator can use their own study materials and text-books that are more relevant to the students’
background, experience and context.
THE CONCEPT OF EDUCATION (10 contact hours - 2 face-to-face meetings)
Education as an aim, process and result

Questions for discussion:
• What is education in a narrow sense? In a wider sense?
• How is education described in the Law/Act on education?
• What is assessed in education – the results or the process or both?
• What is the role of the learner in achieving the aims of education?
• Does the state and individuals agree on the aims of education?

• What is the role of education in the life of every individual?
• What level can be considered to be “basic” or compulsory for everybody?
• Is it necessary for everybody to acquire upper higher education? Why yes? Why no?
• Can the level of education influence the society? How?
Education as a value
• What is the motivation for learning in the society?
30
• What is the motivation for learning at school?

• Why is education a value?
• What does it mean “education is a value”?
• How would you translate “learning is treasure within”? Why?
• What about education as a common value in the society?
Education as a system
• How is the concept of education reflected in the National Curriculum?
• How is the concept of education and education quality understood in the society, schools, by
teachers, by pupils/students?
• What are the elements of the education system?
• What are the latest changes in the education system?
Statements:
There is a narrow understanding of education accepted by the society, i.e., knowledge of the school
subjects. The same can be said about educators themselves.
THE CONTENT OF EDUCATION – 8 contact hrs (2)
Knowledge, skills and competences

• Are subjects rooted in sciences the only content of education?
• What is knowledge? Can knowledge be given?
• Is it enough to have only knowledge to be an educated person?
• What is a competence?
• How do pupils acquire skills and competences?
• What does it mean for the teaching/learning process at school?
Competences for life

• What competences do pupils need today? / in future?
• What is a successful life?
• What is quality of life?
• Is it enough to have good marks in school subjects to be successful in life?
• What competences are important to be successful in life?
• What is the role of the school in developing life competences?
• How can education influence the quality of life?
Values, attitudes, beliefs

• Are there common values in the society in the country? At school?
• Should there be common values across countries? Why?
• What are the basic values today?
• Are you happy about the values existing in the society? At school?
• Can education do something about values development in the society? At school?
• What are the priorities in values education at school?
• How can school influence the development of pupils’ values?
31
Culture experiences
• What is culture?
• What is the role of culture in the society? In human life?
• Is it important to learn at school about the culture of speech, the culture of behaviour, the
culture of relations?
• Does everybody need to learn about arts, music, literature?
• Is it important to have experience in some activity of culture while learning at school?
Personal features
• What features do you like in your pupils?
• What features need to be developed?
• What features are necessary to be successful today? After 20 years? After 50 years?
• How can school help enrichment of pupils’ personalities?
Statements:
A teacher’s opinion of a “good pupil” depends merely on the pupils’ knowledge in his/her subject.
The school leader must believe in the wide understanding of education.
There is difference in understanding the key values in education society and in society in general.
In order to discuss the topical issues concerning education it is necessary, first of all, to understand the
meaning and content of the key words.
The meaning of several key words may have a different understanding in different contexts. As in
‚‘Education is in many ways very dissimilar from the natural sciences: there is much greater agreement
in the latter abates the concepts to be studied and the methodologies to be applied: their areas of
inquiry are much more precise, and their boundaries much more clearly delineated. Education does
not have, and cannot have, that degree of certainty that we label ‚scientific‘; many of its essential
questions are speculative in nature, requiring forms of analysis drawn from a variety of sources.‘‘
(Critical 1986 p.176). Therefore, after having read various sources and analysed the context it might
be relevant to work out a different content of each key word.
The basic key words of this course are: Education, knowledge, skills, competences, learning outcomes,
quality of education, learning, learner- centredness.
In relation to education two issues seem to be most important when speaking about what we
understand by it:
roles and meaning of education in society and each individual;
the content of education.
In the context of the contemporary situation education has several meaningful roles: education as a
goal, proccess, results, means, value. Each of these roles has different meanings in concrete situations
in various countries and societies. The significance of each role, likewise, depends on the state systems,
their political and social structure, background experiences, visions and the needs of the society and
the individuals.
32
(participants,
process forms, means,
organization,
outcome (level content)
of education)
result: (direction, vision,

goal strategy)
Education
(role of education
Context value
in one´s life
means
(state, political and social
structure, society, needs of
the society, needs of indi-
viduals) for further growth
and development
Table 1. Roles of Education

Traditionally the content of education is understood as knowledge and skills in school subjects. It
is understandable as they are comparatively easy to measure, give feedback and gain some feeling
of success. Understanding of education largely depends on one’s understanding of life quality and
identity of individuals in a concrete situation in a concrete society. Keeping in mind the speed and
character of changes at the presentday situation and foreseeable future it is obvious that education is
much more than intellectual skills, knowledge and skills in school subjects and professional courses.
Unfortunately, this has rather little relevance to the success in life – in work, family, society, carreer.
Therefore, in describing the overarching content areas of education all over the lifespan of each
individual it is most necessary to look upon content of education in a much wider sense, including
general or basic knowledge and skills, professional knowledge, life/living competence, values, beliefs
and attitudes, cultural aspects, personality traits.
general education personal

features
(knowledge, skills)
professional cultural
education content of education heritage
culture
living beliefs,
(knowledge, skills, values,
competences) competences attitudes
Table 2 General elements of the content of education
Usually the traditional curricula of schools and higher educational institutions describe the goals and
tasks in terms of knowledge and skills in the subjects and courses. This has been a regular practice until
lately with the introduction of European qualification frameworks oriented towards competences as
learning outcomes within the framework of the Bologna process in higher education. Unfortunately,
33
this orientation has not been introduced on a wider scale in schools.

The content of each element depends on the background and the context in each society. It has been
pointed out by S.E.Fjeld (1995) that a most significant content part in education are life or living
competences. He considers that there are four basic competences that determine the quality of life:
learning competence – ability to find and acquire knowledge;
social competence – ability to cooperate, to solve conflicts and develop successful communication;
subject competence – the skill to learn separate subjects and subject areas;
methodological competence – ability to analyze situations, to apply theoretical and practical knowledge
and skills in solving unfamiliar problems.
He calls these competences „ action competences” being complete only if all the four are based on
deep knowledge, positive attitude and the wish to apply them.
It is obvious that the complicated present day situation in the world and the uncertainty about its
future demands several other living competences as suggested by Y.C.Cheng (2000) who in addition
to the above mentioned social and learning competences (or intelligences as he calls them) includes:
technological competence – ability to think, act and manage technologically the use of various types
of technology;
economic competence – ability to think, act and manage economically the use of resources;
political competence – ability to act politically both in narrow (in personal life) and in wide ( in work
place, in societal activities, such as elections of various levels) sense .
Still it seems to be important to include one more competence that has lately acquired significance
and popularity, and namely, emotional competence (Goleman, 1995), i.e. ability to understand and
manage one’s own emotions, develop inner motivation, to understand the emotions of others and
build relations with and among other people.
Though Y.C Cheng (2000) has introduced also cultural competence among others, understanding it
as the ability to think, act and manage culturally and maximize the use of multi-cultural assets and
create new values, this interpretation is too narrow and short. The role of cultural aspects include also
the knowledge and understanding of cultural heritage, e.g., arts, music, literature, the ability to create
culture, it refers also to the culture of behaviour, attitudes, relations, language. Therefore the culture part
of the content has been introduced as a separate part though interlinking all the other components of the
content of education because cultural understanding is important as the basis of human behaviour in the
contemporary world.
Of no less important element of the content of education is the development of a set of guiding values.
The world is extremely diverse and this refers to all spheres of life. To preserve the world it is necessary to
share values accross continents, states, societies, cultures, communities and individuals. Education has a
very particular responsibility of creating the environment for values in education in every class, the more
so, that there seem to be no common values even in small communities, not speaking about countries or
larger parts of the world. This is obvious when we look upon the wild conflicts among religions, policies,
interests of various groups of people. Thus, it is of utmost importance to come to common understanding
of what values are essential today and in future and at the same time do everything to help people
understand their significance and also everybody’s responsibility for the world we live in and create the
learning environment for the learners’to develop them.
The aims and content of education should meet the future needs of students and the society and have
impacts in the future in order to ensure the long-term relevance of education to the developments of the
society and its citizens. This concept is important to the current discussion about effective education,
effective school and the school leader rather than school manager or administrator. Accordingly, the
school and the education students will acquire in it will be effective if it offers the opportunities for
students to exercise all-round learning and development as rich, cultural, creative and responsible citizens.
34
Learning
To learn is to acquire understanding of something that one did not have before. There is not one
process of learning. Learning involves some general elements but in each case it is a quite distinct
process.
Each individual learns differently, i. e. he/she has an individual learning style: it includes approaches,
behaviours and specific ways of responding by which an individual learns and interacts with the
environment. Learning styles are impacted by the environment, genetics and culture, and are
embedded in one‘s personality.
Cognitive, social, affective and physiological characteristics all contribute to one‘s learning style.
Some individuals learn best in formal, structured settings - others respond better when participating
in more relaxed informal settings. (BarrawRet.al. (1986) p. 154).
The process of learning includes acquiring knowledge, developing skills, competences, values,
attitudes, behaviour and personal traits. All these are outcomes of learning.
The eternal question is how students acquire knowledge and develop all the other levels of as outcomes
of learning.
The beginning is the relations between information and knowledge in the learning process:
information as a starting point includes perception, discrimination and recognition. The information
level starts with answers to the questions: What is it? How do I understand it? In what way is this
different or similar to what I already know? Can I recognize it?
It also means awareness of the new information, acceptance and understanding of its significanced;
the level of knowledge is reached through various intellectual activities Bloom,1956) and its sub-
levels are deep understanding, explanation, finding of examples and demonstraton. It means thinking
through the new ideas, development of the ability to see common relations and systems;
the level of skills means that there has developed, first, the ability to use the acquired knowledge in
activities according to certain patterns and, second, the ability to use the knowledge and skills on a
higher level, i.e., in new situations;
there are many definitions of „competence”. The most useful in the context of education would be
that competence is a flexible and dynamic combination of knowledge, skills, attitudes, emotions,
values, ethics and
motivation to carry out certain activities (Weinert,2001, Key Competences, 2007).
Thus, the focus in education is changing from the teacher as the source and the giver of information
to the learner as a developer of his/her competences.
Learner- centred education

The learner is the centre of educators’ concerns. Each learner’s individuality, the learner‘s individual
growth is very important in contrast to social demands. Education should, first of all, take into
consideration the learner‘s needs and interests.
Education is a process of leading rather than imparting knowledge: like ‚‘the gardener cultivating the
soil in which flowers can grow, rather than that of a craftsman making a product (or more unkindly,
filling a bucket with water).
Methodologically, learner - centred education is associated with concepts such as „learning by discovery
and learning how to learn‘‘. (BarrawRet.al. (1986) p. 38).
At the same time, the learner must become socialised, morally mature; there should be reasonable
balance.
It is very important that the learner is acting in the process of education: learning, thinking critically,
being creative, innovative, acquiring knowledge, developing skills and competences. Self-awareness of
one‘s learning style and that of the learners in the classroom enables educators to impact instruction
35
so that it is more closely aligned to the learner‘s communication and learning characteristics. It is a
relatively permanent change in behaviour or cognition.
The learner-centredness in education for the future is based on four basic pillars: critical thinking,
reflection, involvement and creating new knowledge.
The above mentioned changes the understanding of learning results. Marks for demonstrating
knowledge and even skills in separate subjects/courses can no longer be accepted as criteria of the
level of education neither at school, nor higher education. On the one hand, there is a need for much
higher level in the form of competences, and, on the other hand, learning results from the point of
view of the holistic approach include also life/living skills, values and attitudes, culture and personality
traits. This in its turn influences understanding of the quality of education.
The quality of education can no longer be evaluated taking into consideration the achievements in
separate school subjects but rather including evaluation of all elements of the content of education on
the bases of the holistic approach.
Quality, success and learning environment – 14 contact hrs (3)

• The role of environment (classroom, school, community);
• New approaches to teaching and learning;
• Learning environment for creating positive learning attitude and an achievement culture;
• Characteristics of an effective/ healthy/supportive/ developing classroom climate;
• Factors and resources for creating a supportive and inclusive learning environment.

• What factors create a good learning environment?
• What terms are used to describe learning environment?
• What are the characteristics of an effective/ healthy/supportive/ developing classroom climate?
• How do educators establish it?
• What are the roles of principals/administrators in creating a healthy learning environment?
• How can new approaches of learning be enhanced by the environment?
• What is the role of the community?
• Which factor is stronger – school or family?
• What are the positive and negative influences of the classroom/school environment on learning
motivation?
• What factors in creating favourable environments depend on the school leader/teachers/
community?
• Why do teenagers lose learning motivation?
Statements:
• School environment is greatly influenced by the surrounding community.
• School environment can/ cannot be influenced by school.
Cultural and social transformation, individual development

The social constructivism
The accelerated learning in the classroom cycle
• What are the most common used theories of learning and human development and how they
help us to understand the process of learning?
• Why do we need the children-centered learning?
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• How social constructivism explains learning and teaching?

• Why and how we can use accelerated learning in our schools?
Statements:
• Students are also learning from other sources than teacher.
• Our experience in school influences our motivation to accept life-long learning and values
regarding education.
• It is always more important to teach how to learn and search for information than provide our
pupils/ students with prepared materials and information.
Many terms are used to describe learning environments. More commonly used terms are: school
climate, school ethos, clasroom climate, milieu, etc.
We might guess that almost every administrator’s dream is to walk into a school or classroom and see
pupils learning actively, and working together, or pupils working to create a learning community in the
classroom. Many factors contribute to creating an effective classroom environment that fosters these
goals. Effective classrooms share common characteristics. Administrators in any school can establish
rules and goals that lead to an effective classroom climate and ultimately an effective school wide
culture.
More typically classroom climate is defined as the type of environment that is created for pupils by the
school, teachers, and peers. Teachers are continually looking to create a „positive“ classroom climate
in which pupils’ learning is maximized. Creating a positive classroom climate includes creating an
environment that is fair and just and accepting diversity. While there is no specific definition of what
creates a negative classroom climate, it is considered to be one in which students feel uncomfortable,
whether physcially, emotionally, or academically, for any reason. By developing these key elements of
the class structure, teachers can improve the success of their pupils.
Effective classroom climates do contain common factors and goals. Before school even starts, teachers
should establish their guidelines (rules, regulations, and procedures), classroom structure, and
educational philosophy. Consistent application of rules, regulations and procedures help to sustain the
classroom as not merely just a place in a school but as a positive learning community. Providing the
ground work for a caring and respectful class community also supports an effective classroom climate.
Teachers though must be aware that factors like better grades can add to the competitive spirit of a
class and hinder the community feeling of the class as a whole. By providing students with lessons,
expectations, and the physical environment that foster community, an effective classroom climate will
grow and nurture throughout the school year.
Educators are also asked to overwiew and work on following:
Teaching Tolerance - Classroom climate is directly affected by the level of respect and tolerance that is
displayed towards cultures, opinions, differences of individuals or groups that are part of the classroom
community. Teachers play a role in teaching and modeling tolerance in the classroom.
Cultural Acceptance - Accepting and embracing individual cultures, understand how those cultures
impact learning in the classroom, and
treating all pupils in a fair and just manner creates a positive classroom climate.
Gender Equity – (..) Gender stereotypes might lead to lower performance in girls/ boys, an imbalance of
power between girls and boys, and unequal access to resources and opportunities. (..) A positive classroom
climate is supported when the classroom teacher respects pupils for their individual talents and abilities
and avoids gender stereotyping.
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Students With Disabilities - Creating a classroom climate that is inclusive of pupils with disabilities
is more than just following school policy for full inclusion and accommodation.
Creating a Safe Environment - Pupils feel safe when they know they are in an environment that is
free of ridicule and condemnation. They feel safe when teachers manage classroom behavior in a way
that minimizes disruptions and inappropriate behaviors.
Creating a Democratic Environment - Pupils learn best in an environment where policies and
educational practices are fair and just, where teachers are open to the diverse needs of individual pupils,
and where the curriculum is designed to represent the diversity in the school community. Equity in
the classroom ensures that all pupils have equal access to resources and opportunities. Equity in the
classroom also embraces the individual skills, talents, and cultural experiences of pupils. (Addapted
from: http://wik.ed.uiuc.edu/index.php/Classroom_Climate, accessed December 14, 2009)
Common school wide expectations can also support effective classroom climates. Many teacher
training programs lack this crucial element of teaching: how do you provide a positive learning
environment? Senior teachers can mentor new teachers to develop a positive classroom. (..) With
a more global society, it is important that the classroom reflects and respects the different races,
languages, and backgrounds of students. (Addapted from: http://wik.ed.uiuc.edu/index.php/SKEP_
Factors_that_affect_classroom/sc hool_climate, accessed December 14, 2009)
Theories of Learning
There are three sets of learning theory generally used in education:
Behaviourist- generally based on conditioning;
Humanistic- arising from a value base of empowering and liberating the learner;
Cognitive - attempts to explain human behavior by understanding the thought processes. The
assumption is that humans are logical beings that make the choices with the most sense to them.
Social cognitive theory is a subset of cognitive theory. Primarily focused on the ways in which we learn
to model the behavior of others. Cognitive theories are vary and here we do not cover all of them.
Constructivism is somewhere in-between humanistic and cognitive views. If behaviourism treats the
organism as a black box, cognitive theory recognises the importance of the mind in making sense of
the material with which it is presented. Nevertheless, it still presupposes that the role of the learner
is primarily to assimilate whatever the teacher presents. Constructivism suggests that the learner is
much more actively involved in a joint enterprise with the teacher of creating („constructing“) new
meanings. Students are also learning from other sources than teachers, including colleagues and the
sheer experience of being in the educational system, as well as more conventional other resources such
as books.
We can distinguish between „cognitive constructivism“ which is about how the individual learner
understands things, in terms of developmental stages and learning styles, and „social constructivism“,
which emphasises how meanings and understandings grow out of social encounters (see Vygotsky for
more detailed information). The emphasis is on the learner as an active „maker of meanings“. The
role of the teacher is to enter into a dialogue with the learner, trying to understand the meaning to
that learner of the material to be learned, and to help her or him to refine their understanding until it
corresponds with that of the teacher.
One strand of constructivism may be traced to the writings of John Dewey, who emphasised the place
of experience in education.
Another starts from the work of Piaget, who demonstrated empirically that children’s minds were
not empty, but actively processed the material with which they were presented, and postulated the
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mechanisms of accommodation and assimilation as key to this processing.

At the theoretical level connections can also be made with the Personal Construct theory of George Kelly
(the coincidence of terminology is no accident). (Addapted from: http://www.learningandteaching.
info/learning/theories.htm , accessed: November 2, 2009).
Accelerated Learning
Accelerated learning is a comprehensive approach to school change, developed in 1986 at Stanford
University. Accelerated learning aims to create school success for all students by closing the achievement
gap between at-risk and mainstream children. The idea is to radically change individual schools by
redesigning and integrating curricular, instructional, and organizational practices. The program also
assumes that remedial approaches fail to close these gaps because they don’t build on the students’
strengths and they don’t tap into the resources of teachers, parents, and the community.
When an accelerated learning program is introduced into a school, the process involves several guiding
principles and values:
Unity of Purpose– Parents, teachers, students, and administrators must agree on a common set of goals
for the school. These goals become the focal point of everyone’s efforts, serving as a framework for all
curricular, instructional, and organizational initiatives.
Empowerment/Responsibility– Members of the school community can make important educational

decisions, take responsibility for implementing them, and take responsibility for the outcomes.
This breaks the stalemate among administrators, teachers, parents, and students: It stops them from
blaming each other and factors beyond their control for the students’ poor educational outcomes.
Building on Strengths– This program identifies and uses all the available learning resources in the
school community, instead of exaggerating weaknesses and ignoring strengths. For example, parents
can positively influence their children’s education at home and help teachers understand their children
better. School administrators could make a concerted effort to creatively work with parents, staff, and
students, rather than merely complying with them. Plus, teachers bring valuable insights, intuition,
teaching, and organizational skills to the table. Furthermore, the strengths of at-risk students differ
from those associated with predominantly white, middle-class culture, and often are overlooked. And
finally, communities are ripe with assets, including youth organizations, senior citizens, businesses,
religious groups.
Getting Started as an Accelerated School

There are four initial steps for developing an accelerated school. They are: Access and discuss of where
you are, and establish baseline data.
Create a shared vision as a focus for change.
Compare your vision to baseline information, then identify gaps and needed changes.
Identify 3-4 initial priorities, and establish small groups to work on these. (Adapted from: http://
www.funderstanding.com/content/accelerated- learning, accessed November 6, 2009)
For further reading following books can be used:
Hopfenberg, Wendy S. and Levin, Henry M., Accelerated Schools. School of Education, Stanford
University, Stanford, CA (1990).
Accelerated Schools, Newsletter of the Accelerated Schools Project. School of Education, Stanford
University, Stanford, CA.
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Quality criteria in education (12 hours with 2 face-to-face meetings)

Quality criteria in education
Quality systems in education
Quality indicators
Questions for discussion:.
What do you understand by success?
How can we define quality in education?
Can we say it‘s when goals are met?
Is it success in a particular area?
What terms are used to describe quality in education?
How is quality of education related to one’s successful life?
What factors at school influence success in education?
How is an internal evaluation of a schools‘ performance carried out?
Who and how makes a school external evaluation of a school (experts and inspectors; terms and
areas/ criteria etc.)?
What are the weaknesses and strengths of external evaluations?
What areas of a school performance are not (or are poorly) covered?
What quality criteria are very difficult to measure?
What quality criteria are important to stress in your school and why?
What are factors that influence the quality and success in the educational process?
What are the benefits of applying quality criteria?
How can we use educational indicators and indicator systems?
What are limitations and advantages of using indicators in the process of quality assurance in
education?
International learning assessment (PIRLS, TIMSS, PISA, etc.)

How can success be measured or described?
Why do we need international learning assessment programmes?
Can we judge about quality of education by looking on outcomes/ processes or both?
Is it related to customers‘ satisfaction (provided by feedback)?
Is it when all community members are supported and included?
What is the aim and areas of the international learning assessment programmes like PISA etc.?
Who and how can use these results in (a) a particular school level; (b) the state level; (c) the
whole world level?
Is it used (and how) for development of the educational policy/ curriculum/ text books etc. in
your country?
School effectiveness projects and theories

How can we characterize an effective school?
How do we can develop a school to become it an effective school?
What is the leader’s role in a school development plan?
What school leaders can do to improve the quality care (including steering and monitoring) on
a higher level?
How can we adapt models of the “distributive leadership” and the “learning organisation” for
school effectiveness development?
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Who/ which institutions are responsible for quality in education (in the whole state level, in a
school level)?
How do official bodies, educators and society can cooperate to assure quality in education?
What can you do to develop a better school?
Numberless definitions on quality issues are available. Here those from Ellis (1993) and Cryer (1993)
are quoted:
Quality assurance: a system based on “feed-forward”- i.e. a means ensuring that errors, as far as
possible, are designed out. In education, quality assurance examines the aims, content, resourcing,
levels and projected outcomes of modules, programmes and courses (subjects).
Quality control: a system based on “feedback”- i.e. means of gaining information so that errors can
be corrected. In education, quality control (internally, at least) requires feedback from staff members,
pupils and, ideally, employers. It requires regular monitoring and review of modules, programmes and
courses (subjects).
Quality management: the complete process set up to ensure that the quality processes actually happen-
in education, curriculum development, strategic planning, resourcing, validitation, monitoring and
review of pupil learning experiences.
Quality audit: internal and/ or external audit of the quality management system. Audit checks that
the system does what it says it is going to do and has written documented evidence to prove it. Any
properly documented process can be audited. In education this is still one of the weakest links in
quality management system.
Quality assessment: the judgment of performance against criteria- either internally or externally. A
potential source of conflict, precisely because quality criteria for education are so difficult to agree.
Quality enhancement: a system for consciously and consistently improving the quality performance
of any process. This implies a sophisticated system for staff development and training as well as
conscious methods of addressing and solving systemic problems (quoted from Doherty, 2005). These
quality processes are to be found in all quality systems.
Each country tends to develop their own systems of quality assurance in each level of education,
including in them a variety of quality criteria. Education is all about people, and the process of
achieving educational success through continuous visioning, planning, implementation, monitoring
and improvement. All quality of education criteria might be divided into 3 groups. They are- quality
criteria regarding:
• the quality of teaching and learning processes;
• school policy and organisation;
• School’s external relations (Quality Criteria for ESD-Schools: Guidelines to enhance the
quality of Education for Sustainable Development, 2005).
Quality criteria regarding the quality Quality criteria regarding school Quality regarding school’s relations
of teaching and learning processes* policy and organisation criteria the external
1. Area of teaching – learning 10. Area of school policy and 14. Area of community cooperation
approach planning
2. Area of visible outcomes a school 11. Area of school climate 15. Area of networking and
and in local community partnerships
3. Area of perspectives for the future 12. Area of school management
4. Area of a culture of complexity 13. Area of reflection and evaluation
of ESD initiatives at school level
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5. Area of critical thinking and the

language of possibility
6. Area of value clarification and
development
7. Area of action-based perspective
8. Area of participation
9. Area of subject matter
* Breitinger, S., Mayer, M., Morgenson, F. (2005)
The criteria are built upon the core values and concepts of:
customer-driven quality - it is directed toward pupil achievement and raising the awareness of value
of education. It also demands to keep up to date of the latest developments in education and a rapid
response to pupils’ requirements.
Leadership - school leaders have to create clear and visible quality values within the educational
system. With participation of teachers, school leaders also have to develop strategies, systems and
methods for achieving educational excellence. Schools leaders serve as role models who reinforce the
values and encourage leadership at all levels.
continuous improvement - improvement have to take place in all parts of the educational system,
introducing new approaches and building cooperation with different institutions to fulfill the needs
of pupils and community.
total participation - factors bearing upon the safety health, well-being, and morale of pupils and
school staff members have to be part of the continuous improvement objectives and activities of the
school and it is everyone’s responsibility.
fast response - improvement in response time often drives simultaneous improvements in quality and
productivity. Major improvements in response time may require educational processes and paths to
be simplified and shortened.
design quality and prevention - educational quality programs should place a strong emphasis on
problem prevention including the creation of fault- tolerant processes and procedures which take into
consideration the pupils and society changing requirements.
long- range outlook - achieving quality requires a future orientation and long-term commitment to
staff members, pupils and community members. Strategies, plans, and resource allocations needs to
reflect these commitments and address pupil and staff development, and technology evolution in the
long-run.
management by fact - school management should be based upon reliable information, data, and
analysis. The types of data needed for quality assessment and quality improvement include:
• pupil performance;
• staff member attitude;
• cost and financial analysis;
• operations and processes;
• milieu of education;
School climate (culture):

Analysis refers to extracting larger meaning from data and information to support evaluation, decision
making, and operational improvement. Analysis entails using data to determine trends, projections,
and cause and effect that might not otherwise be evident. Analysis supports a variety of purposes, such
42
as planning, reviewing your overall performance, improving operations, change management, and
comparing your performance with comparable organizations or with „best practices“ benchmarks.
partnership development - schools should seek to build internal and external partnerships that serve
mutual and larger community interests. Partnerships should consider long-term objectives as well as
short- term needs, thereby creating a basis for mutual investment.
Community responsibility - quality objectives for education should reflect areas of community
responsibility. All society serves as a customer for schools and that is why not only parents and
municipality, but also business companies and other further employers have to communicate their
demands and support education in all its levels (Arcaro, 1995).
Benefits of Applying Quality Criteria:

• establishment of a culture in education that focuses on meeting the needs of students;
• staff members are involved, informed, and motivated to constantly improve the quality of
everyday educational process;
• increased cooperation at all levels;
• the creation of better learning and working environments for all;
• improved efficiency and productivity by all;
• improved pupils and managerial outcomes;
• effective teamwork by all stakeholders;
• improvements in education recognized by community, staff members and pupils (Arcaro,
1995).
Educational Indicators and Indicator Systems:

An education system can be conceived as having underlying properties that are not directly or perfectly
measurable. For example, we can talk about the quality of the teaching force but also recognize that
there is no direct way to measure it. An indicator of teacher quality might be some aggregate of years
of academic training in the discipline taught; possession (or lack of ) a credential in the subject matter
taught; measured subject-matter knowledge; measured pedagogical knowledge; measured ability
to translate subject-matter knowledge into a form that communicates to students of a given age,
background, and prior knowledge; and so on.
Statistical indicators are used to monitor complex conditions that we would probably judge imprecisely
or miss altogether in day-to-day observations. Governments recognize the value of statistics that
provide current information, analyze trends, and forecast impending changes.
The overriding purpose of indicators is to characterize the nature of a system through its components
- how they are related and how they change over time. This information can then be used to judge
progress toward some goal or standard, against some past benchmark, or by comparison with data
from some other institution or country.
What is an Indicator?
Shavelson, et.al. 1999 propose the following working definition. Education
indicators are individual or composite statistics that relates to a basic construct in education and are
useful in a policy context. Indicators reflect important aspects of the education system, but not all
statistics about education are indicators. Indicators can tell a great deal about the entire system by
reporting the condition of a few particularly significant features of it.
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What is an Indicator System?

Another central concept in the discussion of indicators is that of the indicator system. Whether
indicators are single or composite statistics, a single indicator can rarely provide useful information
about such a complex phenomenon as schooling. Indicator systems are usually designed to generate
more and more accurate information about conditions. However, an indicator system is more than
just a collection of indicator statistics. Ideally, a system of indicators measures distinct components
of the system and also provides information about how the individual components work together
to produce the overall effect. In other words, the whole of the information provided by a system of
indicators is greater than the sum of its parts.
What are reasonable expectations for an indicator system?

A good education indicator system is expected to provide accurate and precise information to
illuminate the condition of education and contribute to its improvement. The information generated
will be neither possible to grasp through casual observation nor generally available from other efforts
to collect, report, and analyze data about schooling. Indicators are thus expected to assist policymakers
as they formulate schooling goals and translate those goals into actions.
What indicators cannot do:

The literature on social indicators appears to agree on what indicators cannot do:
Set goals and priorities. The public establishes educational goals and priorities through its elected
representatives. The information generated by an indicator system can inform those objectives, but it
is just one factor among many in shaping decisions about policy preferences and priorities.
Evaluate programs. Social indicators cannot substitute for well-designed, in-depth evaluations of social
programs. Indicators do not provide the level of rigor or detail necessary.
Develop a balance sheet. Social indicators lack the common referent available to economic indicators.
What indicators can do:

The expectations for social indicators are now quite modest: to describe and state problems more
clearly, to signal new problems more quickly, to obtain clues about promising educational programs,
and the like. The following statements illustrate the realistic tone currently taken by the social indicator
movement.
Whenever social indicators have been heralded as a stimulus for reform, their promise has quickly given
way to realism. Promises of policy applications have been overly optimistic. Indicator systems were,
for example, unable to provide detailed and accurate enough information for evaluating government
programs (Shavelson, R. J., McDonnell, L. M. & Oakes, J., 1991).
International Learning Assessment

The Program for International Student Assessment (PISA) is a system of international assessments
that focus on 15-year-olds‘ capabilities in reading literacy, mathematics literacy, and science literacy.
PISA also includes measures of general or cross-curricular competencies such as learning strategies.
PISA emphasizes functional skills that students have acquired as they near the end of mandatory
schooling. PISA is organized by the Organization for Economic Cooperation and Development
(OECD). Begun in 2000, PISA is administered every 3 years. Each administration includes assessments
of all three subjects, but assesses one of the subjects in depth. The most recent administration was in
2006 and focused on science literacy.
44
The Progress in International Reading Literacy Study (PIRLS) is an international comparative

study of the reading literacy of young students. PIRLS studies the reading achievement and reading
behaviors and attitudes of fourth-grade students (or equivalent of fourth grade) in participating
countries.
PIRLS was first administered in 2001 and included 35 countries, and was administered again in 2006
to students in 45 education systems (including countries and sub national education systems, such
as Canadian provinces and Hong Kong, a Special Administrative Region of the People‘s Republic of
China). The next PIRLS is scheduled for 2011. PIRLS is coordinated by the International Association
for the Evaluation of Educational Achievement (IEA).
The Trends in International Mathematics and Science Study (TIMSS) provides reliable and timely
data on the mathematics and science achievement for the 4th- and 8th-grade students compared to
that of students in participant countries. TIMSS data have been collected in 1995, 1999, 2003, and
2007.
School Effectiveness Projects and Theories

An effective school is one that promotes the progress of its students in a broad range of intellectual, social
and emotional outcomes, where students progress further than might be expected from knowledge of
their backgrounds. But, of course, many other interpretations of this definition is available.
In order to achieve this, an effective school might be expected to have:
• strong leadership from the principal;
• a pervasive and broadly understood focus on teaching and learning;
• a safe and orderly school learning environment or ‚climate‘ that is conducive to teaching;
• high expectations for achievement from all pupils;
• parental involvement in homework, helping in lessons etc.;
• the use of student achievement test data for evaluating programme and school success;
• pupil involvement (both in the classroom and within the school in societies, sports teams,
leadership positions, representative positions);
• consistency across lessons in the same subjects, across different subjects in the same years and
across different years in the pupil learning experiences they offer.
Source: (http://www.highreliability.co.uk/Shared/SchoolEffectiveness.aspx) Assessed: November
6, 2009.
The Correlates of Effective Schools as identified by Lezotte, Edmonds, Brookover, and others are:
• Instructional leadership;
• Clear and focused mission;
• Safe and orderly environment;
• Climate of high expectations;
• Frequent monitoring on pupil progress.
Effective schools activity (adapted from Sammons, Hillman & Mortimore 1995):
• professional leadership;
• focus on teaching and learning;
• shared visions and goals;
• purposeful teaching;
• high expectations of all learners;
• learning communities;
45
• accountability;
• stimulating and a secure learning environment.
The seven principles of highly effective professional learning:

• Professional learning is focused on student outcomes (not just individual teacher needs).
• Professional learning is focused on and embedded in teacher practice (not disconnected from
the school).
• Professional learning is informed by the best available research on effective learning and teaching
(not just limited to what they currently know).
• Professional learning is collaborative, involving reflection and feedback (not just individual
inquiry).
• Professional learning is evidence based and data driven (not anecdotal) to guide improvement
and to measure impact.
• Professional learning is ongoing, supported and fully integrated into the culture and operations
of the system – schools, networks, regions and the centre (not episodic and fragmented).
• Professional learning is an individual and collective responsibility at all levels of the system (not
just the school level) and it is not optional (full material available at http://www.eduweb.vic.
gov.au/edulibrary/public/teach/learn/teacher /Proflearningineffectiveschools.pdf ).
Dr. Joseph M. Juran searched for the underlying principles of the management process led to his focus
on quality as the ultimate goal. He summarised that:
• The pursuit of quality is a never-ending process;
• Quality improvement is an ongoing process, not a short-term programme;
• Quality requires collaboration between school leaders, educational politicians and community
members;
• Education and training of staff members are prerequisites of quality;
• Everybody in a school have to learn (Juran, 1989).
Quality and success in education and for life (10 hrs, 2 meetings):
Measurable and immeasurable achievements and their interplay Questions for discussion:
• What can be measured in schools as a criteria for success?
• How can we measure the moral, civic and spiritual development or personal and social
development of children?
• Can we assess teachers’ professional development?
• Can we measure teachers‘ attitude, enthusiasm and morale etc.?What do you understand by
success?
Broadening conceptions of intelligence

• What do we mean by “intelligence”?
• What does it mean to adapt successfully to the changing world?
• How can we apply modern theories of intelligence to real school settings?
• What is the role of the curriculum and the hidden curriculum and their implementation in the
success of learners?
46
Needs and interests of diverse learners at school Questions for discussion:

• What does the differentiated classroom look like?
• What are needs and interests of pupils what need to be met?
• What are perspectives for the future regarding increasing cultural and linguistic diversity in
your country/ region?
• How can teachers develop their professionalism to work in a group of diverse learners?
• What school leaders can do to help teachers develop their self- confidence, flexibility and
professionalism to work in a group of diverse learners?
Success and quality of life Questions for discussion: What do we mean by quality of life?
• an individual subjective meaning and how to develop/ change it;
• criteria developed by international organizations.
• How can quality of life be measured or described?
• How can we develop our feeling of success?
• How can education develop our feeling of success?
Competences for successful life

• Which competences do we do we need to feel our life to be successful?
• How can educators help to develop competences for a successful life and a well- functioning
society?
• What challenges do we meet in the process of educating our children for a successful life?
Measurable and Immeasurable Achievements and their Interplay

In the previous section we discussed quality criteria and assessment problems, raising the question of
measurable and immeasurable indicators. In the next section we will continue to analyze measurable
and immeasurable indicators regarding success in education.
During the past couple of decades or so, this power of assessment to drive educational priorities has
increasingly been realized by policy-makers around the world. Many countries have put in place
some form of national assessment system or redesigned their public examination arrangements to
act as a direct conduit for the educational priorities of Government. Successful as these initiatives
have typically been in strengthening effective central control of priorities and practices within the
education system, they have not come without a price. What governments seem remarkably slow
to recognize is that other key objectives - notably at the present time the preparation of students for
lifelong learning and constructive citizenship - are actively inhibited by such developments.
(..) Whilst the education system as a whole and individual schools, teachers and students within it
find themselves constrained to pursue these external targets so intensively, alternative priorities and
the practices implied by them can make little headway.
(..) the different forms of young people‘s achievement nor the continuing emphasis on traditional
forms of testing will discourage and demotivate many less successful pupils.
However, even if teachers, policy-makers, students and their parents could reach agreement on the
general principle that personal social development is vitally important, there would still be many
issues to resolve in translating this agreement into practice. The first problem would be defining
what we mean by personal and social education. Is it essentially an intellectual exercise involving
curriculum coverage of key aspects of contemporary personal, social and civic life such as drug-
awareness, parenting, multiculturalism or pollution?
(..) assessment serves many other purposes which include diagnosing students‘ learning needs,
47
establishing learning outcomes and potential, ranking students against each other and comparing
performance across schools. There is a familiar, if implicit, distinction here between the formative
and summative purposes of assessment, between the use of assessment for learning and assessment of
learning. Herein lies the essential tension for assessment in relation to personal social development
although it is a tension which characterizes the assessment of other aspects of learning too. (...)
Adapted from Patricia Broadfoot, November 1997 (http://www.jhrobbins.com/Measuring%20
the%20Unmeasurable.PDF)
Broadening conceptions of intelligence
The following material was prepared by Kristin Garrigan and Jonathan Plucker (2001) See more at
http://www.indiana.edu/~intell/emerging.shtml.
The study of intelligence has proved to be a continuously evolving, dynamic field, with the breadth of
the field expanding rapidly over the past 25 - 30 years. Many individuals, such as Gardener, Naglieri,
and Goleman, argue that our view of human intelligence is far too narrow, leading the way to an
expanded view of what intelligence is and what constitutes intelligence.
In the early 1980s, Howard Gardener opened the window to multiple intelligences (MI), Prof.
Gardener claimed that MI theory illuminates the fact that humans exist in a multitude of contexts
and that these contexts both call for and nourish different arrays and assemblies of intelligence. Many
psychologists have expounded on this notion and today the number of quantifiable intelligences
extends beyond that of Gardner‘s initial seven multiple intelligences.
Robert J. Sternberg has devoted much of his career to the study of various conceptions of human
intelligence. Starting with his Triarchic Theory of Human Intelligence (Sternberg, 1985), he has
expanded his view of human ability and success. Successful intelligence is defined as that set of mental
abilities used to achieve one‘s goals in life, given a socio-cultural context, through adaptation to,
selection of, and shaping of environments. Successful intelligence involves three aspects that are
interrelated but largely distinct: analytical, creative, and practical thinking (Sternberg, 1998). Practical
Intelligence is the ability to size up a situation well, to be able to determine how to achieve goals, to
display awareness to the world around you, and to display interest in the world at large (Sternberg,
1990; Sternberg et al., 2000; Wagner, 2000). Prof. Sternberg is working on several projects that
examine the interrelation of his various conceptions of ability in applied settings.
Moral Intelligence is the ability to distinguish between right and wrong. Broadly conceived, moral
intelligence represents the ability to make sound decisions that benefit not only yourself, but others
around you (Coles, 1997; Hass, 1998).
Interpersonal intelligence is the ability to understand other people: what motivates them, how they
work, how to work cooperatively with them. Successful salespeople, politicians, teachers, clinicians,
and religious leaders are all likely to be individuals with high degrees of interpersonal intelligence.
At the same time, social intelligence probably draws on specific internal (Gardener would say
intrapersonal) abilities. For example, in a recent study of incompetence, Kruger and Dunning (1999)
found that incompetent people assessed themselves as being highly competent. This lack of ability to
self-assess may be due to a combination of internal (poor metacognition) and external factors (poor
ability to compare oneself to others). Social intelligence appears to be receiving the most attention in
the management and organizational psychology literatures (e.g., Hough, 2001; Riggio, Murphy, &
Pirozzolo, 2002).
Emotional intelligence, on the other hand, „is a type of social intelligence that involves the ability to
monitor one‘s own and others‘ emotions, to discriminate among them, and to use the information to
guide one‘s thinking and actions“ (Mayer & Salovey, 1993, p. 433). According to Goleman (1995),
„Emotional intelligence, the skills that help people harmonize, should become increasingly valued as
48
a workplace asset in the years to come“ (p. 160). EI may subsume Gardner‘s inter- and intrapersonal
intelligences, and involves abilities that may be categorized into five domains (Salovey & Mayer,
1990):
Self-awareness: Observing yourself and recognizing a feeling as it happens.

Managing emotions: Handling feelings so that they are appropriate; realizing what is behind a feeling;
finding ways to handle fears and anxieties, anger, and sadness.
Motivating oneself: Channeling emotions in the service of a goal; emotional self control; delaying
gratification and stifling impulses.
Empathy: Sensitivity to others‘ feelings and concerns and taking their perspective; appreciating the
differences in how people feel about things.
Handling relationships: Managing emotions with others - social competence and social skills.
Additional perspectives on EI are available in Bar-On and Parker (2000).
Needs and Interests of Diverse Learners at Schools
THE DIFFERENTIATED CLASSROOM
What a differentiated classroom might look like?

• Assessment is constant and is useful to the student and the instructor. It tells them both what
is needed to make the next instruction meaningful and responsive to the learner‘s needs.
• Students are assessed in multiple ways.
• Student achievement is defined by individual growth rather reliance on a single, pre-determined
goal.
• Curriculum is developed around skill mastery and thoughtful, authentic problems to solve.
• Multiple resources are used in addition to textbooks. When texts are selected, teachers attempt
to acquire multiple sets written at different levels, rather than just one universal text.
• There is a focus on instruction that is guided by an understanding of multiple forms of
intelligence.
• Attempts are made to direct classroom time to be used as needed, rather than marching to an
arbitrary bell.
• The teacher works to show that process is equally as important as product.
• The students are active, not passive. They are equally responsible for acquiring their education.
• Students share in the classroom and school decision-making process. They have voice and
choice in their educational environment.
• Students help to establish grading rubrics for general and specific assessments.
• The teacher‘s role is one of coach, mentor, facilitator, and fellow learner. The classroom is
student centered.
• Students regularly have the option of moving into areas of study that are of individual interest.
• Student interests are encouraged and are used to direct development of lesson plans.
• All students are encouraged to see themselves as capable learners and are held accountable to
that belief and responsibility. This will be done in a climate that values learning diversity, while
continuing to improve each individual‘s ability to learn.
• Instruction is only occasionally teacher active/student passive. Teachers should not use lecture
as their primary method of instruction.
• Students should be given a lot of opportunity to use metacognition as a tool to improve their
ability to learn. (Material developed by O‘Connor, see more at http://www.phschool.com/
49
eteach/social_studies/2001_10/essay.htm l)
DIVERSE LEARNERS
The increasing cultural and linguistic diversity (..) demand that schools focus on the needs of all
students. However, students‘ educational needs can be as diverse and unique as students are themselves,
and schools often face challenges when trying to determine how to best support these diverse learners
in a way that allows them to reach their potential.
Diverse learners with unique educational needs can include students with disabilities, students from
racial and ethnic minorities, students from migrant or immigrant families, and many more. Both male
and female students can also face gender-based challenges to reaching their educational potential.
Knowing that a one-size-fits-all approach cannot succeed for all students, educational politicians work
with states, districts, schools, and teachers to develop various supports for diverse learners. Only by
attending to students‘ distinct needs can we create safe schools, close persistent achievement gaps, and
help all students meet high standards.
To improve the education of diverse learners, it is suggested to work in the following areas:
• culturally responsive teaching;
• curriculum enhancement;
• bullying and harassment;
• improving school culture (climate);
• gender equity;
• disproportionate representation;
• differentiating language learning and special education needs, etc.
You will find more at http://www.alliance.brown.edu/tdl/
Success and Quality of Life (QOL)

Quality of life may be defined as subjective well-being. Recognizing the subjectivity of QOL is a
key to understanding this construct. QOL reflects the difference, the gap, between the hopes and
expectations of a person and their present experience. Human adaptation is such that life expectations
are usually adjusted so as to lie within the realm of what the individual perceives to be possible. This
enables people who have difficult life circumstances to maintain a reasonable QOL. (Janssen Quality-
of-life Studies)
Quality of Life is tied to perception of ‚meaning‘. The quest for meaning is central to the human
condition, and we are brought in touch with a sense of meaning when we reflect on that which we
have created, loved, believed in or left as a legacy. (Frankl VE. ‚Man‘s search for meaning.‘ New York:
Pocket Books, 1963.)
Our definition of quality of life is: The degree to which a person enjoys the important possibilities of
his/her life. Possibilities result from the opportunities and limitations each person has in his/her life
and reflect the interaction of personal and environmental factors. Enjoyment has two components: the
experience of satisfaction and the possession or achievement of some characteristic, as illustrated by
the expression: „She enjoys good health.“ Three major life domains are identified: Being, Belonging,
and Becoming. The conceptualization of Being, Belonging, and Becoming as the domains of quality
of life were developed from the insights of various writers.
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The Being domain includes the Belonging includes the person’s Becoming refers to the purposeful
basic aspects of “who one is” and has fit with his/her environments activities carried out to achieve
three sub-domains. Physical Being and also has three sub-domains. personal goals, hopes, and wishes.
includes aspects of physical health, Physical Belonging is defined as the Practical Becoming describes day-
personal hygiene, nutrition, exercise, connections the person has with his/ to-day actions such as domestic
grooming, clothing, and physical her physical environments such as activities, paid work, school or
appearance. Psychological Being home, workplace, neighborhood, volunteer activities, and seeing
includes the person’s psychological school and community. Social to health or social needs. Leisure
health and adjustment, cognitions, Belonging includes links with social Becoming includes activities that
feelings, and evaluations concerning environments and includes the promote relaxation and stress
the self, and self-control. Spiritual sense of acceptance by intimate reduction. These include card games,
Being reflects personal values, others, family, friends, co-workers, neighborhood walks, and family
personal standards of conduct, and and neighborhood and community. visits, or longer duration activities
spiritual beliefs which may or may Community Belonging represents such as vacations or holidays. Growth
not be associated with organized access to resources normally available Becoming activities promote the
religions. to community members, such as improvement or maintenance of
adequate income, health and social knowledge and skills.
services, employment, educational
and recreational programs, and
community activities.
(Quality of Life Research Unit, University of Toronto)
Physical Being Being physically able to get around. My nutrition and the food I eat.
BEING
Psychological Being Being free of worry and stress. The mood I am usually in.
Spiritual Being Having hope for the future. My own ideas of right and wrong.
Physical Belonging The house or apartment I live in. The neighborhood I live in.
BELONGING BECOMING
Social Belonging Being close to people in my family. Having a spouse or special person.
Community Belonging Being able to get professional services (medical, social, etc.)
Having enough money.
Practical Becoming Doing things around my house. Working at a job or going to school.
Leisure Becoming Outdoor activities (walks, cycling, etc.) Indoor activities (TV, cycling, etc.)
Growth Becoming Improving my physical health and fitness. Being able to cope with changes in my life.
(Quality of Life Research Unit, University of Toronto)
The best way of approaching quality of life measurement is to measure the extent to which people‘s
‚happiness requirements‘ are met – i.e. those requirements which are a necessary (although not
sufficient) condition of anyone‘s happiness - those ‚without which no member of the human race can
be happy.‘ (McCall, S.: 1975, ‚Quality of Life‘, Social Indicators Research 2, pp 229-248)
In quality of life research one often distinguishes between the subjective and objective quality of life.
Subjective quality of life is about feeling good and being satisfied with things in general. Objective
quality of life is about fulfilling the societal and cultural demands for material wealth, social status and
physical well-being. (Quality-of-Life Research Center, Denmark)
The approach to the measurement of the quality of life derives from the position that there are a
number of domains of living. Each domain contributes to one‘s overall assessment of the quality
of life. The domains include family and friends, work, neighborhood (shelter), community, health,
education, and spiritual. (The University of Oklahoma School of Social Work)
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The City of Vancouver measures QOL using the following indicators: Community Affordability
Measure, Quality of Employment Measure, Quality of Housing Measure, Health Community
Measure, Community Social Infrastructure, Human Capital Measure, Community Stress Measure,
Community Safety Measure, and Community Participation Measure. (Website of the City of
Vancouver)
UNDP has been publishing the annual Human Development Index (HDI) for countries around the
world. It examines the health, education and wealth of each nation‘s citizens by measuring:
• life expectancy
• educational achievement -- adult literacy plus combined primary, secondary and tertiary
enrollment; and
• standard of living -- real GDP per capita based on PPP exchange rates. ( Human Development
Report, UNDP, 1997)
There are essentially two perspectives taken in quality of life research: social indicators research which
considers the elites‘ valuation of what the people need, and conventional quality of life research which
studies what people want, in order to improve their quality of life. (Quality of Life, Ramkrishna
Mukherjee, Sage Publications, 1989.)
The purpose of the Quality of Life Index (QOLI) is to provide a tool for community development
which can be used to monitor key indicators that encompass the social, health, environmental and
economic dimensions of the quality of life in the community. The QLI can be used to comment
frequently on key issues that affect people and contribute to the public debate about how to improve
the quality of life in the community. It is intended to monitor conditions which affect the living and
working conditions of people and focus community action on ways to improve health. Indicators for
the QOLI include:
SOCIAL: Children in care of Children´s Aid Societies; social assistance beneficiaries; public housing
waiting lists etc.
HEALTH: Low birth weight babies; elderly waiting for placement in long term care facilities; suicide
rates etc.
ECONOMIC: Number of people unemployed; number of people working; bankruptcies etc.
ENVIRONMENTAL: Hours of moderate/poor air quality; environmental spills; tons diverted from
landfill to blue boxes etc.
Quality of Life is the product of the interplay among social, health, economic and environmental
conditions which affect human and social development. (Ontario Social Development Council, 1997)
How does QOL compare with ‚Standards of Living‘? Standards of Living is a measure of the
quantity and quality of goods and services available to people. It measures such aspects as GDP Per
Capita, life expectancy, Births/1000, Infant Mortality/1000, Doctors/1000, Cars/1000, TV/1000,
Telephones/1000, Literacy levels, %GDP spent on Education, %GDP spent on Health, Cinema
attendance, Newspaper circulation, Fertility Rate, Density, Population per dwelling, etc. Quality of
Life is the product of the interplay among social, health, economic and environmental conditions
which affect human and social development. (Various sources, you will find more at: http://www.
gdrc.org/uem/qol-define.html)
52
Competences for Successful Life

It is widely agreed that education and investment in competencies are crucial for coping with the
complex demands and global challenges of today’s world. But what competencies do we need for an
overall successful life and a well-functioning society?
Interacting in socially heterogeneous groups, acting autonomously, and using tools interactively are
indispensable prerequisites for an individually successful life and for sustainable socio-economic
and democratic development of society. These three categories of key competencies are a key result
of the international, interdisciplinary project DeSeCo (Definition and Selection of Competencies:
Theoretical and Conceptual Foundations) carried out under the auspices of the OECD.
The ability to relate well to others, to cooperate, and to manage and resolve conflicts, grouped under
the first category, „interacting in socially heterogeneous groups“, is particularly relevant in pluralistic,
multicultural societies. Individuals need to learn how to join and function in groups and social orders
whose members are from diverse backgrounds and how to deal with differences and contradictions.
„Acting autonomously“, the second category, includes key competencies that empower individuals
to manage their lives in meaningful and responsible ways by exercising control over their living and
working conditions. The ability to act within the big picture or the larger context, to form and
conduct life plans and personal projects, and to defend and assert one‘s rights, interests, limits, and
needs is crucial for participating effectively in different spheres of life - in the workplace, in personal
and family life, and in civil and political life.
The ability to „use tools interactively“, the third category of key competencies, responds to the social
and professional demands of the global economy and the modern „information society“, which require
mastery of socio-cultural tools such as language, information, and knowledge, as well as physical tools
such as computers. Using tools interactively does not simply mean having the technical skills to use
a tool (e.g., read a text, use computer mouse, etc), but assumes a familiarity with the tool itself and
an understanding of how the tool changes the way one can interact with the world and how the tool
is used to accomplish broader goals. The three key competencies listed in this category are the ability
to use - interactively - language, symbols, and text, as defined by tests in reading and mathematical
literacy; knowledge and information, as defined in tests for scientific literacy; and technology.
Each of these key competencies implies the mobilization of knowledge, cognitive and practical skills,
and social and behavioral components including attitudes, emotions, and values and motivations
(Rychen & Selganik, 2003).
Education for future (10 hrs, 2 meetings):

Challenges of lifelong learning, meeting the problems of the modern world
What are the problems of modern life?
Why do we need lifelong learning?
What do young people need to face the challenges in future?
How can educators help develop awareness of the importance of lifelong learning for a successful
life and a well- functioning society?
What are responsibilities of other stakeholders in the process of lifelong learning?
Predictions for the 21st century

What might be the needs of the 21st century?
How can education help?
What are the differences between the 20th and the 21st century classrooms?
53
What skills could be needed in the future?

What is the mission of schools in this process?
Statements:
Making predictions is tempting but risky.
Visions provide direction for reform efforts.
Every individual needs leadership qualities.
Needs of youth and the new content of education

What skills could be needed in the future?
What are the needs of youth?
What is the mission of schools in this process ?
What content areas in education will be more important?
Possible scenarios of school and curriculum developments for future Questions for discussion:
What can schools do for future?
Future curriculum – new subjects, cross curricular tasks and topics, or...?
What will be the teachers” role?
Will there be teachers?
What about technologies?
What are the possible scenarios of school and curriculum developments?
Society and its future
In what kind of society would we like to live?
What new tasks will education have to solve?
What will be more important – knowledge or values?
Will there be common values across countries?
Will better education make a better society?
What will be the role of schools in the developments in the society?
How will society influence education?
What has society to do with leadership?
Challenges of Lifelong Learning - Meeting the Problems of the Modern World

The reasons for change are to be found in the wider social context in which education is a part.
The world is currently in transition from an industrial/modern society based on development in the
field of information and service. The modern world was characteristic for its monolithical system,
inflexible structures, clear administration and control system, rather mechanistic models that deeply
influenced all aspects in education too. The modernity can be characterised economically, politically,
organisationally (Hargreaves A., 1992).
Economically it was faced on mass consumption; mass production, increased wealth and production,
opening international markets. Politically, regulation of too many aspects of life: consumer supply,
interest rates, and too much control. Investment in education was aimed at creating and sustaining a
technically educated and physically healthy labour force.
Organisationally, this period was characteristic for its bureaucracies, dominance within organisations
and social life (Taylor C.), narrowness of vision, inflexible decision-making, linear planning,
unresponsiveness to needs, the sacrifice of human emotion for efficiency, bureaucratic structures and
hierarchical forms of leadership (Hargreaves A., 1992).
54
Now there is a strong tendency to the so-called post-modernism, the key words of which are
accelerating change, cultural diversity, technological complexity, national insecurity, uncertainty
about future. There is change also in values and attitudes. There are a lot more contradictions than in
the modernistic society and education.
There is a great need for flexibility, responsiveness, and dispersal of control, for collaborative
communities and consensus.
This all sets new tasks to all people, to education and other spheres of life. To carry out the transition
from teaching to lifelong learning and to meet the challenges of the contemporary world there is a
need not only for highly qualified professionals but much more.
In fact, a new society must develop with different values, attitudes and culture. It demands also greater
attention to life/living skills and relevant personal features.
Nevertheless, today there is a need to develop common visions in each country as well as across
countries. This demands detailed analysis from where we are coming, what is happening today, what
needs to be done in
future. In order to understand better the need for the changes, the essence and possible developments
it is necessary to analyze the previous experiences, their impact on people, on various aspects of life.
According to the „White Paper on Education and Training, Teaching and learning, Towards the
Learning Society, (Commission of the European Communities Brussels, 1995)”:
The situation today is that every individual, be it a young man or an old one, a child, a youth or a
middle-aged man may sooner or later encounter a problem how to adapt to new conditions due to
objective reasons:
1) looking for and finding a new job;
2) looking for and learning for a new profession;
3) meeting the challenges due to changes in the present professional competences.
The situation today is characteristic for global internationalization, global technological development,
widening of accessibility to information, changes in organization of work and professional competencies.
Therefore it is necessary not only to learn continuously but also to develop new knowledge, to acquire
new skills and competencies and adapt it to new diverse situations.
The essential change lies in the transition from the society that is being taught to the society that is
learning.
In education it means:
to teach to learn
from to form somebody to develop oneself
to develop to grow
i.e., from the teacher who teaches to the students who learn.
Therefore, there are some very important questions everybody should ask him/herself:
What is more essential:
To reproduce information or to be able to use, to apply it?
To learn only what has been given or to search for knowledge?
55
Education today is the means for individuals, nations, states and even the civilization to survive.
Education is the means for the individual to become aware of oneself, to develop feeling of belonging,
to be aware his/her growth and improvement, to realize one‘s own self-expression.
There will never be one modeling for everybody how to solve the problems of life as it was in the old
system of education.
Today and in future everybody will have to be able to use every opportunity to enrich him/herself and
the society irrespectively of background and educational experiences.
„The essential aim of education and training has always been personal development and the successful
integration of Europeans into society. In a system of lifelong learning, people enter and re-enter formal
learning at many points throughout their lives.” (The White Book, 1995..) Jobs which once changed
little in the course of a worker’s career are now changing every few years. Making the challenge greater
still is the fact that the skills needed for work throughout a lifetime are diversifying. Qualifications
achieved at age 20 are more and more likely to be out of date by the time you turn 50. (..) Educators,
governments, firms and individuals have all taken some steps to cope with the changing workforce
and skill needs. But each group needs to do more – to embrace the challenge of lifelong learning,
rather than merely trying to cope with it.
Accordingly, schools need to ensure that students who are not leaving for a highly suitable job
complete at least a primary school if not grade 12. In general, secondary school completion is the best
“vaccination” against unemployment, and also the best way to help individuals succeed at lifelong
learning.
According to W.Klafki (1994) “there are increasing correlations and mutual dependencies of all parts
of the world” and therefore we can speak about “the key problems of the modern world as the core
content of international education:
The first key problem is the problem of peace. Peace studies will thus remain a long-term educational
task, as the formation of critical consciousness and as preparation for the necessary skills of decision
and action.
A second key problem is that of the environment, i.e., the question, which has to be taught through
in a global context, whether the natural foundations of human existence will be destroyed or preserved.
Faced with this key problem, present and future-oriented educational work has three main tasks:
Firstly we gradually have to help children and young people develop an awareness of the tension
existing between ecological obligations – i.e., the preservation of the natural foundations of human
existence – and hitherto valid principles of industrial-technological development.
Secondly, pupils should come to appreciate the necessity of developing resource and energy saving
technologies and environmentally friendly products and production methods, and that we have to
limit our consumption in certain cases and consume in an environmentally friendly way in others.’
Third, the concern is the realization that a permanent democratic and international monitoring of
economic- technological developments and their concomitant scientific developments is needed, on
the one hand in the form of constant and early public information and in general and regional public
debate, and on the other hand in the form of institutions exercising democratic control at a national
and international level.
A further key problem that has still not overcome is that of socially engendered inequality.
Two main facets have to be distinguished. On the one hand, there is inequality within certain societies,
starting of course with one’s own, which takes the form of inequality:
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between social classes and strata;

between men and women;
between handicapped and non-handicapped persons;
between people with work and those without;
among foreigners in host countries and the native population, but also between various national
groups within on country.
The second facet of this key problem is that of inequality in an international context. The most obvious
problem here has been already mentioned above: the threat of peace: the imbalance of affluence and
power between the ‘ developed’ and the less developed countries. Seen from the point of view of the
population explosion, the terrible famines and epidemics and the death of millions of children, it is –
apart from the task of creating peace – the most urgent moral problem we face today.
The fourth key problem refers to the threats and opportunities of the new technical control,
information and communication media, and what they mean for the further development of the
production system and the division of labour, the possible destruction of jobs via ‘rationalization’ that
is only understood in an economic and technological sense; for new demands of basic and specialist
qualifications; for changes in the leisure sphere and interpersonal communication.
What is needed here in a future-looking education system, at all grades and in every type of school, is
a graded, critical education in information communications technology, as one facet of a new general
education. By ‘critical’ it is meant that any introduction to the use and an elementary appreciation
of these modern electronic communications, information and control media will always involve
reflection about their effects on the people using them, about the possible social consequences of the
use of these media and about their possible misuse.
A fifth key problem – one to which individual subjectivity and the phenomenon of I – Your relationships
are central: the experience of love, of human sexuality, of heterosexual and homosexual relations –
each in the field of tension between individual claims of happiness, interpersonal responsibility and
recognition of the other. Enlightenment of the AIDS problem also belongs to this problem complex.
The aim of debating about these problems on the basis of exemplary case studies is not only to
acquire problem-specific, structural knowledge, but also gain attitudes and skills whose significance
goes beyond the scope of the key problem under discussion.” (Klafki, 1994)
There we present some changes in schools and the classroom: 20th Century Classroom versus the 21st
Century Classroom
Time-based Outcome-based
Focus: memorization of discrete facts Focus: what students Know, Can Do and Are Like after
all the details are forgotten.
Lessons focus on the lower level of Bloom’s Taxonomy – Learning is designed on upper levels of Blooms’ –
knowledge, comprehension and application. synthesis, analysis and evaluation (and includes
lower levels as curriculum is designed down from
the top.)
Textbook-driven Research-driven
Passive learning Active Learning
Learners work in isolation – classroom within 4 walls Learners work collaboratively with classmates and others
around the world – the Global Classroom
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Teacher-centered: teacher is center of attention and Student-centered: teacher is facilitator/coach

provider of information
Little to no student freedom Great deal of student freedom
“Discipline problems” – educators do not trust students No “discipline problems” – students and teachers have
and vice versa. No student motivation. mutually respectful relationship as co-learners; students
are highly motivated.
Fragmented curriculum Integrated and Interdisciplinary curriculum
Grades averaged Grades based on what was learned
Low expectations High expectations – “If it isn’t good it isn’t done.” We
expect, and ensure, that all students
succeed in learning at high levels. Some may go higher –
we get out of their way to let them do that.
Teacher is judge. No one else sees student work. Self, Peer and Other assessments. Public audience,
authentic assessments.
Curriculum/School is irrelevant and meaningless to the Curriculum is connected to students’ interests,
students. experiences, talents and the real world.
Print is the primary vehicle of learning and assessment. Performances, projects and multiple forms of media are
used for learning and assessment
Diversity in students is ignored. Curriculum and instruction address student diversity
Literacy is the 3 R’s – reading, writing and math Multiple illiteracies of the 21st century – aligned to living
and working in a globalized new millennium.
Factory model, based upon the needs of employers for Scientific management.
the Industrial Age of the 19th century.
Driven by standardized testing mania.
Learning: the Treasure Within, the report to UNESCO of the International Commission
Needs of youth and the new content of education

Education for the Twenty-first Century - Education throughout life is based upon four pillars: learning to
know, learning to do, learning to live together and learning to be. (Learning is Treasure Within)
Education takes place throughout life in many forms, none of which ought to be exclusive. We must
start to think about education in a more all- encompassing fashion. Likewise the four pillars cannot stand
alone. Without all the four pillars education would not be the same.
Since the report was published in 1996 a small UNESCO task force has been working on follow-up
activities to the report, publishing background studies and holding seminars on issues related to the
report. Some of the results and future activities are presented in our list of follow up activities.
However, we believe that authentic education addresses the “whole child”, the “whole person”, and does
not limit our professional development and curriculum design to workplace readiness; it also recognizes
the critical need for developing 21st century skills.
21st century skills can be learned through the curriculum, which is interdisciplinary, integrated, project-
based, and more, include and are learned within a project-based curriculum by:
Collaboration – the ability to work in teams Critical thinking – taking on complex problems Oral
communications – presenting Written communications – writing
Technology – use technology Citizenship – take on civic and global issues; service learning Learn about
careers – through internships Content – conduct research and do all of the above.
Possible scenarios of school and the curriculum developments for the future
The relationship between curriculum and instruction is obviously a very close one. The curriculum is
essentially a design, or roadmap for learning, and as such focuses on knowledge and skills that are judged
important to learn.
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Instruction is the means by which that learning will be achieved. To meet the needs of the 21st
century learner is to achieve the student’s outcomes described in its Framework, the Partnership calls
on schools
• to adopt a 21st century curriculum that blends thinking and innovation skills; information,
media, and ICT literacy; and life and career skills in context of core academic subjects and
across interdisciplinary themes, and
• to employ methods of 21st century instruction that integrate innovative and research-proven
teaching strategies, modern learning technologies, and real world resources and contexts.
Perhaps foremost, and most obvious, is that the curriculum must go beyond content knowledge
to include a strong emphasis on 21st century skills development. Research shows that when
schools employ a curriculum that balances knowledge and skills, students may cover fewer
topics, but they generally learn more than with a content-only curriculum.
• „to adopt a 21st century curriculum that blends thinking and innovation skills; information,
media, and ICT literacy; and life and career skills in context of core academic subjects and
across interdisciplinary themes, and
• to employ methods of 21st century instruction that integrate innovative and research-proven
teaching strategies, modern learning technologies, and real world resources and contexts.“
It is important as educators that we infuse our current curriculum and instruction practices with the
use and teaching of 21st century skills to prepare our students for their futures.
The New Curriculum
(After Glatthorn, A., Jailall, J., 2000)
Structure of the new curriculum

For the 21st century a new curriculum is needed – one that has the power to make difference in the
lives of the young and in the society where they live. The change should involve both the content and
the structure of the curriculum.
The following characteristics have been suggested for the new curriculum:
• greater depth and less superficial knowledge;
• the focus on problem solving that requires using learning strategies to solve complex and
situated meaningful problems, development of critical thinking in context and situation;
• both knowledge and skills are important but in balance;
• provision for students’ individual differences, recognition of multiple intelligences;
• offer of common core to all students;
• close coordination of related subjects;
• selective integration that can be different in various schools;
• orientation towards learning results/outcomes;
• attention to personal relevance.
The content of the new curriculum in a school with a heart General principles:
• Meaningfulness – the curriculum helps students make sense of their lives, find purpose in what
they are dong and live with a sense of intentionality. It emphasizes real problems, real solutions,
and real audiences.
• Unity and diversity – it emphasizes the unity of the nation by honoring the traditions and values
that bind citizens together. At the same time it celebrates diversity.
• Making connections - between the past and present, the need for power and control, national
and the rest of the world, history and patriotism, reduction of self-centredness and openness to
the outsiders, seeing the world through the eyes of other people.
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• Reflection of human values – universal values, renewed emphasis on ethical decision making.
• Honesty, democracy, acceptance of people from other races, patriotism, caring for friends and
family, moral courage, respect for others, the value of hard work, compassion, civility and self-
esteem.
• Emphasis on responsibility. Respect towards rights is balanced with the need to emphasize
responsibility. Obligations of being human.
Learning experiences:
Creative studies - learning experience includes the following topics: the nature of creativity, creative
problem solving, creating with wood, fabric, food, sound, paint, metal and words. This set of learning
experience fuses personal relevance and cognitive processes.
Wellness -this course synthesizes health, physical education, and social and emotional learning,
helping adolescents make informed choices about their well-being.
The natural world - this course focuses briefly on the sciences, integrating appropriate content from
applied mathematics and social studies. It develops scientific knowledge in depth, challenging students
to find feasible solutions to contextualized problems. The course fuses academic rationalism and social
adaptation.
Communication - useful knowledge of reading, technological communication, interpersonal
communication, verbal and non-verbal communication, language and history, languages around the
world, foreign languages acquisition, fusion of technological orientation along with personal relevance.
Humanness - the course emphasizes the social sciences, giving greater attention to psychology,
anthropology, geography, sociology, and economics.
Decision making and problem solving - this course is designed to help students solve problems and
make decisions. These topics are included: decision models, consumerism and decision making,
ethical decision making and problem-solving strategies.
Cognitive process orientation, mathematical reasoning - based on academic rationalism, with a
mixture of personal relevance and social adaptation in the mathematical applications.
Aesthetic appreciation - foundation of personal relevance and academic rationalism, helping students
find enjoyment in the act of appreciating – literature, music, arts, the visual arts, architecture and
everyday objects.
Society and its future

One does not have to be a futurist to see a nation and a world characterized by the following changes:
Globalism/nationalism - the interrelatedness of all nations, accompanied by continuing pressure for
statehood and separatism.
Technology - the overwhelming influence of new technologies that will enrich the entire learning
process.
Conflict - battles between nations, within nations, and between generations and ethnic groups.
Equity - the struggle for fairness and justice in accessing and allocating resources.
Aging - the graying of the world – all developed nations will have a great number of elderly people.
Alienation - a loss of commitment to political parties, the electoral process, moral codes, and religious
institutions.
Continual change - an unstable world, where major changes are experienced in all aspects of our lives
like technology, work, family and leisure.
Schools can help students live productively in such a world with the new curriculum that gives them
the tools to confront and overcome these challenges (Glatthorn,A., Jailall,J.,2000).
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Module 2 - Overview Siegfried Kiefer, Roswitha Stütz
Module 2: - Overview
• Title: The Local School and the Community

• Level: Advanced/Master Level
• Module Status Compulsory
• Credits: 6
• Authors: Roswitha Stütz, Siegfried Kiefer
• Rationale
In today’s global world, where rapid socio-economical, technological and informational changes
take place in modern sectors of society, higher education institutions face new challenges to provide
timely and proper responses to an urgent need for distributed learning opportunities to all. Relevant
knowledge, considered to be the most effective mean for local empowerment and community self-
sustained development, must be accessible to all sectors of population in order to assure better levels
of life quality.
In order to improve educational processes and to set conditions for building social capital it is
important to consider school as a “house of learning”. Connecting school activities with those of the
61
community or parts of it requires a change of learning and teaching culture.

School profiles should focus on cooperation with international organizations, networks, on students-
and teacher exchanges, regional alliances (to protect environment, peace,..), reinforce cooperation with
parents, authorities, police, youth welfare centres, training centres, social school work and different
associations.
Nowadays pupils, students and also staff members come from “different walk of lives” with different
values. In order to deal effectively with the rapidly growing heterogeneity students need support and
orientation for their life. Civic education, service learning and being part of a learning community
foster active citizenship and democratic values for the benefit of all people involved.
Leading personnel (principals, head teachers, mentors, counsellors,..) in education or people aiming
at leading positions.
• Aims
- Educational leaders and staff members function as facilitators and motivators to encourage students
to engage in social areas
- Democracy learning by solving problems with others - Taking over responsibility and accountability
- Building values and norms for children and youth
- Identify potential stakeholders and goals in the development of the community and the school
- Explain the social, educational, economic and political effects of the cooperation with the
community
- Develop a mid term plan of cooperation with the community - Deliver an effective
presentation of cooperation with the community - Connect the conditions of children and
education with the conditions, needs and resources of the community - Develop strategies for
building mutual beneficial relationships with international, national and regional alliances
• Contents
- Planning of school and community development with all actors in charge
- Involving school external actors in planning, executing and evaluation of visions, goals and measures
- Budget planning
- Political, economical, demographic and sociological aspects of the community
- Legal aspects of community politics
- Service learning and democracy
- Education for all
- Public Relation
- Education programmes on local, national and international level
- Project management

- Blended learning with the use of a common corporate workspace and face to face meetings
- Seminars, lectures, literature studies, project works
- Feedback and reflection by peers
- Group discussions
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• Assessment
Each student elaborates a project work with 4500 words. This project work will be presented and
discussed.
• References
Compulsory Reading
OECD. Improving School Leadership, Volume 1 Policies and Practices. OECD 2008 (www.oecd.
org/publishing/corrigenda) OECD. Improving School Leadership, Volume 2 Case Studies on
System Leadership. OECD 2008 (www.oecd.org/publishing/corrigenda)
Kilpatrick, S., S. Johns, W. Mulford, I. Falk and L. Prescott (2001): More Than Education:
Leadership for Rural School-Community Partnerships, Rural Industries
Research and Development Corporation, Canberra Holzbrecher, A (2004): Interkulturelle
Pädagogik. Cornelsen, Berlin
Further Reading
Greenberg, Mark, et al. (2003): Enhancing School-Based Prevention and Youth Development
through Coordinated Social, Emotional, and Academic Learning. American Psychologist, 58, 466-
474.
Online Ressources
http://www.casel.org/downloads/AmericanPsychologist2003.pdf http://www.pedocs.de/
volltexte/2008/258/pdf/Sliwka.pdf http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_
integral/055EN.pdf
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64
Module 2 - School and Community Siegfried Kiefer, Roswitha Stütz
Module 2: School and Community

Pädagogische Hochschule Oberösterreich, Austria
Siegfried Kiefer, Roswitha Stütz
Content
1. Introduction to Module 2
2. About the Course
3. Overview of the Module
4. Annex 1 – Background Information
5. Annex 2 – Topics for discussions and introductions
6. Annex 3 – Assignments
7. References
65
66
Sustained development and quality of life for all nations in the long term depend on the way local
communities, across the globe, deal effectively with environmental issues, water supplies, public
infrastructure, productivity, nutrition, health, family integration and, as a consequence, migration
may decrease. Higher education institutions are challenged to provide timely and proper responses to
an urgent need for distributed learning opportunities to all.
Relevant knowledge and competences, considered being the most effective mean for local empowerment
and community self-sustained development, must be provided and made accessible to all sectors of
population in order to assure better levels of life quality.
In order to improve educational processes and to set conditions for building social capital it is
important to consider school as “an open house of learning”. Schools could function as a hub to
build relationships among educators, families, community volunteers, to foster youth development
organisations, health care centres, etc. by transforming traditional schools into partnerships for
excellence. To establish such a partnership will not always be possible since it requires decentralisation
and a perfect cooperation among all legal stakeholders. However, connecting school activities with
those of the community or parts of it is certainly feasible. This would require a change of learning and
teaching culture. It can be said that all sectors of a given society are interrelated. School profiles should
focus on cooperation with local, national and international organizations, networks, on students- and
teacher exchanges, regional alliances (to protect environment, peace,..), reinforce cooperation with
parents, authorities, police, youth welfare centres, training centres, social school work and different
associations.
Furthermore it can be noticed that pupils, students and also staff members come from “different
walk of lives” with different values. In order to deal effectively with the rapidly growing heterogeneity
students need support and orientation for their life. Civic education, service learning and being part
of a learning community foster active citizenship and democratic values for the benefit of all people
involved.
2. About the Course
Most participants will be (prospective) school leaders with some experience, either as a school leader
or as a teacher. The course will be introduced as blended education which involves both working
with a corporate workspace and face-to-face meetings. The participants’ activities include literature
readings, followed by seminars, lectures, discussions, problem solving activities, case studies, project
work both in virtual space and face-to-face activities.
On successful completion of this module 6 European credits will be awarded.
The workload comprises:
• Six face to face meetings, 6 hours each
• Project oriented activities
• Presentations by participants followed by reflection of the colleague participants and the lecturer
• Individual work and common work sessions with participants
The aims of this module are:

• Educational leaders and staff members function as facilitators and motivators to encourage
students to engage in social areas
• Democracy learning by solving problems with others
• Taking over responsibility and accountability
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• Building values and norms for children and youth
At the first meeting the lecturer(s) introduce(s) all topics. At this stage it is important to find a
common agreement on them. Changes are possible if they correspond with the aims and the learning
outcomes.
All meetings of this module have a fixed structure. Usually a meeting starts with a short discussion
about the experiences of the participants with regards to the specific topic (1).
After that discussion, the lecturer introduces the new topic. This is the time now to exchange opinions
and experiences regarding the topic and/or ask questions (2).
The third part of the meeting could be a presentation, an input by the lecturer, a discussion in small
groups about statements related to the topic, etc.
It is also time to go deeper into the topic. In these situations the participants have to explore or
analyse, go deeply into the problem by playing roles or by playing simulations (3).
The results of these discussions, exercises or role plays are presented to the whole group and the
participants get feedback from colleagues or the course leader (4).
The next part of the meeting is a short introduction or instruction about the activities that the
participants have to perform before the next meeting (5).
Every meeting ends with a short reflection and feed back of the meeting from both the lecturer and
the participants (6).
Of course, it is possible to change the structure of the meeting, or to create a new structure. If this
occurs, it is important to keep an eye on the goals and outcomes of the course.
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1. Introduction of all participants and short presentations of All participants
each other’s practice experience. Inventory of the knowledge
of the participants and the personal goals of the participants
2. Discussion topics: School as a part of the community Lecturer
Experiences and opinions from participants Students
3. Discussion about the relationship of the participants’ Students Annex 2
schools with the communities
Suggested Discussion Topics: Flipchart, posters
• School relations to the local society;
• Community services;
• The different tasks of the community;
• Strategies for cooperation between schools and
First Meeting
communities;
• Mutual assistance of the local community and the
school;
• Support of the community in different areas.
4. Discussion and questions of the topics mentioned above in All participants
relation with participants’ practice: Flipchart, posters
Group work; each group takes over 2 – 3 topics (depending
on the number of participants).
Presentation of the outcome of the discussion and
conclusions:
Documenting and summarising the results.
5. Assignments: Students Annex 3
The participants gather information about the schools and
their engagement to cooperate with the community and
external institutions.
6. Reflection and feedback of the first meeting Lecturer(s), Students
1. Presentation of and reflection on the homework All participants
2. Introduction of “Community Politics” Community r
A representative of the community administration talks epresentative
about the different tasks of the community. Possible topics
are budget planning, political, economical, demographic
and sociological aspects of the community, legal aspects,
Second Meeting
the political parties, cooperation with schools, etc.
Take notes and discuss the presentation together

3. a) Discussion in groups about the statements regarding All participants Annex 2
“Community Politics”
b) Case Studies All participants Annex 2
c) Role play All participants Annex 2
4. Discuss the activities of 3. and conclude All participants
5. Assignment: Write down your ideas of “Community Students Annex 3
Politics and School”
6. Reflection and feedback of the second meeting All participants
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1. Presentation, discussion and reflection of the homework All participants PP, posters, mind
maps, etc.
2. The meaning of active citizenship – collecting the students’ Lecturer
knowledge and experiences of “Active Citizenship” Students
3. Reading and discussing the statements of famous people Students Annex 2
about “Active Citizenship”
Third Meeting
Discussion in groups about the article.

Look for different areas in which active citizenship is
practiced. Where in the curriculum can you find active
citizenship? Does it need more attention? Find strategies to
implement some of the ideas!
4. Presentation of the outcome of the discussion and Students
conclusions Lecturer PP, posters, etc.
5. Assignment Students Annex 1
- Read the article about “Active Citizenship” Annex 3
- Written assignment
6. Reflection of the third meeting All participants
2. a) The meaning of “Networking on regional, national All participants
and international level” – knowledge and experience of
students
Brainstorming about the different possibilities of networking
with regards to your school
Annex 2
b) Read about Royston Maldoom
3. Introduction of “Networking on regional, national and Lecturer PPP
Fourth Meeting
international level” Annex 2

Power Point Presentation about “Networking for Schools”
4. Discussion in groups about “Networking on regional, All participants Flip charts,
national and international level” posters, etc.
Think about your school, the profile of your school and some
suitable networks according to the needs
Presentation of the outcome of the discussion and
conclusions
5. Assignment: Students Annex 1
Write a paper (about 2000 words) about
“School should be a meeting place to experience life - no
ghetto, no isolation.”
6. Reflection of the fourth meeting All participants
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1. Welcome participants and discuss the assignments from All participants
the 4th meeting. Choose some of the assignments to be
presented by participants.
2. Try to define “Education for All”. Participants’ opinions Students
are gathered and discussed.
3. Read the article: “Challenges of Our Society” Students Annex 1
4. Discuss this article with the participants in groups. All participants
Fifth Meeting
Identify members of the society in your country who Posters, PP

are marginalised and to a certain degree excluded from Group work
education. Present ideas to combat exclusion in education.
Identify possible forms of cooperation with other
organisation to foster education for all.
Present the outcome of your work
5. Independent assignment: Read the article “A Nightingale Students Annex 1
sang in Malmö Square”.
After having read about the mentoring project “Nightingale”
look for other good practice examples in your country and Annex 3
abroad. Introduce them at your next meeting.
6. Reflection and feedback of the 5th meeting
1. Presentation of good practice examples of the participants’ All participants
countries and abroad about education for all.
2. Discuss in small groups the following questions and share All participants
the results with the whole group.
What does it mean to be a European Citizen?

Listen to some short statements of teachers of different
European countries! Annex 2
Discuss them and develop your own ideas about a European
Citizen!
3. a) The role of the school to promote European Citizenship: All participants
Sixth Meeting
What about your school concerning European Citizenship? Annex 2

Go through the checklist about school activities and
curricular elements related to European Citizenship.
b) Read the article

“The idea and practice of European School Clubs (ECS)”
Discuss the article in groups and develop together a general
school concept which is based on the promotion of active
European Citizenship.
4. Presentation of the outcome of the discussion and All participants Flip charts,
conclusions posters, etc.
5. Independent assignment: All participants Annex 3
Elaborate a concept for your own school for promoting
European Citizenship and upload it onto the platform
6. Reflection and feedback of the 6th meeting All participants
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Annex 1: Background Information
1st Meeting
School as a part of the community
Read the following article (excerpt from “Improving School Leadership, Volume 1:
School leaders increasingly engage in collaboration with their surrounding environments. In England
and Northern Ireland, for example, a lot has been done around the “Extended Schools” agenda which
aims at ensuring that all students and families have access to a range of services and other agencies
such as social welfare and health outside of curricular time. In Northern Ireland, the Extended School
model now involves over 500 schools, i.e. 40% of all schools in Northern Ireland. Socio-economic
conditions such as residential mobility, parent educational background, family health and living
conditions are likely to influence the degree to which students can perform well in school.
Leaders thus need to reach out to the community to influence the conditions which influence their
own work with students (Hargreaves et al., 2008). These engagements can also contribute to the
development of the community’s social capital as a whole (Kilpatrick et al., 2001).
In a Swedish case study, Hoog et al. found that leaders in schools with successful outputs in terms of
academic learning and social goals were engaged in changing school structures and cultures in order
to open them to their local communities (Hoog et al., 2005). The surrounding community was seen
as a necessary resource in the improvement of the schools.
Finally, in some countries school leaders are also becoming more connected with local or municipal
education authorities to achieve better connectedness to other public services and community
development, as well as to improve student outcomes for all students in the local educational system.
The approach adopted in Finland (Box 2.4) can provide some evidence on the practicalities of system
leadership at the municipal level.
School-municipality co-operation in Finland
A Finnish city visited by an OECD case study team had implemented a pilot programme in which
five principals are also working as district principals, with one-third of their time devoted to the
district and two-thirds to their own schools. The purpose of this reform was to improve schooling
for the municipality children by ensuring that principals are responsible for their own schools but
also for their districts and that there is shared management and supervision as well as evaluation and
development of education planning.
The Finnish pilot programme aimed to align school and municipality to think systemically with the
key objective of promoting a common schooling vision and a united school system. The reform had
provided some positive results, but one of the key conclusions is that for individual school leaders
to be able to take on this larger system role, there needs to be distributed leadership at the school
level, with more involved deputy heads and leadership teams who can take on some of the tasks of
principals when they are taking on larger roles.
Source: Hargreaves et al. (2008).
Overall, the research has highlighted benefits from co-operation (Pont, Nusche and Hopkins, 2008).
First, many types of inter-school co-operation concentrate on managerial and administrative issues
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and thus can lessen the school leaders’ administrative workload.

Co-operation of schools can be coordinated by an overarching upper management structure such
as in Portugal and Netherlands, or schools can pool and share human and financial resources to
reach administrative increases of scale. As a result, school leaders can be relieved of some of their
most tedious administrative tasks and can devote more time and attention to leadership focused on
improved learning outcomes.
3rd Meeting
School and Active Citizenship

What is meant by citizenship education?
Citizenship education can be defined as educating children, from early childhood, to become clear-
thinking and enlightened citizens who participate in decisions concerning society. ‘Society’ is here
understood in the special sense of a nation with a circumscribed territory which is recognized as a
state.
Knowledge of the nation’s institutions, and also an awareness that the rule of law applies to social and
human relationships, obviously form part of any citizenship education course. Taken in this sense,
citizenship education is based on the distinction between:
• the individual as a subject of ethics and law, entitled to all the rights inherent in the human
condition (human rights); and
• the citizen - entitled to the civil and political rights recognized by the national constitution of
the country concerned.
All human beings are both individuals and citizens of the society to which they belong. Therefore,
human rights and citizen rights are interdependent.
Men, women and children all come into the world as individual human beings. Thanks to the immense
historical conquest of human rights, we are equal, in rights and dignity, to all other human beings.
When citizenship education has the purpose of ‘educating future citizens’ it must necessarily address
children, young people and adults, who are living beings, having the status of human beings endowed
with conscience and reason. It cannot, therefore, exclude consideration of individuals as subjects, each
with individual characteristics.
Moreover, human rights include civil and political rights, the latter obviously relating to the rights and
obligations of citizens. Thus a comprehensive human rights education takes account of citizenship,
and considers that good citizenship is connected with human rights as a whole.
Conversely, citizenship education which trains ‘good’ citizens, who are citizens aware of the human
and political issues at stake in their society or nation requires from each citizen ethical and moral
qualities. All forms of citizenship education inculcate (or aim at inculcating) respect for others and
recognition of the equality of all human beings; and at combating all forms of discrimination (racist,
gender-based, religious, etc.) by fostering a spirit of tolerance and peace among human beings.
Thus, when we speak of the purposes to be ascribed to either citizenship education (producing citizens
with moral qualities) or human rights education (comprising knowledge of the social and political
rights of all human beings, and their recognition) we inevitably end up with the complementarily
between citizenship and human rights.
Depending on the cultural traditions of each education system, we shall have, in some cases, civics
education, comprising knowledge of human rights and their exercise, and in others, human rights
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education, stressing civil and political rights as the basis of citizenship, and hence the national features
assumed by these rights and guaranteed by states.
Bearing in mind this complement, citizenship education means not only ‘educating citizens’ but also
‘training children for adulthood and citizenship’.
Citizenship education has, therefore, three main objectives:
• educating people in citizenship and human rights through an understanding of the principles
and institutions [which govern a state or nation];
• learning to exercise one’s judgement and critical faculty; and
• acquiring a sense of individual and community responsibilities.
These three objectives correspond both to educating the individual as a subject of ethics and law, and
to educating citizens. These objectives suggest four major themes for citizenship education:
The relations between individuals and society: individual and collective freedoms, and rejection of any
kind of discrimination;
The relations between citizens and the government: involvement in democracy and the organization
of the state;
The relations between the citizen and democratic life;
The responsibility of the individual and the citizen in the international community.
Democratic culture and citizenship education
If there is one idea inherent in civics education, because it concerns politics and institutions, it is the
idea of democracy.
Comprehensive citizenship education cannot dispense with this concept or with knowledge of the
institutions that enable a country to function democratically.
Rather than confining ourselves to noting and describing institutions (the necessary but not sufficient
requirement for civics education), we should explain how the operation of the machinery of state
respects government of the people by the people, and makes it accountable to citizens.
However, this way of tackling democracy may seem remote and foreign to the world of school and of
children. It is therefore desirable to imbue the whole of school life with a culture of democracy.
Educational practice is of equal value with knowledge when we come to tackle civics education. One
of the major flaws in civics instruction has been that it fails to bring democracy to life in schools,
and remains at the stage of merely enunciating principles and describing institutions. When the
organization of a school does not lead to a democratic mode of operating on which pupils can give
their opinions, children and adolescents lose interest in citizenship and see only the mismatch between
what adults say and what they do, between knowledge and action, a mismatch which they usually call
‘hypocrisy’.
Schools should therefore set up ‘governing boards’ with representatives of pupils and staff, and other
bodies in which pupils express their views and in which decisions are taken in consultation with
everyone, both young people and adults. The representation of pupils in these various bodies can and
should be achieved by an open election system which has the same qualities of transparency as in any
democracy worthy of the name.
If we are to develop a credible civics education, respect for others - pupils and teachers, administrators
and minor employees - and non-violence in attitudes and behaviour must be the rule in schools.
Respect for others, and their dignity, in the same way as the self-respect of a free autonomous
individual, springs from each individual’s personal ethic, the will to ‘live together, with and for others
in just institutions’.
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These qualities, whether described as ‘moral’ or ‘ethical’, are required of all human beings and all
citizens. They form part of both civic ‘virtues’ and individual ‘virtues’. They enable each individual to
live as a ‘good’ citizen.
In other words, in citizenship education, respect for the ‘Other’, regarded as one’s equal, with his or
her individual differences and distinctive physical, intellectual and cultural features, is to be explained
and above all experienced in daily life in all schools. Based on these principles of equal dignity and
respect for others, citizenship education has the task of combating all forms of negative discrimination
and racism, sexism and religious fanaticism.
Thus citizenship education can be regarded as an ethical (or moral) education as well as education in
citizenship.
A new way of teaching citizenship education
The introduction and continuance in schools of a democratic culture forbid dogmatism in any kind
of civics education. The methods and approaches chosen are those based on discussion among pupils
and between pupils and teachers, and make provision for children and young people to speak and
express themselves. Modes of expression may be varied: in addition to oral exchanges, drawings, songs,
poems, different kinds of written material are excellent instruments for reflection on citizenship,
democracy, justice, freedom and peace.
In a democracy, citizenship education seeks to educate citizens who will be free to make their own
judgements and hold their own convictions. Compliance with existing laws should not prevent
citizens from seeking and planning better and ever more just laws. Respect for law, which is one of the
objectives of civics education, calls not for blind submission to rules and laws already passed but the
ability to participate in drawing them up.
One of the practical tasks of citizenship education is therefore to look at the rules governing a school,
improve them and reformulate them.
The values transmitted by citizenship education are not dogmatic principles laid down once and for
all. A living culture calls for the creation of new values, although they should all be judged by the
criterion of respect for others and for human dignity.
Thus, with regard to the laws and values accepted by an entire social group, citizenship education can
in no way be a catalogue of set questions and answers. Citizenship education should be the forum
which gives rise to and nurtures a genuine culture of discussion. Whatever the problem posed, such as
the ongoing development of humanity or the stability of the rule of law, an exchange of ideas, notions,
judgements and individual opinions is necessary. Even among young children, dialogue of this kind
is possible.
Citizenship education needs also to be taught in ways that bring out the ever-constant link between
knowledge and practice. The interaction between concepts and action gradually produces the ability
to think in terms of values and to refer to them. Values are universal when they concern human rights:
for example, the values of liberty, dignity, solidarity and tolerance. As they are firmly anchored and
promoted in different cultures they can also concern a region of the world or even a special country,
nation or religion. All should be made the subject of discussion and reflection and be studied in each
course of citizenship education.
In other words, citizenship education is based on knowledge, practice and values that constantly
interact. To be precise, let us say that awareness of the necessary reference to values gradually gives rise
to practices and action which are themselves related to knowledge and skills about human rights and
the institutions that regulate life in society. Pupils benefiting in this way from citizenship education
learn step by step that citizenship unfolds and develops in a society imbued with values and in the
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human community as a whole.
Global dimensions in citizenship education
The large worldwide population flows that are a characteristic feature of the modern world mean that
schools cater for children from different cultural backgrounds. This cultural heterogeneity should be
regarded as an opportunity for citizenship education.
In this situation, children are all required to mingle with and thus learn about and understand cultures
other than their own. Far from blurring the cultural diversity of pupils, citizenship education can
bring out the value of differences while respecting and affirming the universality of human rights
principles. Respect for others - a universal principle - means, in the daily life of the school, a dialogue
with others, and taking an interest in other family lifestyles, social habits and cultural practices.
Citizenship education is the ideal forum, since discussion on social issues can be organized so that
opinions can be expressed on ways of looking at the world, in other words, on cultures.
This is a new form of action to combat racism. Racism is frequently due to the ignorance in which
children are reared in respect of cultures other than that which is the majority culture of their country.
Through knowledge of these other cultures and the very existence of multicultural life in the classroom,
children are fortified against despising the ‘Other’ and against hostile indifference, both of which are
sources of racist behaviour.
Conclusion
The problem posed by citizenship education is how to blend together the particular and the universal,
the national and the international, the individual and society. The difficulty can be solved by integrating
human rights education in this new subject, civics education.
This approach opens up new paths for education for peace, human rights and democracy.
Thus, citizenship education addresses both the individual and the citizen and provides an avenue
for each individual citizen to acquire an understanding of the issues of peace in the world, and the
challenges of the globalisation of economic, environmental and cultural problems.
Since sustainable development of human beings and the world they live in is linked to the quality of
education, the time has come to regard citizenship education as a vital part of any education system
and any teaching programme.
Source: Adapted from UNESCO (1998) Citizenship Education for the 21st Century.
4th Meeting
About Networking
School leaders increasingly engage in collaboration with their surrounding environments. In England
and Northern Ireland, for example, a lot has been done around the “Extended Schools” agenda which
aims at ensuring that all students and families have access to a range of services and other agencies
such as social welfare and health outside of curricular time. In Northern Ireland, the Extended School
model now involves over 500 schools, i.e. 40% of all schools in Northern Ireland. Socio-economic
conditions such as residential mobility, parent educational background, family health and living
conditions are likely to influence the degree to which students can perform well in school.
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Leaders thus need to reach out to the community to influence the conditions which influence their
own work with students (Hargreaves et al., 2008). These engagements can also contribute to the
development of the community’s social capital as a whole (Kilpatrick et al., 2001).
In a Swedish case study, Hoog et al. found that leaders in schools with successful outputs in terms of
academic learning and social goals were engaged in changing school structures and cultures in order
to open them to their local communities (Hoog et al., 2005). The surrounding community was seen
as a necessary resource in the improvement of the schools.
Finally, in some countries school leaders are also becoming more connected with local or municipal
education authorities to achieve better connectedness to other public services and community
development, as well as to improve student outcomes for all students in the local educational system.
The approach adopted in Finland (Box 2.4) can provide some evidence on the practicalities of system
leadership at the municipal level.
School-municipality co-operation in Finland
A Finnish city visited by an OECD case study team had implemented a pilot programme in which
five principals are also working as district principals, with one-third of their time devoted to the
district and two-thirds to their own schools. The purpose of this reform was to improve schooling
for the municipality children by ensuring that principals are responsible for their own schools but
also for their districts and that there is shared management and supervision as well as evaluation and
development of education planning.
The Finnish pilot programme aimed to align school and municipality to think systemically with the
key objective of promoting a common schooling vision and a united school system. The reform had
provided some positive results, but one of the key conclusions is that for individual school leaders
to be able to take on this larger system role, there needs to be distributed leadership at the school
level, with more involved deputy heads and leadership teams who can take on some of the tasks of
principals when they are taking on larger roles.
Overall, the research has highlighted benefits from co-operation (Pont, Nusche and Hopkins, 2008).
First, many types of inter-school co-operation concentrate on managerial and administrative issues
and thus can lessen the school leaders’ administrative workload.
Co-operation of schools can be coordinated by an overarching upper management structure such
as in Portugal and Netherlands, or schools can pool and share human and financial resources to
reach administrative increases of scale. As a result, school leaders can be relieved of some of their
most tedious administrative tasks and can devote more time and attention to leadership focused on
improved learning outcomes.
Beyond these more operational issues, leaders’ collaboration with other schools and with the
local environment may contribute to improving problem-solving through intensified processes of
interaction, communication and collective learning. It may also contribute to developing leadership
capacity and attending to succession and stability by increasing the density of and opportunities for
local leadership in the school and at the local level.
Leadership engagements beyond the school can include partnerships with other schools, communities,
businesses, social agencies, universities and policy makers on a local, national and international basis.
They can increase professional learning, enhance improvement through mutual assistance and create
greater cohesion among all those concerned with the achievement and well-being of every child.
While it seems that many school leaders are expanding their scope to larger networks, some are
struggling to respond. When having to make decisions on whether to focus on the school programme
or having to work outside, most principals will choose the first, as it is their key concern and the focus
78
of their performance evaluation. System roles come after school issues have been taken care of and
may not be prioritised, although there may be long term benefits for the principals and the schools.
In addition, leadership may not be well prepared to take on the challenges of leading collaboration
with the outside world.
In England, for example, where the system leadership agenda has been moving forward quite quickly
(Box 2.5), teachers identified the need for better skills for the management of extended services as
their most important future training requirement.
Other problems or challenges have been highlighted such as the sheer lack of time for engagement in
co-operation, lack of capacity and problems in decision making powers of different bodies.
If collaboration activities are perceived as being imposed from above rather than being pursued out
of real commitment, their effectiveness will be limited. In Korea for example, cooperative structure
remains a rather ineffective compulsory obligation; there may be divergent interests of the groups
involved and collaboration may remain superficial unless change is pushed. The move towards
establishing “communities of schools” in Flemish Belgium is understood by some schools as a sort
of “contrived collegiality” (Hargreaves and Dawe, 1990) where school leaders are obliged to work
together in order to receive increased resources (in the form of staffing points) from the government.
5th Meeting
Education for All
5.1. Challenges of our societies
(Excerpt from “Overcoming Social Exclusion through Inclusive Approaches in Education”, http://
unesdoc.unesco.org/images/0013/001347/134785e.pdf )
The influence of broader political developments towards cultural diversity and more widespread
democracy has reinforced the role of education in political socialization, and facilitating active
democratic citizenship. As well as a great variety of individual talents, education has to face the wide
range of cultural backgrounds of the groups making up society. Education has to take on the difficult
task of turning diversity into a constructive contributory factor of mutual understanding between
individuals and groups. Any educational policy must be able to meet the challenges of pluralism
and enable everyone to find their place in the community to which they primarily belong and at the
same time be given the means to open up to other communities. The International Commission on
Education for the Twenty-First Century reminds that education policies must be sufficiently diversified
and must be so designed as not to become another cause of social exclusion and that schools should
foster the desire to live together (UNESCO, 1996).
The ‘Overcoming Exclusion through Inclusive Approaches in Education’ paper has been developed
in a close interaction, consultation and collaboration with a number of UNESCO colleagues,
researchers and practitioners from the different world regions. It is intended to provide a framework
for UNESCO’s involvement in developing inclusion in education in its Member States, as well as to
be a source of stimulation and discussion.
Inclusion is seen as a process of addressing and responding to the diversity of needs of all learners
through increasing participation in learning, cultures and communities, and reducing exclusion within
and from education (Booth, 1996). It involves changes and modifications in content, approaches,
structures and strategies, with a common vision which covers all children of the appropriate age range
and a conviction that it is the responsibility of the regular system to educate all children (UNESCO,
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1994).
Inclusive education is concerned with providing appropriate responses to the broad spectrum of
learning needs in formal and nonformal educational settings. Rather than being a marginal theme on
how some learners can be integrated in the mainstream education, inclusive education is an approach
that looks into how to transform education systems in order to respond to the diversity of learners. It
aims to enable both teachers and learners to feel comfortable with diversity and to see it as a challenge
and enrichment in the learning environment, rather than a problem.
Poverty, ethnicity, religion, disability, gender or membership of a minority group may limit access to
or marginalize within education.
However, the exact cultural, social and economic consequences of these factors vary from time to
time, from country to country and from location to location.
Possible explanations for exclusion in education:
Attitudes
Negative attitudes towards differences and the resulting discrimination and prejudice in the society
manifests itself as a serious barrier to learning.
Curriculum
The curriculum has been unable to meet the needs of a wide range of different learners.
Environment
The vast majority of centres of learning are physically inaccessible to many learners, especially to those who
have physical disabilities. In poorer, particularly rural areas, the centres of learning are often inaccessible
largely because buildings are rundown or poorly maintained. They are unhealthy and unsafe for all learners.
Language and communication
Teaching and learning takes place through a language which is not the first language of many South
African learners. This places these learners at a disadvantage and it often leads to significant linguistic
difficulties which contribute to learning breakdown. Second language learners are particularly subject to
low expectations, discrimination and lack of role models and cultural peers.
Organisation and governance of the education system
• The basic centralisation of the education system has left a legacy of restrictive centralised control which
inhibits change and initiative. Legal responsibility for decisions tends to be located at the highest level
and the focus of management remains oriented towards employees complying with rules rather than on
ensuring quality service delivery
Inadequate and fragmented human resource development.
• The training needs of staff at all levels are not being adequately met. Little, or no training and capacity
building opportunities exist for community resource persons, particularly carers.
Training tends to be fragmented, uncoordinated, inadequate, unequal and often inappropriate to the
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needs of a developing country.
5.2. The “Nightingale” Project (A Comenius Project from 2006 – 2009)
A best practice example to illustrate how important it is to offer support for children with
migration background to combat exclusion
Description
The children
The children participating in the Nightingale Project are 8-12 years of age and they come from six
multicultural schools in Malmö. At these schools there are quite a lot of children from countries in
war and from social underprivileged circumstances. Many are born outside Sweden or have foreign
background. They often have different ethnic, religious or social backgrounds than the mentors which
may be a double benefit for both mentor and child.
Most of the children live in a suburb in Malmö and some of them also spend their summer holiday
there without any possibility to go to the beach or the countryside. Here the mentor can be an
important bridge to broaden their view and get new experiences. Some of the children do not even
think they live in Malmö or belong to the city and they are so excited when they have been brought
by the mentor to the centre of Malmö saying: “Are we going to Malmö?” Because to them centre of
Malmö is a shopping centre close to their own living area.
It is purely voluntary for children to apply for participation in the program. It is the school that decides
whom to choose. It is in most cases children for whom you may predict a positive development that
will be appointed. They may be newly arrived to Sweden, want to develop their language skills or need
a female or a male identification.
Children are proud and happy, almost glowing having a mentor. As one of our children once expressed
himself:
“To get a mentor it is like getting a new pair of Nike-shoes! “
The mentors
All students at Malmö University can apply to become a mentor to a child and may come from all the
six schools at Malmö University. Every year approximately 100 students act as mentors (three times
more are applying) and since the start we have had 800 pairs. The students are mentors on a personal
one- to-one basis with one child each. All the applying students are interviewed and their references
are checked. Then the mentors are matched with one child each, often with similar interests. Girls are
always matched with a female mentor. There are approximately the same amount among the girls and
boys. However, 80% of the mentors are female and 20% male mentors. The selected student has to
join the mentor education course. It is required to document continuously the work of the mentors
and mentees. Mentors are also given a small amount of money for their work to cover the expenses
with their mentees.
The aim is that mentors (students) should be an adult role model in a closer relationship with one child
each and experience an insight into a child’s and family’s life. This can also contribute to an increased
knowledge, understanding and empathy for different people`s lives which may be an important added
value of their university studies and essential knowledge to all future professions. During the meetings
81
with the children and their families, they may also have developed skills that are increasingly required
today:
Generic skills like creativity, communication, and social abilities; students have the opportunity to
participate in multicultural meetings which also may prepare them to work in a multicultural society
like Malmö. One mentor describes it like this:
“Instead of being a baby-sitter I’ve got a young friend, who has helped me to see the world in a new
way and give me the curiosity to learn more about other cultures, and it has just started”.
The mentor gets a deeper insight how it is to be socially underprivileged, to be unemployed, how it is
to sit and wait for a residence permit or being newly arrived in a foreign country. To meet, to see, to
know a child and her family is different than to read about it. You can’t compare it with literature you
read about. The child and mentor receive experience and knowledge for their lives.
The meetings between the child and the mentor
Children and mentors meet once a week, usually after for 2-3 hours during the period from October
to May. They decide on their own what they want to do together and when they want to meet. They
may meet in the child’s or the mentor’s home, at the University or visit libraries and museums. Most
of them make “everyday things”: prepare dinner together, make cookies, play games, go to the city
and do different activities together.
For some of the children it may be the first time to participate in activities they have never tried or
done before like skating, swimming, watching hockey games etc.
The mentor is a grown up friend like an elder brother or sister by trying to increase the child’s self-
esteem. The child often sees the mentor as a person they can trust, talk to and rely on. For the child
it means that they have one adult who is there only for her/him. The mentor listens to the child, pays
attention and encourages the child. The language, one of our most important tools of integration in
a society, is trained naturally every time they meet.
One example is the story about the little girl from Asia that loved to write small fairytales and who got
a mentor that also loved to do so. Together they wrote small stories every time they met. The mentor
wrote from the left side of the paper and the child wrote from the right to the left with beautiful signs.
In the end of the period the mentor learnt to write a short story with signs and the girl wrote small
stories with letters. Later on they had a writing competition at the girl’s school and proudly she told
the mentor that she won.
As one of the goals for the Nightingale Project is to promote interest to the children to go on for higher
education, the mentors and children now and then visit Malmö University. Most of the children do
not know that the university exists at all and very often there is no one in their family or among
relatives who have studied at a university. Some of the children think it is strange that the mentor
still goes to school. “Why do you not work? - Are you unemployed and why do you still have to go
to school?” Traditional professions like a doctor, teacher, engineer, nurse etc. they have heard about;
but all the new schools like IMER and Arts and Communication at Malmö University they often
find exciting. It gives them new ideas of what they can study in the future at a university. They begin
to realize that you have to work hard to become a university student. One mentor visited Malmö
University with her little girl who didn’t like to go to school. With big eyes this girl looked around and
said: “Oh here it is so nice! What can I do to become a student here? The mentor answered: “Well,
you have go to school every day, do your homework and try to do your best and I think you can be a
university student too”. Maybe this little girl will think about it later on and maybe she got inspired.
Even if she will not become a student, there was at least one that believed in her and hopefully that
feeling will grow strong.
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The mentor sometimes helps the parents to translate letters from authorities, helps them in many
ways or explains new and strange things they do not understand, etc. They are often an inspiration on
what parents can do together with their child and what kind of activities that are going on in Malmö.
The family often invites the mentor for dinner or to participate in different traditional celebrations
and they are often the first Swedish person who comes to their home. Thus, the mentors get a deeper
insight into the family and their ethnic, religious or social backgrounds. This makes them more open-
minded, curious and interested for people coming from other countries.
There are several examples on how mentors have been truly interested to visit and study in the family’s
home-country, thus increasing the IaH-aspect at Malmö University. Many mentors often tell us that
they are more interested in other people and their backgrounds now and that the prejudices they have
had are now gone. The meeting with one child and a family counteract the prejudices we all have.
Several of them have also pointed out that the experience to be a mentor can never be replaced by just
reading about it.
Experiences of the Programme
The first evaluation
A first evaluation was made in 2001. The evaluation was based upon what the program meant for the
students and the children involved. The evaluation showed that the program is a mutually beneficial
experience for both the mentors and the children. The overall impression is that the Nightingale is a
very successful mentor program.
The following factors play an important role in achieving successful results from the project:
• Mutual benefit (the experience is not only rewarding for one person but for all the people who
are involved);
• Careful matching of the child and the mentor;
• Structure and clear guidelines for the mentor tasks;
• Students receive a small fee; they see it as a commitment, a work that is not easy to leave;
• Students feel the 2-3 hours meeting time once a week is appropriate and useful;
• The mentor period (October-May) is seen as enough time to build up a relationship and to
observe the development of a child.
Ten years later in 2006/07 an interview study was carrying out with those children that had a mentor
ten years ago. The study is still not completed but below there are some brief notes from the interviews.
All of them remembered their mentors very well and also the experiences they did together. One
of them even remembered her mentor’s telephone number! All of them said that it was always very
funny to meet their mentors and that it was something they all looked forward to. One milestone is
when one student came to the “Nightingale Office” and wanted to apply to become a mentor. He
had a mentor himself in Nightingale ten years ago. He told us that he came to Sweden in1992 with
his parents. They had fled from the war in Bosnia and didn’t do so much together with his parents in
his spare time. He said:
“Most of the time we were at home…my parents were rather depressed, they couldn’t speak the
language and they didn’t know what to do in Malmö …so they thought it was a good idea for me to
have a mentor …to let me get out in the society together with one. And that was great to me!”
Several of them also talked about their mentors as someone who saw them, took care of them, listened
to them and encouraged them:
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“She took care of me… she didn’t say now we do this or that…instead she said: ´what do YOU think
we should do? ´ This is something no one ever had asked me. “
Nine of the fourteen interviewed said that they would intend to go to the university and that the
mentor had an impact on them and he/she was a positive role model as a student at the university.
“Oh yeah, definitely she was a positive role model! I met a young girl who went to the university. No
one in my family has ever studied at a university, so I will be the first!”
The Future
The Malmö Nightingale has certainly flown over the world since its start ten years ago and will
continue to do so. The program has been presented at numerous conferences about IaH like the EAIE
Annual Conferences, many conferences outside Europe in i.e. South Korea, Japan, China, South
Africa and the US. Outside Malmö, the pilot project has started at Lund and Kristianstad Universities.
EU funding has made it possible to start a Nightingale Network in seven European cities. This means
that children and university students in Ljubljana (Slovenia), Girona (Spain), Zug (Switzerland), Linz
(Austria), Stavanger (Norway), Berlin and Freiburg (Germany) will be able to meet up in accordance
with the Malmö University model.
Nightingale means new friendships, new experiences, new knowledge but also integration between
people. You can see the mentor and the child as the first link to an increased understanding and
tolerance to each other with different social and cultural background that hopefully can lead to an
increased integration in our society.
Both personally believe very much of the ideas behind this program - to meet the children at their”
first date” with their mentors and to see the expectance of getting a big sister or brother, a grown-up
friend to remember a wonderful moment. They look with sparkling eyes and happy when they meet
for the first time - it looks like they were thinking: “Now it is going to be only you and me!” – With
the big adventure to meet the very committed mentors in their free time.
A program like the Nightingale Project cannot be carried out without great support from the university
management and the commitment of the schools involved. It is to be hoped that the Nightingale
Project will continue to spread its message for many more years.
6th Meeting
The idea and practise of European School Clubs

Daniel Eisenmenger
A good European citizen should be “a person of unblemished democratic convictions and attitudes,
who is firmly embedded in his or her national polis but holds equally strong views on the solidarity
of European citizens”. Furthermore, this person is not just thinking about European solidarity and
connectedness, but he/she actively practises those virtues. He/she participates in local, national,
and European politics by, above all, casting his/her vote in elections1. We know that we are far
from reaching this ideal. Even worse, as the vice-president of the European Commission, Margot
Wallström, wrote in the last issue of this magazine, at present “seven out of ten citizens say that they
know very little about the EU”2.
The European Institutions are using all possible media (books, brochures, TV, radio, newspapers, and,
of course, Internet3) to communicate their work as well as the fundamental ideas of the European
Union. By this, they have already reached remarkable improvements, but as Commissioner Wallström
put it: “Schools are, of course, the obvious place in which to start learning about Europe”4. Perfect
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extra-curricular tools to do so are European School Clubs.

The European School Clubs work like any ordinary club at school, like a football, chess or dance club,
with the significant difference that the students and teachers are discussing and working exclusively
on European matters. Compared to the top-down initiatives of the Commission or the Parliament,
they are a sort of European grass roots movement. Whilst in some countries there are only a few clubs
inspired by the special engagement of single teachers, there are other countries like Italy or Poland
with hundreds and thousands of European School Clubs all over the country from basic to upper
secondary and vocational schools. In Poland, there are by now more than 3000 clubs5. And they can
tell a story of success.
The Polish European School Clubs are said to have largely contributed to the change of opinion in
Poland in favour of the European Union. Not only are the students and teachers involved but their
friends and families, too. By direct contact to such motivated European citizens get to know more
about the ideas and the functioning of the European Union. Still, European School Clubs are not
limited to the European Union; you will find them at schools in partner states like Croatia, Serbia,
Ukraine or Turkey as well.
In general, the clubs are organised by one or two responsible teachers starting up a club in their school.
Depending on age and number of pupils participating, the organisation of the club can be partly or
completely delegated to the students. This way, they can learn active citizenship and democratic rules
by organising the clubs on their own. The students elect a president or a presidency for the club for
one term or the whole school year. Maybe it’s even possible to get them a special room in the school
for meetings and where working materials can be kept. It’s up to the presidency to date and organi
se the meetings, to propose topics and schedules. What is finally done within the following weeks
and months is discussed and voted by all members of the club. The role of the teacher is restricted to
support the students in their work as far as necessary. By this democratic way of organisation, European
School Clubs are learning-by-doing democracy, so they are not only contributing in educating “good
European citizens” but they are also getting close to the ideal of cosmopolitan citizens defined by the
UNESCO framework6.
One of the main tasks of European School Clubs is to bring Europe into school. So, the organisation
of a Europe Day within the first two weeks of May7 can be a fine activity to start a club. All you need
is a small core group at your own school. There are a lot of regional, national and European initiatives
and competitions to take part in. Just to give you some examples of possible activities:
You may…
• … invite a member of the EP (European Parliament) to your school and organise a panel discussion.
•… prepare a small exhibition in your school about the functioning of the European institutions
or any actual or basic European topic, as e.g. the independence of Kosovo, the energy policy or the
enlargement of the Union.
• … work on the migration policy of your school’s town or region. As highlight of your club work, one
can organise a visit of your regional, national parliament or a trip to one of the European institutions
in Brussels, Strasbourg or Luxembourg.
• … also prepare a European party in your school with music and dances or a European dinner with
food from all over our continent. It doesn’t always have to be only about institutions and politics.
Certainly, working on European matters does also mean bringing people together, exchanging ideas
and creating links all across Europe. Surprisingly, initiatives to create networks between the existing
European School Clubs are a relatively recent development. The advantages of such networks are
obvious: You can work on the same topic and discuss it with respect to different regional and national
points of view. Modern ICT-tools allow you to get and stay in touch for just a project or on the
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long run. You can organise a chat or a video-conference to discuss or even create a virtual exhibition
together. With eTwinning8, there is a European tool which enables you to find partners for your
projects and offers you a virtual space (called “twin space”) to work with. For pupils and students of all
ages, it is always a special event to get in direct contact with young people of the same age from other
countries. In addition, it’s a good training for their foreign language skills as they are communicating
in authentic situations.
The first, and, as far as I know, biggest network of European School Clubs was created two years ago
by the Polish Robert Schuman-Foundation. The foundation is in contact with more than 1000 clubs
in Poland and so far, there are 27 international clubs registered, mainly from Italy and Romania9. The
foundation runs a special website10 with practical information for European School Clubs as new
competitions, a project database, a mailing list and different offers for participation. They are also
providing a regular newsletter. Once a year, in autumn, the Polish Schuman-Foundation is organising
an international meeting of European School Clubs in Poland. The euroclubnetwork.eu is open to all
interested clubs from Europe. Inscription is possible on the homepage mentioned above.
Another co-operating network was also founded at the end of 2007. A group of teachers created a
virtual platform on eTwinning. This peer-to-peer Internet platform consists of a forum, a chat-room,
web space for up- and downloads photo-galleries and other possibilities. Registration and membership
are free of charge. Teachers are using the European School Clubs – “twin space” to exchange ideas,
teaching materials and to create a direct communication and co-operation between the clubs all over
Europe11.
All in all, the idea of European School Clubs shows a huge potential for the future. Until now, the
practise doesn’t seem to be completely developed. The main initiative runs from the new member
states (except Italy), where a lot of clubs have been created since 2000. It is now about time to spread
this grass roots school movement all over Europe, so that in the nearest future we can see more clubs
from Spain to Finland, connecting schools, teachers and, above all, pupils and students from all Eu
ropean countries to discuss the important matters of our community and to make Europe their own.
Notes
1 Ute Frevert, “How to become a good European citizen: present challenges and past experiences”, in
Viola B. Georgi (ed.), The Making of Citizens in Europe: New Perspectives on Citizenship Education.
Berlin, 2008, p. 41.
2 Ibid., p. 36.
3 For example the information site of the Commission: www.europa.eu, of the EP www.europarl.
europa.eu or the video information channel on youtube www.youtube.com/eutube.
4 Margot Wallström, “Let’s talk about Europe”, Pliegos de Yuste, 7-8, 2008, p. 37.
5 Information by the Polish Robert Schuman-Founda tion http://schuman.org.pl/index.
php?option=com_content&view=article&id=208&Itemid=114&lang=en.
6 Audrey Osler and Hugh Starkey, “Education for Cosmopolitan Citizenship”, in Viola B. Georgi
(ed.), The Making of Citizens in Europe: New Perspectives on Citizenship Education. Berlin, 2008,
p. 210.
7 Around the 9th of May remembering the Schuman Declaration of 1950. On European level
you’ll find the Spring Day initiative as annual campaign, for further information see http://www.
springday2009.net.
8 Twinning is part of the European Comenius-program. It’s working in 23 languages and involves
30 countries, the countries of the eu plus Norway, Iceland, Turkey. For more information see www.
etwinning.net.
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9 Numbers at the end of April 2009, see http://www.euroclubnetwork.eu/content/blogcategory/14/41/.

10 See www.euroclubnetwork.eu. The euroclubnetwork.eu is open to all interested clubs from Europe.
Inscription is possible on the website mentioned above.
11 If you are interested in joining the network, please contact Daniel Eisenmenger by e-mail on
daniel.eisenmenger@etwinning.de.
Source: http://www.pliegosdeyuste.eu/n9pliegos/pdfs/53.pdf
Annex 2 – Topics for discussions and introductions
1st Meeting
Below you can find some topics which can be important for discussions about the relation between
school and community. Most topics are realistic and can be related to the school, the community or
both.
The relation between the school and the (local) community should not be a vague notion, without
any relation to every day’s practice. The relation should have concrete contents so that discussions
in school will be realistic and significant and can lead to concrete results. Certainly at school, where
teachers and pupils work and live together in a common context and community, the relation between
school and community should be worked out in concrete events, concrete ways of life, concrete
problems and realistic questions.
To help the teachers and managers to make the discussions more realistic and useful, a list of topics
are presented here. The topics are concrete and can be relevant in most schools. They are divided in
seven main sections. Of course it is possible to extend the number of sections and the topics. It is also
possible to create other sections. For the school leader it is possible to note when a topic is relevant
and can lead to problems or questions.
The list of topics gives him/her some tools (questions) to discuss the topic, to make interventions or
to make policy, if necessary. Anyhow, it can be important to pay attention to them.
1.Relation between school and local society
2.Cooperation between school and local community
3.School as a supporter of the local environment
4.School as a help for development of the local community
5.School as a supporting institution and facilitator of the local democracy
6.Relation between school and (local) political parties
7.Relation between school and the local community board
8.Relation between school and local social institutions, like health care and social work
2nd Meeting
a)Statements for discussions
The local community is able to help the school and the students with their success.
The local community has the means, the instruments and the money to support the school to prevent
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school failure and dropping out.

The school can play an important role in local elections.
The school is a neutral institution; therefore political items should not be part of the curriculum.
The principal should not be a member of a political party.
Teachers are allowed to be active in local, regional or national politics and can express their involvement
in school to the participants.
The principal has the right to forbid the teachers to be active in political parties.
b)Case Studies
Case 1: Local elections
Local elections will take place shortly. A member of a political party asks the principal if he/she could
come to the school and inform the participants about these elections and about the community
programme in the future.
How should the principal react? Below you see a list of possible interventions the principal can choose
from. Choose one intervention and discuss it in your group with your colleagues.
It is possible to choose more than one intervention. If you do so, please make a list of possible
interventions and make an order of priority.
Possible interventions for the school leader

a)The principal refuses the member of the party to come to the school, because the school has to
be neutral;
b)The principal discusses the request with the staff and takes a decision after the discussion;
c)The principal discusses the request with the school board and the parents;
d)He/she invites the party because he is a member of the party and sympathises with it;
e)The principal agrees but only if members of the other party are also present.
Case 2: Influence on the environment

The community wants to construct a new road. This road is planned in an area that is important for
the environment and the biological system. An action group (committee) wants to stop the plans and
wants to inform the participants about this “bad plan”.
How should the principal react? Below you see a list of possible interventions the principal can choose
from. Choose one intervention and discuss this in your group with your colleagues.
Possible interventions for the principal

a)The principal refuses the action group to come to the school, because the school should be
neutral;
b)The principal discusses the request with the staff and takes a decision after the discussion;
c)The principal discusses the request with the school board and the parents;
d)The principal invites the action committee because he supports the action committee;
e)The principal invites the committee because he/she thinks that the issue concerns everybody.
c) Role play
Situation
The principal thinks that the school should not be involved in local, regional or national policy. He
wants his school to be a European school. His argument is that the student in the future will be
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European citizens and the school has to contribute to this development.

Some teachers do not agree with him, some do. Some teachers think that the school in the first place
is involved in the local community instead of the European community. Some teachers rather favor
a national awareness.
There is a preliminary discussion with a number of teachers and representatives of the parents to see
if a compromise is possible.
Participants in the discussion

1. The principal; the school leader favours a compromise, for example by paying attention to local,
regional, national and European democracy and development in the curriculum.
2. Teacher 1; he/she opposes all the proposals of the principal. He/she wants only attention for the
local democracy.
3. Teacher 2; he/she opposes for practical reasons. He/she thinks the school’s programme is overloaded
and priorities have to be set. He/she would like more attention for local and national democracy. If
there is time, perhaps a little bit attention for the European development.
4. Parent 1; this parent is from abroad and he/she wants to have more attention to a more cosmopolitan
education, e.g. European integration.
5. Parent 2: this parent is heavily opposed to all involvements of the school in politics, democracy etc.
This is not a task for the school, but for authorities.
Preparation
Participants take over the roles; allow ten minutes to prepare the discussion, particularly to think
about good arguments.
Time
The role play (the discussion) should not exceed twenty minutes.
Points of observation:
• How does the principal introduce the discussion?
• How does he/she lead the discussion?
• Does he/she clearly phrase the arguments and considerations?
• Are his/her arguments sensible and valid?
• Is it clear that she/he is working towards compromise?
• Does he/she speak in a roundabout way or in a resolute way?
• Does he/she give enough space and time to all participants?
• How does he/she end the discussion?
Add your own points of observation.
Reflection and Evaluation

Reflect on the discussion with your points of observation. Discuss the behavior and the actions of the
school leader in particular.
3rd Meeting
Below you can find some statements of important persons which can be important for discussions
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about school and active citizenship.
Koïchiro Matsuura
Director-General of UNESCO
“The world must learn how to live, and work and exist together - in peace, with an appreciation for
the diverse cultures and perspectives and wonderful creativity of mankind. Such learning is key to
prosperity, opportunity, productivity and human progress. It is key to the changes in cultures and
attitudes and commitments, at all levels, which lead to reduced poverty and inequity, to respect for
human rights and to increased participation to open, confident, resilient societies.”
Mikhail Gorbachev
President of the former USSR

“The preceding generations have done much that is good but also much that will have to be undone
- both within each country and in the international community. Like you, I feel that politicians and
governments are too slow in taking urgently needed decisions. But I urge you [children] to seek to
effect change only through democratic means. Never resort to force.
We need a new system of values, a system of organic unity between mankind and nature and nature
and the ethic of global responsibility.”
His Holiness the Dalai Lama
“Finally, I want to tell you that self-confidence and enthusiasm is the key to a successful life, and
to succeed in any activity one is engaged in. We must be determined and must have an optimistic
outlook, even if we fail we will have no regrets. Firstly because the objectives were not realised, and
secondly because you feel guilty and regret at not having made full effort in the realisation of the
objectives. So therefore, whether we commit ourselves or not it is an individual choice. Once you have
made up your mind, you must go forward with a single-minded devotion in spite of the obstacles.
This is very important”.
Wangari Maathai
Winner of the Nobel Peace Prize, 2004
“I don’t really know why I care so much. I just have something inside me that tells me that there is a
problem, and I have got to do something about it. I think that is what I would call the god in me. All
of us have a god in us, and that god is the spirit that unites life, everything that is on this planet. It
must be this voice that is telling me to do something, and I am sure it’s the same voice that is speaking
to everybody on this planet - at least everybody who seems to be concerned about the fate of the
world, the fate of this planet.”
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4th Meeting
Brainstorming – Royston Maldoom
Royston Maldoom is an international choreographer known particularly for his work in the field of
‘community dance’. He has worked with people in very different situations: children and young people
in, and excluded from, mainstream education, street kids, the displaced, people with disability, men
and women in prison, communities in conflict or marginalised or divided by cultural, religious, social
or economic circumstances. His passion is to give all of them the opportunity to transform, through
the medium of contemporary dance, their view of themselves, their abilities and their potential.
And to change where necessary the way in which others view and judge them. He is convinced that
dance and performance can transform the lives of individuals and communities; supporting and
encouraging comprehension, cohesion, sympathy and dialogue. (http://www.royston-maldoom.com)
His philosophy is based on boosting each person’s self esteem. The students in school have to feel the
teachers’ passion and the trust towards their children regardless of their experience, age, gender or social
or ethnic background. Important for him is the love and involvement from the practice and process
of which can lead to positive, powerful and long lasting social, physical, emotional and psychological
transformation for individuals and communities (whether it is arts, geography, mathematics, etc. )
School should be a meeting place to experience life - no ghetto, no isolation.
NETWORKING Power Point Presentation
1)
• Different EU-Programmes
• Lifelong Learning Programme
• Erasmus Mundus
• Tempus
• Europe for Citizens
• Youth in Action
• Eurydice Network
2)
• eTwinning
• A platform to communicate and set up collaborative projects between their schools/classes
to be carried out through ICT
• Portal: etwinning.net
3)
• COMENIUS Reggio Partnerships
• Improving the cooperation between local and regional authorities in education
• Bilateral networks of schools, educational authorities, teachers, students, etc.
• Examples: Teachers’ exchange programmes, study visits, organisation of conferences, summer
schools, testing of new educational approaches, implementing study programme...
• Grant up to 25.000 Euro per region
• Minimum: one school / kindergarten and at least one institution (enterprise, museum, library,
youth organisation, sports club...)
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4)
• Other areas of networking
• Local networks, e.g. libraries, museums, migrants’ associations, child health care services,
parents’ associations, regional, national and international educational institutions...
• Regional networks, e.g. environmental associations, human rights organisations, culture
clubs...
• National networks, e.g. Ministry of Education, school networks, museums...
6th Meeting
a)Teachers’ statements
http://insight.eun.org/ww/en/pub/myeurope/home/news/headlines/eu_citizenship.htm
b)Checklist about the promotion of active European Citizenship in schools
Is European citizenship mentioned in the school policy plan? O YES O NO

Are European citizenship activities listed in the school work plan? O YES O NO
Was European citizenship an item on the staff meetings agenda? O YES O NO
Is European citizenship a theme of one of the projects at school? O YES O NO
Is there a policy to strengthen Europe as a topic within in the curriculum? O YES O NO
Do teachers subject meetings deal with Europe? O YES O NO
Is there a real space (library corner, classroom…) at school dedicated to Europe? O YES O NO
Is there a person appointed to coordinate European citizenship issues at school? O YES O NO
Does the school promote active citizenship? O YES O NO
Does the school support initiatives in the field of active citizenship? O YES O NO
Is there an active participation structure at school? O YES O NO
Is the school as a whole an active player in social issues in the local community? O YES O NO
Is the school taking part in local development issues? O YES O NO
Source. http://www.mice-t.net/micetabC8.html
Annex 3 – Assignments
1st Meeting
The participants gather information about the schools and their engagement to cooperate with the
community and external institutions.
Reflect upon:
• How do these partnerships influence the curriculum and the norms of the school(s)?
• How do the school(s) and the principal(s) deal with these issues?
• Which institutions were/are involved?
• How did the communication work with the representatives of these institutions?
2nd Meeting
Write down your ideas of “Community Politcs and School” (about 1000 words)
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3rd Meeting
Assignments:
Describe your home (or school) community to show the type of conditions under which your students
can learn to practice their citizenship skills.
Identify five issues that affect the quality of life and environmental conditions in your home (or
school) community.
Rank these issues in order of their likely impact on achieving a sustainable future.
4th Meeting
Write a paper (approximately 2000 words) about:

“Schools should be a meeting place to experience life - no ghetto, no isolation”
5th Meeting
After having read about the mentoring project “Nightingale” look for other best practice examples in
your country and abroad. Introduce them at your next meeting.
6th Meeting
Elaborate a concept for your own school for promoting European Citizenship and upload it onto the
platform
7. References
Compulsory Reading
OECD. Improving School Leadership, Volume 1 Policies and Practices. OECD 2008 (www.oecd.
org/publishing/corrigenda)
OECD. Improving School Leadership, Volume 2 Case Studies on System Leadership. OECD 2008
(www.oecd.org/publishing/corrigenda)
Kilpatrick, S., S. Johns, W. Mulford, I. Falk and L. Prescott (2001): More Than
Education: Leadership for Rural School-Community Partnerships, Rural Industries
Research and Development Corporation, Canberra
Holzbrecher, A (2004): Interkulturelle Pädagogik. Cornelsen, Berlin
Further Reading
Greenberg, Mark, et al. (2003): Enhancing School-Based Prevention and Youth Development through
Coordinated Social, Emotional, and Academic Learning. American Psychologist, 58, 466-474.
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Online Ressources
http://www.casel.org/downloads/AmericanPsychologist2003.pdf
http://www.pedocs.de/volltexte/2008/258/pdf/Sliwka.pdf
http://eacea.ec.europa.eu/ressources/eurydice/pdf/0_integral/055EN.pdf
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Module 3 - Overview Helene Ärlestig, Monika Törnsén, Olof Johansson
Module 3 - Overview
• Title: School leadership in a globalized world

• Level: Advanced/Master level
• Module Status – optional/compulsory Compulsory
• Credits: 6
• Authors: Helene Ärlestig, Monika Törnsén, Olof Johansson
• Rationale:
Current global policies and trends influence the local school and its leadership. New demands put a
focus on how to combine local culture with being a European and world citizen. Being a part of the
EU open up for comparison and learning about others countries aims, school system and leadership
as well as reaching new understanding about the own country’s system and culture. This creates
altered tasks for principals and school leaders including teaching and fostering a new generation of
the opportunities living in a multicultural and open society.
Personnel in education are key players in how education systems evolve, improve and affect learning
outcomes.
95
School leaders and prospective school leaders
• Aims
The participants will develop an understanding of the impact of global policies, economy and
cultures on their own educational system. The aim is to identify and discuss the implication for school
After the module the student should demonstrate knowledge and understanding through being able
to describe and compare school system and school leadership
in European countries
• to define and explain concepts related to the subject area e.g. international, globalization,
glocalization, travelling policies, the world model for education
• to examine and discuss the implications of global, European and national trends in education
e.g. international knowledge assessments and their impact on the local level
• to analyze and compare theoretical perspectives and international research on improved school
leadership with national leadership ideas and local school leadership.
• to identify and interpret competing interest and values that are in accordance with democratic
ideas, sustainability and increased cooperation between ethnical groups in the local school
building and the local community.
• to argue and justify diversity within unity- how to deal with multiculturalism
• Content
• School leadership and school systems from the perspectives of globalization, world models for
education, glocalization, and travelling policies.
• School leadership- an international perspective in theory and research compared to local practice.
• Implementation of global/national policies in local school settings. Communication in relation
to polices and results. To acknowledge and handle resistance.
• Improved quality in teaching and learning through valuation, tests and inspections - control or
support

With examples from different countries the conditions for governance will be illustrated. Through
a theoretical approach and international research the module provides perspectives on educational
leadership. The course is given as a blended education which involves both ICT and physical meetings.
The course contains literature readings, followed by seminaries, lectures and gaining updated
information through the www.
• Assessment
In the course each student will attend all meetings and be an active participant in the seminars. To
complete coursework tasks in a satisfactory way. The participants are requested to make a final report
orally and in writing related to the overall aims of the module.
• Obligatory References
- OECD (2008) Trends shaping Education,
- UNICEF, Convention of the rights of the child,
96
- PISA, TIMSS reports

- Websites connected to EU
- Ball, Stephen (2003). The Teacher’s soul and the Terrors of Performativity. Journal of Education
Policy, 18 (2), pp 215-228.
- Bredeson, P. V., & Johansson, O. (2006). School Leadership in a Globalized World: Toward
Homogenization or Sovereign Variation? - Daun, H. (2003). World system, globalization and
educational change : eight cases. Stockholm: Institutionen för internationell pedagogik Univ. pp.1-
55.
- Day, C., & Leithwood, K. (Eds.). (2007). Successful principal leadership in times of change. An
international perspective. Dordrecht, The Netherlands: Springer.
- Popkewitz, T. S., & Lindblad, S. (2004). Educational restructuring : international perspectives on
traveling policies. Greenwich, Conn.: Information Age Pub.
- Books and articles published on the local language - Articles and websites of own choice
about educational systems and aims
• Additional References
- Aasen, Petter (2004). What happened to Social-Democratic Progressivism in Svandinavia?
Restructuring Education in Sweden and Norway in the 1990s. In: Apple, Michael (Ed) The State
and the Politics of Knowledge. New York: RoutledgeFalmer, pp109-149.
- Daun, H. (2002). Educational restructuring in the context of globalization and national policy.
New York: Routledge Falmer.
- Daun, H. (2007). School decentralization in the context of globalizing governance : international
comparison of grassroots responses. Dordrecht: Springer.
- Davies, B. (Ed.). (2005). The Essentials of School Leadership: Paul Chapman Publishing.
- Franklin, Barry M; Bloch, Mimi & Popkewitz, Thomas (Eds 2003). Educational Partnerships
and the State. The paradoxes of governing schools, children, and families. New York: Palgrave
MacMillan. (Introduction, pp1-27)
- Hofman, R. H., Hofman, W. H. A., & Gray, J. M. (2008) Comparing key dimensions of schooling:
towards a typology of European school systems, Comparative Education, 44:1, 93- 110
- Höög, J., Johansson, O., & Olofsson, A. (2005). Successful principalship- The Swedish case.
Journal of Educational Administration, 43(6), 595-606.
- Inglehart, R. F., (2008) Changing Values among Western Publics from 1970 to 2006 West
European Politics, Vol. 31:1–2, 130 – 146, ( This article might be better to use in the module that
works with values and culture)
- Lindblad, Sverker & Popkewitz, Thomas (2004). Educational restructuring. International
perspectives on traveling policies. Greenwich, Conn: Information Age Pub.
- Mahony, Pat, Hextall, Ian & Menter, Ian (2002). Threshold assessment: Another peculiarity of the
English or more McDonaldisation? Studies in Sociology of Education, 12 (2), pp 145-167.
- Nihlfors E. (2008) Kunskap vidgar världen – Globaliseringens inverkan på kunskap och lärande
- Nilsson, Ingrid & Inger Andersson (2001). What is social justice in Swedish education today? The
political governing problem. International Journal of Inclusive Education, 5, 2/3, pp 257- 263.
- Daniel Pettersson (2008) Internationell Kunskapsbedömning som inslag i nationell styrning av
skolan, Uppsala universitet
- Pont, Nushe & Hopkins (2008) Improving School leadership volume 1 and 2. OECD
- Robertson, R. (1995). Globalization: Time-Space and homogeneity-heterogeneity. . In M.
Featherstone, S. Lash & R. Robertson (Eds.), Global modernities (pp. ix, 292 ;). London ;
97
Thousand Oaks, Calif.: Sage Publications.

- Shuttleworth, Dale E (2003). School Management in Transition. Schooling on the Edge. London:
RoutledgeFalmer, pp 56-67, 68-73, 125-135.
- Spillane, J. P. (2000). Cognition and policy implementation: District policy makers and the reform
of mathematics education. Cognition and Instruction, 18(2), 141-179
-http://www.regeringen.se/download/e595a251.pdf?major=1&minor=117605&cn=attachmentPu
blDuplicator_0_attachment
- Comparative Education, Volume 44 Issue 2 2008

Education in Small States: Global Imperatives, Regional Initiatives and Local Dilemmas
- The education challenges facing small nation states in the increasingly competitive global economy
of the twenty-first century Mohammed Kazim Bacchus Pages 127 – 145
- Journal of Education Policy, Volume 24 Issue 2 2009

Fabricating Quality: Data and the New Governance of Education
- North by northwest: quality assurance and evaluation processes in European education Sotiria
Grek; Martin Lawn; Bob Lingard; Janne Varjo Pages 121 – 133
- Quality assurance and evaluation in Denmark Vibeke Normann Andersen; Peter Dahler-Larsen;
Carsten Strømbæk Pedersen Pages 135 – 147
- Governing education through data in England: from regulation to self-evaluation Jenny Ozga
Pages 149 – 162
- Quality assurance and evaluation (QAE) in Finnish compulsory schooling: a national model or just
unintended effects of radical decentralisation? Hannu Simola; Risto Rinne; Janne Varjo; Hannele
Pitkänen; Jaakko Kauko Pages 163 – 178
- Quality assurance and evaluation (QAE) in Scotland: promoting self-evaluation within and beyond
the country Linda Croxford; Sotiria Grek; Farah Jeelani Shaik Pages 179 – 193
- ‘We are doing well on QAE’: the case of Sweden Christina Segerholm Pages 195 – 209
- Journal of Education Policy, Volume 19 Issue 1 2004 -

Globalization and educational change: bringing about the reshaping and re-norming of
practice
Lawrence Angus Pages 23 – 41
- The new ‘market-state’ and education
Patrick Ainley Pages 497 – 514
- Management, leadership and the emotional order of the school
David Hartley Pages 583 – 594
- International Journal of Education Policy and Leadership

- The Effects of Educational Accountability on Teachers: Are Policies Too Stress Provoking for Their
Own Good? (2009, Vol 4, No 5)
- Joseph Berryhill, Jean Ann Linney, Jill Fromewick - Accountability Systems: A
Comparative Analysis of Super-intendent, Principal, and Teacher Perceptions (Vol 2, No 4) 2007,
Kerry S. Englert, Dawn Adele Fries, Mya L. Martin- Glenn, Bruce B. Douglas
- Deciding to Change: One District’s Quest to Improve Overall Student Performance (Vol 2, No
5)2007Steven David Brazer, Erin E. Peters
- Arts-based instructional leadership: Crafting a supervisory practice that supports the art of teaching
98
(Vol 3, No 1)2008, Zach Kelehear

- Administrator Perceptions of School Improvement Policies in a High-Impact Policy Setting (Vol
3, No 7), 2008 Mario S. Torres, Luana Zellner, David Erlandson
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100
Module 3 - School Leadership in a Globalized World Helene Ärlestig, Olof Johansson, Monika Törnsén
Module 3: School Leadership in a Globalized World
Umeå University, Sweden:

Helene Ärlestig, Olof Johansson, Monika Törnsén
Content:

2. Organization of the Module
3. Literature
101
102
Aims:
The participants will develop an understanding of the impact of global policies, economy and cultures
on their own educational system. The aim is to identify and discuss the implication for school

Learning Outcomes:
After the module the student should demonstrate knowledge and understanding through being able
• to describe and compare school systems and school leadership in European countries
• to define and explain concepts related to the subject area e.g. internationalism, globalization,
glocalization, travelling policies, the world model for education
• to examine and discuss the implications of global, European and national trends in education
e.g. international knowledge assessments and their impact on the local level
• to analyze and compare theoretical perspectives and international research on improved school
leadership with national leadership ideas and local school leadership.
• to identify and interpret competing interest and values that are in accordance with democratic
ideas, sustainability and increased cooperation between ethnical groups in the local school
building and the local community
• to argue and justify diversity within unity- how to deal with multiculturalism

Content:
• School leadership and school systems from the perspectives of globalization, world models for
education, glocalization and travelling policies.
• School leadership in theory, research and practice- an international perspective on national and
local leadership practice.
• Implementation of global/national policies in local school settings. Communication in relation
to policies and results. To acknowledge and handle resistance.
• Improved quality in teaching and learning through valuation, tests and inspections - control or
support

Teaching and Learning Methods:
With examples from different countries the conditions for governance will be illustrated. Through
a theoretical approach and international research the module provides perspectives on educational
leadership. The course is given as a blended education which involves both ICT and physical meetings.
The course contains literature readings, followed by seminaries, lectures and gaining updated information
through the www.

2. The organization of the module:
The module is divided into four sections A, B, C and D. Each section is divided into three meetings.
Section A: School systems from the perspective of globalization

Meeting A1 starts with an overview of the content of the whole module. Thereafter the content of Section
A which elaborates on schools systems from the perspective of globalization is presented. The first meeting
concentrates on perspectives of globalization and concepts related to the subject area. In meeting A2
school systems from the perspectives of globalization is focused and further elaborated on during the third
and final meeting in section A.
103

Introduction of the module Input from the expert Overview of the
course content
and working
Meeting A1
methods
Presentation of the participants of the course - Presentation All participants
of lecturers
Presentation of how the module is structured Input from the expert
Introduction of the written report (one part of the All participants
examination of the whole module)
Section A
Introduction of the topic for meetings A 1-3: School systems Input from the expert
from the perspectives of globalization
Inventory of the knowledge, experiences and goals of All participants
participants in relation to section A
Homework: literature reading, define and explain concepts All participants Relevant literature
related to the subject area and decide on the topic of their e.g.
report (=final examination) Daun (2003)
Popkewitz et al
(2004)
Reflection on meeting A1 All participants
Evaluation
What is meant by globalization? Lecturer
All participants
Literature seminars All participants
Group discussion of concepts, discussion and questions All participants
about the relationship with their own practice.
Summary of the outcome of reading the literature, the
discussion and conclusions
Presentations of report topics followed by discussions All participants
Meeting A2
divided into smaller

groups
Lecture: School systems from the perspectives of Input by the expert
globalization
Homework: to read literature; to analyze and describe the All participants Relevant literature
participants own school system and compare it to another Articles and web-
European school system from the perspective of globalization; sites of own choice
to improve report idea. about educational
systems and aims
Johnsson (2009)
OECD (2008)
Reflection on the meeting A2, Evaluation All participants
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School systems from the perspectives of globalization

PowerPoint presentation and discussions All participants
Discussion and questions about the relationship with their All participants
own practice.
Presentation of the outcome of reading the literature, the
Meeting A3

Reflection on the meeting A3
Evaluation of section A, meetings A1-A3 All participants

Reflection on final assignment in groups: what in section A is All participants
of relevance to and thereby contributes to my report topic?
Homework: writing on the final report. Relevant literature
Read literature Bredeson, P. V.,
& Johansson, O.
(2006)
Meeting A1:
Introduction of the overall topic of Section A: dimensions of globalization defined by Appadurai, i.e.
ethnoscapes, mediascapes, technocapes, financescapes, and idioscapes provide one possible starting
point for section A. Ethnoscapes refer to the global flow of people (tourists, immigrants,refugees,…),
mediascapes to the distribution of information via media; technoscapes to new technology e.g. IT;
financescapes to the flow of ‘money’; and finally idioscapes i.e. the flow of ideas, at times referred to
trends and travelling policies.
A presentation of the course participants and the lecturers: names, occupations, ‘why’ do you attend
this course…
Presentation of how the module is structured i.e. the division into four main areas (A-D); the division
of each area into meetings; the literature; the expectations; the work between meetings; evaluations;
and examination. Here the written report which will serve as the final examination of the whole
module is presented. The assignment is to write a report on the topic: The implication for school
leadership in the intersection between educational policy and local educational practice. The report
shall touch on policy, research, practice and theory showing international, European, national and
a local perspective. The examination report is introduced this first meeting. The idea is that the
participants choose their specific topic and write on it continuously during the whole module. After
meeting A1 they are expected to specify their angle of the given topic and write one page about
it. This will be discussed at meeting A2 in groups, so each participant can give comments and get
comments from the others that are helpful. The third meeting in each section ends with a discussion
on what in the finished section is relevant in relation to the topic each participant is writing about?
The home work between sections is to insert the relevant learning from the section into their report.
The homework for the last section D is to finish the report and also to prepare an oral presentation.
Thereafter a first lecture is held on the topic of Section A, ‘school systems from the perspectives
of globalization’. Since globalization is an uneven process i.e. some countries are affected more by
the different aspects than others. This can vary from ‘state driven globalization’ to efforts of ‘active
resistance’. However, dependent on the national situation, existing power relations and national
decisions and actions, school systems are affected more or less and in various ways. Themes highlighted
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here are e.g. individual choice, privatization and marketization (common good vs private good); the
mechanisms of the political governing (‘new’ national governing due to globalization and to national;
liberal and conservative ideas), governing through economical means; evaluations as means to govern.
Further concepts such as glob(c)alization, internationalism, travelling policies, and the world model
for education are introduced. Some of the concepts will be dealt with in more detail further on in the
other sections.
Inventory of the knowledge, experiences and goals of participants in relation to section A: short
presentation of each other’s practice experience, inventory of the knowledge of the participants and
inventory of the personal goals of the participants. The participants are further given the opportunity
to discuss the topic of their written report for the first time. Besides the ideas emanating from their
previous knowledge and the two lectures, questions such as ‘What is it that brought them to this
course? What problem do they want to learn more about?’ can guide them in their angle of topic.
The home assignment includes first reading literature (e.g. Daun ,2003 and Popkewitz 2004) that
provide an overall understanding of perspectives of globalization and defining and explaining concepts
related to the subject area e.g. internationalism, globalization, glocalization, travelling policies, the
world model for education. Second, the participants are expected to decide on their angle of the given
topic ‘The implication for school leadership in the intersection between educational policy and local
educational practice’ and write one page about it and send it to the lecturer.
Meeting A2:
Meeting A2 begins with a literature seminar followed by group discussions on concepts related to
globalization, discussion and questions about the relationship with their own practice, and finally a
summary of A1.
Participants present their choice of report topics in smaller groups. The presentations are followed by
questions from the others, feedback a.s.o. to help everyone improve their presented ideas.
The second lecture on the topic ‘School systems from the perspectives of globalization’ gives an
introduction to some European school systems to display similarities and differences that reflect on
one hand countries being influenced by global policies, economy and cultures, on the other hand
implementing policies to a greater or lesser extent and in various ways, while affected by the global
economy and becoming a multicultural society to a greater or lesser extent. The governing of schools
will be discussed and comparisons be made between countries such as the Sweden, with national
curricula, national goals and national control versus countries where the national level does not govern
in a similar way. In other words top-down versus bottom-up governing and public schools versus other
forms of ownership. Comparisons can be made between countries such as the Netherlands where the
independent school system is predominant versus countries with fewer independent schools. The
consequences, positive and negative, will be discussed.
The home assignment is first to read about the topic e.g. in OECD (2008) and Johnsson (2009). To
be able to describe the participants own school system and compare it to another European school
system from the perspective of globalization the participants are to search for information in e.g.
articles and on websites. Every participant prepares a 10-minute power-point presentation of their
comparison. Second, they should improve i.e. write on their report topic based on the comments and
suggestions they received during the small group discussions.
Meeting A3:
During the third meeting literature seminars are first held based on Johnsson and OECD.
The participants all give their 10-minute PP-presentations based on their analysis of their own and
another school system from the perspectives of globalization.
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Section A is summarized and evaluated. A question is finally discussed related to the content of
section A and the final report: what in Section A is relevant in relation to the topic each participant
is writing about?
The homework is to include the relevant parts of section A into the report. Second, the topic for
section B is introduced through literature which the participants are expected to read before meeting
B1.
Section B: School leadership in theory, research, policy and practice- international, national and
local views on leadership practices in a global society
Section B concentrates on principal leadership in a global society and from an international perspective.
During the first meeting leadership is defined and discussed foremost in relation to situational
circumstances emanating from globalization of education.

Introduction to section B Lecture by the expert
Literature seminar All participants
Discussion of topic All participants
Inventory of the knowledge, experiences and goals of All participants Set of questions
participants in relation to section B
Meeting B1
Lecture: School leadership from policy and research Input by the expert
perspectives
Homework: to analyze their own leadership in relation to All participants Relevant literature
national leadership ideas and current research and OECD (Parts of )
perspectives Day, C., & Leit-
hwood, K. (Eds.).
(2007)
Pont, Nusche &
Hopkins (2008)
Reflection on meeting B1 All participants
Evaluation
School leadership Input by the lecturer

Discussion of homework - own leadership compared to All participants
current research and policy perspectives
Presentation of the outcome of reading the literature, the All participants
Topic: Input by the expert
Meeting B2
School leadership from the perspectives of globalization

Homework: To identify at least two national challenges with All participants Relevant literature
global roots, describe signs, aims and problems from a school Bredeson, P. V.,
leader perspective. & Johansson, O.
(2006) (Parts of )
Day, C., & Leit-
hwood, K. (Eds.).
(2007)
Pont, Nusche &
Hopkins (2008)
Reflection on meeting B2 All participants
Evaluation
107

School leadership from the perspectives of globalization Lecturer
All participants
Meeting B3
Presentations and a critical analysis of identified national All participants

challenges with global roots
Reflection on final assignment in groups: what in section B is Input by the expert
Evaluation of section B, meetings B1-B3 All participants
Homework Relevant literature
Meeting B1:
Introduction of the overall topic of Section B: During the first meeting the content of the whole section
will be introduced. The lecture presents school leadership from the perspectives of theory, research and
policy. Leadership is here defined as dependent on the leader (role, style, ability and …), the followers,
and the situation. The principal represents the ‘leader’, the staff members represent ‘the followers’, and
the situation refers to global and national policies, economy and cultures that affect principals as heads
and leaders of schools. Concepts will be elaborated on such as: delegation, devolution, national and
local control, political and professional leadership, individual choice, privatization and marketization,
accountability, quality reviews, inspections, international comparisons of results (TIMSS; PISA)…
A literature seminar in smaller groups based on the article written by Bredeson, P. V., & Johansson,
O. (2006) is followed by a discussion of the topic of section B.
Inventory of the knowledge, experiences and goals of participants in relation to section B: short
presentation of each other’s practice experience, inventory of the knowledge of the participants and
inventory of the personal goals of the participants.
The second lecture starts with a national policy perspective on school leadership, followed by insights
into current international research findings on successful principal leadership and perspectives from
OECD- reports on leadership for school success.
The assignment is to compare national leadership ideas and local school leadership to policy and
research perspectives on leadership with selected parts of the literature as starting-points.
Meeting B2:
Meeting 2 starts with a literature seminar in smaller groups. Thereafter the home assignments are
presented and discussed in the same groups.
The lecture presents views on school leadership in the school systems displayed in Section A2 and 3 and
consequences on school leaders in those systems from the perspectives of governing and globalization.
The role and responsibilities of school leaders in the various school systems will be elaborated on.
The choice of countries made for home assignment A2 will be used for this assignment. The homework
assignment now is to identify at least two national challenges with global roots, describe signs, aims
and problems from a school leader perspective. The written paper (max. 2-3 pages) will be distributed
among the participants who are to prepare a critical analysis of one of the papers each, to be presented
at meeting B3. The literature assignment is first to read parts of the suggested reading and to write
down interesting quotes, questions that arise and topics that participants want to discuss at the
seminar at meeting B3.
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Meeting B3:
During the third meeting presentations and a critical analysis of identified national challenges with
global roots are discussed.
Literature seminars based on participants’ quotes, questions and topics are discussed.
The topic for section C is introduced through literature which the participants are expected to read
to meeting C1.
Section B is summarized and evaluated. A question is finally discussed related to the content of section
A and the final report: what in Section A is relevant in relation to the topic each participant is writing
about?
The homework is to include the relevant parts of section A into the report. Second, the topic for
section B is introduced through literature which the participants are expected to read before meeting
B1.
Section C
This section has the aim to understand how global/national trends meet the local environment.
The first meeting tries to capture what experience the local school has in terms of cooperation and
education about the world outside their own community. The second meeting focuses on recent
reforms and their relation to the global society and the local school. The third meeting treats how
different reports with the aim to compare results on different levels affect the local school

Topic: Implementation of global/national policies in local
school settings
Introduction of the topic for meeting C: Global, European Input by the expert
and national trends in education and leadership- a values
perspective, a multicultural perspective , an ideological
perspective(democratic values, diversity within unity, how to
deal with multiculturalism, a multicultural society and local
Meeting C1
school) Literature seminars

Inventory of the knowledge, experiences and of participants Lecturer pp-presentations
in relation to section C: short presentation of each other’s All participants prepared by the
practice experience, inventory of the knowledge of the participants
participants
Seminar and discussion and questions about the connection All participants
between the lecture and their own practice
Homework: Data collection about how globalization affect All participants Relevant literature
their local schools daily practice (Nilsson, Ingrid &
Inger Andersson
(2001).)
Reflection on meeting C1 All participants
Evaluation
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Topic: the implications of global, European and national
trends in education on school leaders and local schools- a
values perspective
Governing and power in relation to values and Culture. Input by the expert/
Recent reforms. European, national and local aims and lecturer
effects
Discussion and questions about the relationship with their All participants
Meeting C2
own practice
Homework All participants Relevant literature
about internati-
onal assessment
and comparative
studies of results
e.g.
Daniel Pettersson
(2008)
Reflection on meeting C2 All participants
Evaluation

Topic: implications of global, European and national trends
in education on school leaders practice and in daily life in
local schools
Iimplications of global, European and national reports in Input by the expert
education on school leaders practice and in daily life in local
schools (analyzing results, knowledge assessments and their
impact on the local school level, communication in relation
Meeting C3
to policies and results...)

Discussion of topic: implications of external and internal All participants
assessment and comparison in relation to pedagogical Lecturer
leadership
Reflection on final assignment in groups: what in section C is All participants
Evaluation of section C
Homework: the pros and cons of travelling ideas and All participants Relevant literature
concepts; the pros and cons of PISA and TIMSS reports Ball, Stephen
(2003). PISA,
TIMSS reports
C1
The meeting starts with an expert lecture. The topic is to give a historical overview of education
and educational trends from a global, European, national and local perspective. Various perspectives
that can be touched on is a values perspective, a multicultural perspective, an ideological perspective
(democratic values, diversity within unity, how to deal with multiculturalism, a multicultural society
and local school). Other perspectives are what has been important knowledge and how is the reforms
connected to events and processes in society? Who are the providers of schooling and whom are they
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trying to teach? What do we know about learning?

Today’s availability in media and newspapers and a common interest for the global issues ought to
affect schools more directly. The first seminary is an inventory of what connections and learning the
student have with countries other than their own. What relations do they have with the world outside
their own community? What activities do they do to impact the learning of children? Examples can
be to celebrate or show different cultures, exchange with schools in other countries, supporting and
following different kind of projects, ICT …..
The last session for this meeting tries to capture the relation between impacts of trends and issues
affecting the local principal and school and what the local school brings to a wider environment. This
is a preparation for the home assignment.
Home assignment is to collect data on how globalisation is visible in their own school environment
and if and in that case how it affect schools on a daily basis. The participants are encouraged to talk
with their staff about their perspectives of the relation between a global society and schooling. They
shall also identify current trends and how they affect different activities.
The literature participants will read until the next meeting is a national written article about how
trends and globalization affect their own school system. All participants should reflect on both the
article and other angels that are not described in the article.
C2
The meeting starts with an expert lecture that focuses on governing and power in relation to values.
The lecture gives an overview of the content of the most recent reforms and the differences in school
systems and also differences within countries. What are the aims and effects on different levels? The
lecture ends with today’s focus and challenges.
The lecture is discussed in a seminar where the participants report and reflect on their home assignments
in relation to what they have heard in the lecture.
After a change of groups the participants reflect on the article and try together to describe at least two
other views which were not covered in the article.
Until the next meeting all participants will read an article or book dealing with the new public
management and about researchers and organizations that report results comparing various countries.
C3
The meeting starts with a seminar about the book/article participants have read.
Next session is a lecture about TIMSS, Pisa and other external reports on school reforms in relation to
more internal self assessment. The lecturer talks both about the aims with different reports how they
are done and how the nation as such has succeeded during the last decade.
After the lecture there is a discussion about how external and internal assessment can be combined
as well as the role of pedagogical leadership in relation to results. The participants are divided into
groups depending on their experiences. In each group results are discussed and how they can be
measured in relation to the student’s age. At the end the whole group meet again to report on what
they have discussed and try to capture how measurement and results changes over time.
An overall group discussion about the final coursework of the meetings C1-3 will take place.
Today we have reports like TIMSS and PISA that compare how schools succeed. At the same time
OECD and national agencies produce summaries of researches to start discussions on evidence based
performance and best practice. Some researchers are critical of this kind of assessment and reports to
more and better learning. This reflection is also an introduction to the next home assignment where
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every participant shall read Ball’s article about preformativity as well as a TIMSS or PISA report.
With references to the article and the report of the participants the pro and cons are summarized
with today’s focus on measurement, results and the possibilities to compare the local school and its
activities with other schools.
Section D
The concluding section returns to the school leaders’ role and the possibilities to lead the local school
in a globalized world. The first meeting in this section deals with support as well as control affects in
relation to school improvement and how to acknowledge and handle resistance. The next meeting
problematizes what is coming next; what are tomorrow’s challenges and opportunities? The last
meeting is a concluding seminar where everyone presents their final coursework: “A successful school
leader in a globalized world”.

Topic: a critical perspective on the effect of global trends and
travelling concepts
Discussion of homework: Pros and Cons of external Lecturer
Meeting D1
homework education All participants

School Leadership in a Globalized World- a critical Input by the expert
perspective on the effect of global trends and travelling
concepts; valuation, tests and inspections- control or support?
Literature seminars combined with reflections of the lecture All participants
Homework Participants Relevant literature
Nihlfors E. (2008)
Topic: a critical perspective on the effect of global trends and

travelling concepts
Meeting D2
Summary of “Leadership in a Globalized World -Learning, Lecturer

dilemmas and possibilities” All participants
Brainstorming What is coming next- reforms for the future Lecturer
Reflection on final assignment to finish the report and to Lecturer
prepare an oral presentation. All participants
Introduction of the role as a critical friend
Topic: the implication for school leadership in the

intersection between the global education policy and local
Meeting D3
education praxis
Individual presentations of the final assignment All participants
Lecturer
Reflection on the module Lecturer
Evaluation of the whole course both orally and in written All participants
D1
This meeting starts with connecting section C with section D trying to list the pros and cons of
external assessment and the focus on evidence based performance. The conversation will also touch
on what concrete effects external assessment has on the principals’ daily work.
The introducing lecture focuses on improvement based on performance from a critical perspective.
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The lecture opens the following questions: How do valuation, tests and inspections affect the students’
learning? How can principals work with support and control to improve results and performance?
How can a principal meet and handle resistance to change?
In the last part of the meeting everyone reflects on the lecture in relation to Ball’s article and the
studied PISA report. Participants are encouraged to share their experiences of the relation between
control, support and resistance.
The home assignment is to read a book or article in relation to improvement, knowledge and a global
perspective. In Sweden we are going to use a book about how globalisation affects knowledge and
learning.
D2
The first part of the meeting is a literature seminar treating globalization in relation to knowledge and
learning.
The lecture this time tries to summarize what we have done during the meeting 3 from a leadership’s
perspective. The participants will be reminded on different perspectives and discussions by the expert
and his/her input about dilemmas as well as the possibilities in school leadership in a globalized world.
The meeting ends with a brainstorming about the next steps. All reforms have practical implications;
international comparisons as well as reforms change the principal’s role; globalization opens new
perspectives; what is the task of a principal today in comparison with 10-15 years ago? What are the
necessary steps to become a successful principal in the years to come?
The last home assignment which also is the final examination is to write a report on the topic: “The
implication for school leadership in the intersection between educational policy and local educational
practice”. The report shall touch on policy, research, practice and theory showing international,
European, national and the local perspective. The examination report was introduced at the first
meeting. During this meeting participants have the opportunity to discuss the progress of their
writing. There is also an opponent task for every participant that is introduced. The report should be
sent in a week before the last meeting so both the examining lecturer as well as the participants have
the possibility to read and assess the report
D3
At the last meeting the focus is on the participant’s final reports: The implication for school leadership
in the intersection between educational policy and local educational practice. Every participant has
15 minutes to present their work. The opponent asks questions and reflects on the work for about 10
minutes. The oppositions shall treat both the content and the written form. The next 5 minutes the
rest of the group has the opportunity to ask questions. The last 5 minutes is for the examining lecturer.
If the group is too big, the participants should be divided in to two or three groups for presentation.
The session ends with an oral as well as a written evaluation of the learning and working methods
applied during module 3.
3.Literature
Websites connected to EU and agencies with interest to follow and compare school, school systems
and their results.
Articles and websites of own choice about educational systems and their aims.
Books and articles published on the local language.
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Section A
(A1-2)Popkewitz, T. S., & Lindblad, S. (2004). Educational restructuring : international perspectives
on traveling policies. Greenwich, Conn.: Information Age Pub.
(A1-2)Daun, H. (2003). World system, globalization and educational change : eight cases. Stockholm:
Institutionen för internationell pedagogik Univ. pp.1-55.
(A2-3)OECD (2008) Trends shaping Education,
(A2-3)Mattias Johnsson (2009), Anpassning och motstånd- internationell forskning om glokalisering
på utbildningens område [Confirmation and resistance- international research about glocalization in
education, in Swedish]. Pedagogiska rapporter från Pedagogiska institutionen, Umeå universitet, Nr
80.
Section B
(A3-B1)Höög, J., Bredeson, P. V. & Johansson, O. (2006). Conformity to New Global Imperatives
and Demands: the case of Swedish school principals. European Educational Research Journal 5(3) pp
263-275.
(B1-2) Day, C., & Leithwood, K. (Eds.). (2007). Successful principal leadership in times of change.
An international perspective. Dordrecht, The Netherlands: Springer.
(B2-3)Pont, Nusche & Hopkins (2008) Improving School leadership volume 1 and 2. OECD
Section C
(C1-2) Nilsson, Ingrid & Inger Andersson (2001). What is social justice in Swedish education today?
The political governing problem. International Journal of Inclusive Education, 5, 2/3, pp 257-263.
(C2-3) Daniel Pettersson (2008) Internationell Kunskapsbedömning som inslag i nationell styrning av
skolan [International knowledge assessments: an element of national education steering, in Swedish]
Uppsala universitet
(C 3-D1) Ball, Stephen (2003). The Teacher’s soul and the Terrors of Performativity. Journal of
Education Policy, 18 (2), pp 215-228.
(C3-D1) PISA, TIMSS and other reports which compare results on an international level
Section D
(D1-2) Nihlfors E. (2008) Kunskap vidgar världen – Globaliseringens inverkan på kunskap och
lärande [Knowledge widen the world – Globalisations affect on knowledge and learning, in Swedish].
Stockholm Globaliseringsrådet.(www.regeringen.se/globaliseringsradet)
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Module 4 - Overview Hans van Wessel, Jeroen Gronheid
Module 4 - Overview
1 Title: Values and Norms in School and Society
2 Level: Advanced/Graduate
3 Module Status – optional/compulsory Compulsory
4 Credits: 6
5 Authors: Hans van Wessel and Jeroen Gronheid
6 Rationale:
The world around us is constantly changing and evolving. This also holds true for the school. The
traditional role of offering security and a sense of belonging which had characterised the school for so
long has partly disappeared. Most schools in many European countries will be populated by students
from different countries, with different languages and different cultural backgrounds. The norms
and values these students and their parents bring with them will influence the school. It is the school
leader’s task to adequately deal with this diversity in culture, language, norms and values. This may be
done on the one hand by showing respect for diversity, while at the same time guaranteeing the norms
and values of the school and the country in which the school is located.
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Acting adequately presumes knowledge of different cultures, languages, norms and values and their
respective backgrounds. But it also requires the right skills for dealing with these differences and
accommodating them in the school. Important in this in particular is the school leader’s attitude
radiating respect and appreciation of different norms and values.
7 Entry Requirements
Target groups:
Managers (principals, head teachers, mentors, or even counsellors) in education or people aiming at
leadership positions; The main target group will be (newly appointed) principals with some experience
as a school leader and especially school leaders of schools with students of diverse backgrounds,
different cultures and languages.
8 Aims and outcomes of the module

The module aims to further equip (future) school leaders with the knowledge and skills to deal with
differences between cultures, different communities and the norms and values of these groups and
cultures, as existing in the school. Especially important is managing the team in a democratic way, so
that the team members can also deal with this. The module will also, directly or indirectly, address the
team leader’s attitude.
Three kinds of aims are pursued in this module, e.g.:
- Aims with respect to knowledge;
- Aims with respect to skills;
- Aims with respect to the school leader’s attitude.
8.1 Knowledge
- The school leader has knowledge of the different backgrounds in culture, language and origin of his
team members, students and students’ parents.
- The school leader has knowledge of these different cultures and languages.
- The school leader has knowledge of the different norms and values of his students and of their
parents.
- The school leader has knowledge of the different moral beliefs and understands the difference
between ethics, norms and values.
- The school leader is aware of the processes of change occurring in the world, the local community
and his school.
- The school leader has knowledge of human rights, of expressions of racism, prejudice, self-centredness
and discrimination.
- The school leader has knowledge of the latest European developments in school, integration and
school environment.
8.2 Skills
- The school leader can act and think in an intercultural way.
- The school leader can deal with the diversity in beliefs in his team.
- The school leader can deal with the different norms and values of his students and his students’
parents.
- The school leader can balance the diversity in beliefs at his school.
- The school leader can recognize prejudice, expressions of racism and self-centredness.
- The school leader can drive off prejudice and expressions of racism.
- The school leader can promote intercultural communication and respect at his school.
- The school leader can deal with resistance with respect to different norms and values.
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8.3 Attitude
- The school leader has an “open attitude” towards other cultures, other norms and values and
other cultural backgrounds.
- The school leader respects diverse beliefs.
- The school leader denounces expressions of racism, prejudice and intolerance.
- The school leader serves in both word and deed as an example to his team members, the
students and their parents.
9. Learning Outcomes
After completion of this module the school leader will have new knowledge and skills.
• The school leader will be able to lead the school.
• The school leader will be able to guide the development of the school (better) in the area of
intercultural education and intercultural communication.
• The school leader will be capable of recognizing and dealing with differences in norms and
values.
• The school leader will be able to prevent or solve conflicts in this area.
• The school leader will also be able to stimulate tolerance of different norms and values among
his or her team members.
10. Content
A part of the course will be determined in consultation with the course members, so that they will be
able to determine themselves the core of the course.
Introduction
Values and norms play a large role in each society: in each group, in each country and in each
community. Without values and norms living together is scarcely possible. Values and norms, however,
are not laws that are invariable and force us to live in one single way. Values and norms change and
differ. They are based on religion, origin, culture, progressing understanding tolerance and so on. In
today’s western society, people have different opinions about crime, morality, punishment, capital
punishment from centuries ago. Also religions have different opinions about some ethical issues and
problems than previously. There is no one standard how to live, to think and to behave in our society.
These differences in values, norms and moral opinions can lead to conflicts in the society and in small
communities like schools. The school leader should be alert to signs and signals of conflicts and he
must be able to solve problems in his school. For that, he needs special knowledge, skills and -most
important - have the right attitude. Especially an open mind and a tolerant attitude are of eminent
importance. This does not mean that this tolerance should lead to indifference. On the contrary, the
school leader should always show active involvement. And he has to show what he stands for. In the
module attention will be paid to the following main subjects:
- Information about the difference between ethics and norms and values.
- Introduction to different systems of norms and values.
- Introduction to different cultures and their norms and values.
- Dealing with the unknown, with being different.
- Making an inventory of possible difficulties, issues.
- Discussing solutions.
- Discussing methods.
- Conflict management techniques and recognizing conflicts.
- Intercultural communication.
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Main and specific subjects

Values and norms should not only be linked with intercultural affairs and intercultural topics (for
instance, norms and values which are the consequence of migration of people from other (eastern and
Muslim) countries, to our (western and Christian) society). Often the problems and debates have to
do with opinions about corporal punishment, the Islam, the position of women, family values and so
on. This view is too short-sighted. Norms and values also link
with other matters in our society, and not only with the reception, the acceptance and integration of
‚foreigners‘, ‚dissenters‘, and ‚minority groups‘. Norms and values are also important for ideas about
health, social behaviour, safety, and criminality and so on. These are subjects that are important in
each society, regardless of religion and culture. Main and important subjects are:
• Criminality and useless, aimless, violence;
• Consumption of drugs, stimulants and alcohol;
• Sexual behaviour and opinions;
• Health, healthy life and nutrition;
• Living with disabilities and limitations;
• Religion and culture;
• Manners, social behaviour and social skills;
These subjects can be discussed in the meetings of this module.
12. Teaching and Learning Methods

As most participants will be school leaders with some experience, either as a school leader or as a
teacher, formal lecturing will be limited to a few short introductions. The following activities will be
quite common:
- Group discussion by means of propositions;
- Individual reflection on practical situations and subsequent group discussion;
- Individual research of own practice, in own school;
- individual tasks;
- simulation and role play where practical situations are re-enacted and discussed;
- Presentations.
With respect to the information parts, modern means will be used as much as possible, such as web
space, e-mail et cetera.
13. Assessment
The participant will write a short paper of 8 to 12 pages discussing a practical, real-life case following
a given set of points of interest, such as problem definition, beginning situation, actions taken or
proposed et cetera. This essay will be discussed in a final talk with the course
leader and subsequently presented to fellow students, for example, through a visual “power point
presentation”. The specific attention points for the paper of the students can be found in annex 7 of
the scenario.
14. References Literature

• Dr. Georg Lind (1997). Moralische Dilemma-Diskussion / Leading a Dilemma-Discussion Online
Article (Deutsch / English) With Scheme for Moral Dilemma Discussions. Site Moral- und
Demokratie-Psychologie (Psychology of Morality and Democracy) http://www.uni-konstanz.de/
ag-moral/edu/dildisk-e.htm
• Dr. Georg Lind (1998). Moral und Bildung - Eine Kritik von Kohlbergs Theorie der moralisch-
kognitiven Entwicklung 2., korrigierte Aufl. Konstanz 1998 Online text (271 pages) in format
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PDF. Internet-Dokument server of te library of the University of Konstanz.

• “Moral und Bildung” is a scientific text. It summarizes the research of the author over a period of
almost twenty years and proposes a new theory of the moral behaviour and the moral development
on the basis of this research. http://www.uni-konstanz.de/ZE/Bib/habil/lind/lind.htm
• Benninga, J. S., ed. (1991). Moral, Character, and Civic Education in the Elementary School. New
York: Teachers College Press.
• Wynne, E. A., and K. Ryan. (1992). Reclaiming Our Schools: A Handbook on Teaching Character,
Academics, and Discipline. New York: Merrill. From: ERIC_NO- EJ472598 Educational
Leadership; v51 n3 p6-11 Nov 1993.
• Dr. James S. Leming. Teaching Values in Social Studies Education, Past Practices and Current
Trends. Online Article Utah State Office of Education. http://www.usoe.k12.ut.us/curr/char_ed/
fedproj/hist/teaching.htm
• Dr. Siebren Miedema . Does the School have a Pedagogical Task ? Online Resources The Curriculum
and Pedagogy Institute University of Alberta 1997. http://ernie.educ.ualberta.ca/cpin/resources/
res-miedema.htm
• Dr. Russ Skiba and Dr. Reece Peterson. The Dark Side of Zero Tolerance: Can Punishment Lead
to Safe Schools? Online Article Phi Delta Kappa International. http://www.kiva.net/~pdkintl/
kappan/kski9901.htm
• Dr. John D. Krumboltz and Dr. Christine J. Yeh. Competitive Grading Sabotages Good Teaching.
Online Article Phi Delta Kappa International. http://www.kiva.net/~pdkintl/kappan/krumbol.
htm
Websites and articles on websites

http://www.uic.edu/~lnucci/MoralEd/index.html
Approaches of moral development by Piaget, Kohlberg, Turiel en Gilligan. This summarising article
was published on the website ‚Studies in Moral Development and Education‘.
http://www.uic.edu/~lnucci/MoralEd/index.html
The archive of the site ‘Studies in Moral Development and Education‘ and the series articles of the
month ‚ offer a lot of materials for study. This collection of articles will be added frequently with new
articles of experts; it gives an impression of recent developments in the USA.
http://www.worldvaluesservey.com
A website that presents information about values, their relations, and correlation with tradition,
religion, self expression etc.
http://www.humboldt.edu/~cr2/psy200/kohlberg.html
Essays about the point of view of Lawrence Kohlberg regarding moral development: Part I: The
Philosophy of Moral Development. Part II: The Psychology of Moral Development.
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Module 4 - Values and Norms in School and Society Hans van Wessel, Jeroen Gronheid
Module 4: Values and Norms in School and Society
Han University, Nijmegen, Netherlands:

Hans van Wessel, Jeroen Gronheid
Content
1. Introduction
2. Organisation – Plan
3. Annex 1 – Background Information
The return of character Education by Thomas Lickona
Working with diverse Cultures – Ohio State University Fact Sheet
Communication – Culture – Leadership (Multiplus International)
Communication skills (Multiplus International)
Inglehart Welzel: Cultural map of the world
5. Annex 3 – Statements for discussions
6. Annex 4 – Cases for discussions
7. Annex 5 – Role Plays
8. Annex 6 – Homework – Tasks
9. Annex 7 – Criteria for the final assignment
10. Annex 8 – Assessment
11. Annex 9 – Additional Recourses and references
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1. Introduction
The module “Values and Norms in school and society” includes:

• Ten common meetings;
• A paper, elaborated by the student;
• A presentation about the paper by the student, followed by reflection of the colleague participants
and the lecturer.
These presentations will take place in an extra meeting, the eleventh meeting. This meeting will take
place some months after the tenth meeting.
Regarding the content of the course, we suppose that all participants (students) are school leaders
or managers with some experience in management or teachers that are involved in management
affairs. So, it is reasonable for these students to have substantial influence on the content and the
methodology of the course. So, the content should be adapted to the experience, the problems and
the working situations of the participants.
All meetings in this module have a fixed structure. Each meeting starts with a short discussion about
the experiences of the students during the period before the meeting (1). After that discussion, the
lecturer starts with a short introduction of a topic that was chosen by the participants or decided by
the course leader before. (2)
After the introduction the students go on with a discussion or an exchange of opinions regarding the
subject. This is also the opportunity to ask questions. (3)
The fourth part of the meeting is a discussion in small groups about a statement, related to the subject.
In some meetings the discussion is replaced by a role play or a discussion about a realistic case. (4)
In these situations the students have to explore the subject, analyse it, or go deeply into the problem
by playing roles or by playing simulations. The results of these discussions or role plays are presented
to the whole group and the students get feedback from colleagues or the course leader. (5) The next
part of the meeting is a short introduction or instruction about the homework that the students have
to execute before the next meeting. (6) Every meeting ends with a short reflection of the meeting by
the course leader and the students. (7)
Of course, it is possible to change the structure of the meeting, or to create a new structure. If this
occurs, it is important to keep an eye on the goals and outcomes of the course.
2. Organisation - Plan
We assume that the students (participants) are experienced school leaders and therefore they should
have a lot of influence on the content of the module and the methodology. The best results and
outcomes are possible when the content is decided in the country and the place where the students
live and work and there is a relationship with their own practice. Below you find a framework of a
module that can serve as a prototype of a module. In this prototype the content of the ten meetings,
the realisation, the structure and the materials are described.
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1. Introduction of all participants and short presentation of All participants
each other’s practice experience
2. Inventory of the knowledge of the students All participants
3. Inventory of the personal goals of the students All participants
First Meeting
4. Lecture about norms and values in general; changing Lecturer Annex 1 and 2
norms and values in our society and the difference between
norms and ethics
5. Discussion and questions about the relationship with their Students
own practice All participants
6. Presentation of the outcome of the discussion and Lecturer
conclusions
7. Homework Students Annex 6
8. Reflection on the first meeting All participants
2. Introduction about the relationship between our norms Lecturer Annex 1 and 2
and values and intercultural society
Second Meeting

own practice
4. Discussion in groups about case 1. Students Annex 4
conclusions
6. Homework Lecturer Annex 6
7. Reflection All participants

2. Introduction about norms and values in school and useless Lecturer Annex 2
violence
Third Meeting

own practice
4. Discussion in groups about the statements, regarding Students Annex 3
school
conclusions
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2. Introduction about the relationship between our norms Lecturer Annex 1 and 2
and values and the management and interventions of the
school leader
Fourth Meeting

own practice
4. Discussion in groups about the statements regarding the Students Annex 3
school leader
conclusions

2. Introduction about values and norms related to drugs, Lecturer Annex 1 and 2
stimulants and alcohol
Firfth Meeting

own practice
parents
conclusions
2. Introduction about values and norms related to sexual Lecturer Annex 1 and 2
behaviour and opinions
Sixth Meeting
own practice
content of education
conclusions

2. Introduction about values and norms related to social Lecturer Annex 1 and 2
Seventh Meeting
skills and attitudes

own practice
4. Discussion in groups about case 2 Students
conclusions
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2. Introduction about values and norms related to religion Lecturer Annex 1 and 2
Eighth Meeting and culture
own practice
4. Role play in groups: preparing and executing play 1. Students Annex 5
conclusions
6. Homework Lecturer
7. Reflection All participants Annex 6

2. Introduction about values and norms related to health, Lecturer Annex 1 and 2
healthcare and responsibility
Ninth Meeting

own practice
4. Role-play in groups: preparing and playing role play 2 Students Annex 5
conclusions
2. Introduction about norms and values and dealing and Lecturer Annex 1 and 2
living with a handicap and handicapped people
Tenth Meeting
own practice
school leader
conclusions
6. Homework: introduction of the attention points of the Lecturer Annex 7
paper
7. Reflection on the total course All participants
3. Annex 1 - Background Information
The Return of Character Education

By: Thomas Lickona
Concern over the moral condition of American society is prompting a re-evaluation of the school‘s
role in teaching values.
To educate a person in mind and not in morals is to educate a menace society.
(Theodore Roosevelt)
Increasing numbers of people across the ideological spectrum believe that our society is in deep moral
trouble. The disheartening signs are everywhere: the breakdown of the family; the deterioration of
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civility in everyday life; rampant greed at a time when one in five children is poor; an omnipresent
sexual culture that fills our television and movie screens with sleaze, beckoning the young toward
sexual activity at ever earlier ages; the enormous betrayal of children through sexual abuse; and the
1992 report of the National Research Council that says the United States is now the most violent of
all industrialized nations.
As we become more aware of this societal crisis, the feeling grows that schools cannot be ethical
bystanders. As a result, character education is making a comeback in American schools.
Early Character Education

Character education is as old as education itself. Down through history, education has had two great
goals: to help people become smart and to help them become good.
Acting on that belief, schools in the earliest days of our republic tackled character education head on
- through discipline, the teacher‘s example, and the daily school curriculum. The Bible was the public
school‘s sourcebook for both moral and religious instruction. When struggles eventually arose over
which Bible to use and which doctrines to teach, William McGuffey stepped onto the stage in 1836
to offer his McGuffey Readers, ultimately to sell more than 100 million copies.
McGuffey retained many favourite Biblical stories but added poems, exhortations, and heroic tales.
While children practiced their reading or arithmetic, they also learned lessons about honesty, love of
neighbour, kindness to animals, hard work, thriftiness, patriotism, and courage.
Why Character Education Declined

In the 20th century, the consensus supporting character education began to crumble under the blows of
several powerful forces.
Darwinism introduced a new metaphor - evolution - that led people to see all things, including morality,
as being in flux.
The philosophy of logical positivism, arriving at American universities from Europe, asserted a radical
distinction between facts (which could be scientifically proven) and values (which positivism held were
mere expressions of feeling, not objective truth). As a result of positivism, morality was relativized and
privatized - made to seem a matter of personal „value judgment,“ not a subject for public debate and
transmission through the schools.
In the 1960s, a worldwide rise in personalism celebrated the worth, autonomy, and subjectivity of the
person, emphasizing individual rights and freedom over responsibility. Personalism rightly protested
societal oppression and injustice, but it also delegitimized moral authority, eroded belief in objective
moral norms, turned people inward toward self-fulfilment, weakened social commitments (for example,
to marriage and parenting), and fuelled the socially destabilizing sexual revolution.
Finally, the rapidly intensifying pluralism of American society (Whose values should we teach?) and the
increasing secularization of the public arena (Won‘t moral education violate the separation of church
and state?), became two more barriers to achieving the moral consensus indispensable for character
education in the public schools. Public schools retreated from their once central role as moral and
character educators.
The 1970s saw a return of values education, but in new forms: values clarification and Kohlberg‘s
moral dilemma discussions. In different ways, both expressed the individualist spirit of the age. Values
clarification said, don‘t impose values; help students choose their values freely. Kohlberg said, develop
students‘ powers of moral reasoning so they can judge which values are better than others.
Each approach made contributions, but each had problems. Values clarification, though rich in
methodology, failed to distinguish between personal preferences (truly a matter of free choice) and
moral values (a matter of obligation). Kohlberg focused on moral reasoning, which is necessary but not
sufficient for good character, and underestimated the school‘s role as a moral socializer.
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The New Character Education

In the 1990s we are seeing the beginning of a new character education movement, one which restores
„good character“ to its historical place as the central desirable outcome of the school‘s moral enterprise.
No one knows yet how board or deep this movement is; we have no studies to tell us what percentage
of schools are making what kind of effort. But something significant is afoot.
In July 1992, the Josephson Institute of Ethics called together more than 30 educational leaders
representing state school boards, teachers‘ unions, universities, ethics centers, youth organizations,
and religious groups.
This diverse assemblage drafted the Aspen Declaration of Character Education, setting forth eight
principles of character education. (1)
The Character Education Partnership was launched in March 1993, as a national coalition committed
to putting character development at the top of the nation‘s educational agenda. Members include
representatives from business, labour, government, youth parents, faith, communities, and the media.
The last two years have seen the publication of a spate of books - such as Moral, Character, and Civic
Education in the Elementary School, Why “Johnny Can‘t Tell Right From Wrong”, and Reclaiming
Our Schools: A Handbook on Teaching Character, Academics, and Discipline - that make the case
for character education and describe promising programs around the country. A new periodical, the
Journal of Character Education, is devoted entirely to covering the field. (2)
Why Character Education Now?

Why this groundswell of interest in character education? There are at least three causes:
1. The decline of the family. The family, traditionally a child‘s primary moral teacher, is for vast numbers
of children today failing to perform that role, thus creating a moral vacuum. In her recent book “When
the Bough Breaks: The Cost of Neglecting Our Children”, economist Sylvia Hewlett documents that
American children, rich and poor, suffer a level of neglect unique among developed nations (1991).
Overall, child well-being has declined despite a decrease in the number of children per family, an
increase in the educational level of parents, and historically high levels of public spending in education.
In „Dan Quayle Was Right,“ (April 1993) Barbara Dafoe Whitehead synthesizes the social science
research on the decline of the two biological-parent family in America:
If current trends continue, less than half of children born today will live continuously with their own
mother and father throughout childhood . . . An increasing number of children will experience family
break-up two or even three times during childhood.
Children of marriages that end in divorce and children of single mothers are more likely to be poor,
have emotional and behavioural problems, fail to achieve academically, get pregnant, abuse drugs and
alcohol, get in trouble with the law, and be sexually and physical abused. Children in stepfamilies are
generally worse off (more likely to be sexually abused, for example) than children in single-parent
homes.
No one has felt the impact of family disruption more than schools. Whitehead writes:
Across the nation, principals report a dramatic rise in the aggressive, acting-out behaviour characteristic
of children, especially boys, who are living in single-parent families. Moreover, teachers find that many
children are so upset and preoccupied by the explosive drama of their own family lives that they are
unable to concentrate on such mundane matters as multiplication tables.
Family disintegration, then, drives the character education movement in two ways: schools have to
teach the values kids aren‘t learning at home; and schools, in order to conduct teaching and learning,
must become caring moral communities that help children from unhappy homes focus on their work,
control their anger feel cared about, and become responsible students.
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2. Troubling trends in youth character. A second impetus for renewed character education is the sense
that young people in general, not just those from fractured families, have been adversely affected by
poor parenting (in intact as well as broken families); the wrong kind of adult role models; the sex,
violence and materialism portrayed in the mass media; and the pressures of the peer group. Evidence
that this hostile moral environment is taking a toll on youth character can be found in 10 troubling
trends: rising youth violence; increasing dishonesty (lying, cheating, and stealing); growing disrespect
for authority; peer cruelty; a resurgence of bigotry on school campuses, from preschool through higher
education; a decline in the work ethic; sexual precocity; a growing self-centeredness and declining
civic responsibility; an increase in self-destructive behaviour; and ethical illiteracy.
The statistics supporting these trends are overwhelming. (3) For example, the U.S. homicide rate for
15-to-24-year-old males is 7 times higher than Canada‘s and 40 times higher than Japan‘s. The U.S.
has one of the highest teenage pregnancy rates, the highest teen abortion rate, and the highest level of
drug use among young people in the developed world. Youth suicide has tripled in the past 25 years,
and a survey of more than 2,000 Rhode Island students, grades six through nine, found that two out
of three boys and one of two girls thought it „acceptable for a man to force sex on a woman“ if they
had been dating for six months or more (Kikuchi 1988).
3. A recovery of shared, objectively important ethical values. Moral decline in society has gotten bad
enough to jolt us out of the privacy and relativism dominant in recent decades. We are recovering
the wisdom that we do share a basic morality, essential for our survival; that adults must promote
this morality by teaching the young, directly and indirectly, such values as respect, responsibility,
trustworthiness, fairness, caring, and civic virtue; and that these values are not merely subjective
preferences but that they have objective worth and a claim on our collective conscience.
Such values affirm our human dignity, promote the good of the individual and the common good,
and protect our human rights. They meet the classic ethical tests of reversibility (Would you want
to be treated this way?) and universibility (Would you want all persons to act this way in a similar
situation?). They define our responsibilities in a democracy, and they are recognized by all civilized
people and taught by all enlightened creeds. Not to teach children these core ethical values is a grave
moral failure.
What Character Education Must Do

In the face of a deteriorating social fabric, what must character education do to develop good character
in the young?
First, it must have an adequate theory of what good character is, one which gives schools a clear
idea of their goals. Character must be broadly conceived to encompass the cognitive, affective, and
behavioural aspects of morality. Good character consists of knowing the good, desiring the good, and
doing the good. Schools must help children understand the core values, adopt or commit to them,
and then act upon them in their own lives.
The cognitive side of character includes at least six specific moral qualities: awareness of the moral
dimensions of the situation at hand, knowing moral values and what they require of us in concrete
cases, perspective-taking, moral reasoning, thoughtful decision-making, and moral self-knowledge.
All these powers of rational moral thought are required for full moral maturity and citizenship in a
democratic society.
People can be very smart about matters of right and wrong, however, and still choose the wrong. Moral
education that is merely intellectual misses the crucial emotional side of character, which serves as
the bridge between judgment and action. The emotional side includes at least the following qualities:
conscience (the felt obligation to do what one judges to be right), self-respect, empathy, loving the
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good, self-control, and humility (a willingness to both recognize and correct our moral failings).
At times, we know what we should do, feel strongly that we should do it, yet still fail to translate
moral judgment and feeling into effective moral behaviour. Moral action, the third part of character,
draws upon three additional moral qualities: competence (skills such as listening, communicating,
and cooperating), will (which mobilizes our judgment and energy), and moral habit (a reliable inner
disposition to respond to situations in a morally good way).
Developing Character
Once we have a comprehensive concept of character, we need a comprehensive approach to developing
it. This approach tells schools to look at themselves through a moral lens and consider how virtually
everything that goes on there affects the values and character of students. Then, plan how to use all
phase of classroom and school life as deliberate tools of character development.
If schools wish to maximize their moral clout, make a lasting difference in students‘ character,
and engage and develop all three parts of character (knowing, feeling, and behaviour), they need a
comprehensive, holistic approach. Having a comprehensive approach includes asking; do present
school practices support, neglect, or contradict the school‘s professed values and character education
aims?
In classroom practice, a comprehensive approach to character education calls upon the individual
teacher to:
- Act as caregiver, model, and mentor, treating students with love and respect, setting a good
example, supporting positive social behaviour, and correcting hurtful actions through one-on-
one guidance and whole-class discussion;
- Create a moral community, helping students know one another as persons, respect and care
about one another, and feel valued membership in, and responsibility to, the group;
- Practice moral discipline, using the creation and enforcement of rules, as opportunities to foster
moral reasoning, voluntary compliance with rules, and a respect for others;
- Create a democratic classroom environment, involving students in decision making and the
responsibility for making the classroom a good place to be and learn;
- Teach values through the curriculum, using the ethically rich content of academic subjects (such
as literature, history, and science), as well as outstanding programs (such as Facing History
and Ourselves (4) and The Heartwood Ethics Curriculum for Children (5)) , as vehicles for
teaching values and examining moral questions;
- Use cooperative learning to develop students‘ appreciation of others, perspective taking, and
ability to work with others toward common goals;
- Develop the „conscience of craft“ by fostering students‘ appreciation of learning, capacity for
hard work, commitment to excellence, and sense of work as affecting the lives of others;
- Encourage moral reflection through reading, research, essay writing, journal keeping, discussion,
and debate;
- Teach conflict resolution, so that students acquire the essential moral skills of solving conflicts
fairly and without force.
Besides making full use of the moral life of classrooms, a comprehensive approach calls upon the
school as a whole to:
- Faster caring beyond the classroom, using positive role models to inspire altruistic behaviour
and providing opportunities at every grade level to perform school and community service;
- Create a positive moral culture in the school, developing a school wide ethos (through the
leadership of the principal, discipline, a school wide sense of community, meaningful student
government, a moral community among adults, and making time for moral concerns) that
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supports and amplifies the values taught in classrooms;

- Recruit parents and the community as partners in character education, letting parents know
that the school considers them their child‘s first and most important moral teacher, giving
parents specific ways they can reinforce the values the school is trying to teach, and seeking the
help of the community, churches, businesses, local government, and the media in promoting
the core ethical values.
The Challenges Ahead

Whether character education will take hold in American schools remains to be seen. Among the
factors that will determine the movement‘s long-range success are:
- Support for Schools. Can schools recruit the help they need from the other key formative
institutions that shape the values of the young - including families, faith communities, and the
media? Will public policy act to strengthen and support families, and will parents make the
stability of their families and the needs of their children their highest priority?
- The role of religion. Both liberal and conservative groups are asking how students can be
sensitively engaged in considering the role of religion in the origins and moral development
of our nation. How can students be encouraged to use their intellectual and moral resources,
including their faith traditions, when confronting social issues (For example, what is my
obligation to the poor?) and making personal moral decisions (For example, should I have sex
before marriage?).
- Moral leadership. Many schools lack a positive, cohesive moral culture. Especially at the building
level, it is absolutely essential to have moral leadership that sets models, and consistently enforces
high standards of respect and responsibility. Without a positive school wide ethos, teachers will
feel demoralized in their individual efforts to teach good values.
- Teacher education. Character education is far more complex than teaching math or reading;
it requires personal growth as well as skills development. Yet teachers typically receive almost
no pre-service or in-service training in the moral aspects of their craft. Many teachers do not
feel comfortable or competent in the values domain. How will teacher education colleges and
school staff development programs meet this need?
„Character is destiny,“ wrote the ancient Greek philosopher Heraclitus. As we confront the causes of
our deepest societal problems, whether in our intimate relationships or public institutions, questions
of character loom large. As we close out a turbulent century and ready our schools for the next,
educating for character is a moral imperative if we care about the future of our society and our
children.
Thomas Lickona http://www.cortland.edu/~education/faculty/lickona , is a developmental
psychologist and Professor, Education Department, State University of New York at Cortland,
Cortland, NY 13045. He is author of Educating for Character: How Our Schools Can Teach Respect
and Responsibility (New York: Bantam Books, 1991.)
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Ohio State University Fact Sheet

Working with Diverse Cultures
CDFS-14
• Bill Smith
• Ann W. Miller
• Thomas Archer
• Carla Hague
• Culturally Diverse Coalitions
Brazzel defines diversity in terms of human differences that play an important role in the culture and
operation of organizations. The culture of an organization includes the customs, assumptions, beliefs,
values, rules, norms, practices, arts and skills that define and guide members about:
• The reasons for existence of the organization;
• How its „work“ is to be done;
• The rules for membership;
• How to relate to others in the organization and to those outside.
Cox states that prejudices are negative personal attitudes toward a member(s) of a cultural group;
discrimination is „observable adverse behaviour“ toward the group member(s).
Discrimination requires prejudice plus organizational or dominant-group power to lead to destructive
denial of recognition, power and privilege.
The dimensions of diversity in organizations include:
• Age;
• Educational background;
• Ethnicity;
• Family status;
• Gender;
• Income;
• Military experience;
• National, regional or other geographical areas of origin;
• Ownership of property and assets;
• Physical and mental ability;
• Race;
• Sexual orientation;
• Social class;
• Spiritual practice;
• Work experience.
These dimensions need to be considered when identifying, selecting and recruiting prospective
coalition members. A heterogeneous group can work together effectively on mutual goals and
objectives through consensus and cooperation.
For an example: a neighbourhood in a Midwestern city might contain several political subdivisions, a
native American group, an African-American population, some small businesses, blue collar workers,
a variety of religious groups and possibly some gang factions.
If a coalition is to be formed to obtain more housing, people from each or most of these groups must
participate for the coalition to have power. If not participating, at least all cultural groups must be
consulted for their opinions or beliefs. A culturally-diverse coalition is composed of representatives
of the cultures living in an area or community. It is also critical to consider varied opinions or beliefs
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within a certain culture. Two people do not have the same opinions because they are both Native
Americans or from an Appalachian culture.
Making the Most of Diversity

Often, a culturally diverse youth/family coalition is viewed in the negative sense, rather than the
positive. It is easy to identify the inherent obstacles and barriers associated with differences in religion,
class, age, disability, veteran status, sexual orientation, region of origination, educational level or even
paid employees versus volunteer staff.
The first phase of making the most of diversity is to make a concerted effort to become aware of what
dimensions of cultural diversity exist within an organization.
Acknowledging there are differences between individuals and groups of people is an important initial
phase.
When conflicts, ill feelings or stressful situations arise due to the sub-cultures involved, it is because
of „differences.“ The second phase of making the most of diversity is for people to talk about their
cultural differences.
Two things must be remembered concerning cultural diversity:
• People should remember it is difficult to address cultural differences without resorting to
stereotypes. In the purest form, there is no such thing as a stereotype.
No person is exactly like another person and no individual is a clone of another member of a
group.
• As diversity in an organization grows, so does the complexity of communication and the
necessity to spend greater effort developing improved communication skills.
Awareness and discussion can cause a clearer picture of cultural diversity. Appreciation and
understanding of cultural diversity means not just tolerating differences among individuals or groups,
but supporting and nurturing them. A variety of ideas, talents, skills and knowledge is a desirable
attribute to any youth or family coalition.
Providing a supporting and nurturing environment enhances other goals of the coalition by exposing
group members to new issues, ideas, information and cultures. Diversity creates opportunities for
character development by teaching tolerance and respect for people and by encouraging concern for
equity. A culturally- diverse coalition that values and nurtures people from all backgrounds is worthy
of active participation. Such an organization will flourish and perpetuate.
Making the most of diversity in a youth or family coalition requires the commitment of all involved.
Changing prevailing attitudes and assumptions is not easy. Often the only hope is to change behaviours
rather than deep-seated attitudes. Members of a diverse coalition must be committed to what they are
doing and address issues related to cultural difference.
There may be resistance to disturbing the status quo, but it is no excuse for avoiding change. Attention
to cultural diversity may be the necessary catalyst for making things happens. Coalitions of youth or
family agencies that strive to address specific community needs and issues have no chance of success,
or even continued existence, unless they mirror, understand and make the most of their community‘s
cultural diversity.
Enhancing the Dynamics

According to the traditional melting pot theory, immigrants who settled in America would shed
the ways of the old countries and blend happily into one people. At least two essential fallacies are
inherent in the melting pot theory. The first is that non-white Americans can (or should) become like
white Americans. The second is that non-white people do not have cultural significance in the New
World. Both ideas have met with controversy and rejection.
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Since the 1960s, the idea of a single monoculture has begun to deteriorate. It has given way to a more
pluralistic society that continues to evolve through cultural integration and influence. These changes
are commonly evident in fashion, dietary habits, entertainment, music, literature and sports.
Within the framework of a youth and family coalition, diversity empowers its members to capitalize
on unique skills and areas of expertise. Careful attention must be given to mutual understanding
and appreciation of individual differences. Strengthening the sense of positive cultural identity is an
important aspect of establishing a viable coalition.
Individuals may consciously or subconsciously interject ethnic values, attitudes or behaviours into the
dynamics of the larger group.
Factors that impact the extent to which diverse cultures interact with existing cultures are:
• The reason for immigration: what was sought and what was left behind;
• The place of residence an ethnic or non- ethnic neighbourhood;
• The socioeconomic status, education and upward mobility;
• The political and religious ties to the ethnic group;
• The spoken languages;
• The extent of family intermarriage with or connection to other ethnic groups;
• The individual‘s attitude toward the ethnic group and its values.
The concern with diversity and related programming by Extension and other organizations is a result
of changes in the workplace and general population. Brazzel cites that aspects of diversity are being
incorporated into vision and mission statements of both for- profit and not-for-profit organizations.
To ignore its impact on profits and other bottom line measures affects performance. Organizations as
well as individuals are exploring the impact of this diversity.
The result is a growing recognition that multiple perspectives can benefit an organization‘s approach
to opportunities and problem-solving. Loden and Rosener say this approach assumes „we will be
more successful as individuals, work teams, organizations and a society if we acknowledge, respect and
work with . . . dimensions of difference.“
So, the case for building a culturally diverse or multicultural coalition is without question. The drastic
change in the status quo of the U.S. population, labour force, race and ethnicity, and citizen status
demands adaptation. All families in this country have experienced the stresses of immigration and
migration. While ethnic heritage may have become dimmed or forgotten, it continues to influence
outlook and interaction with others. Under the pressure of accommodating new situations, many
groups have been forced to abandon much of their ethnic inheritance.
To understand ethnic identities, it is important to realize the impact immigration has on families
over succeeding generations. Second generations are more likely to reject the „ethnic“ values of their
parents and to strive to become „Americanized.“ Third or fourth generations frequently reclaim
aspects of their heritage that were sacrificed by previous generations as they sought to assimilate.
As the United States experiences the growing pains of becoming a citizenry of descendants of early
forbearers, the challenges are apparent. Preserving our roots need not prohibit the effectiveness of
diverse individuals or groups working together.
Managing Cultural Diversity
A. Recruitment
Try to include people or organizations within the youth or family coalition that are representative of
the community.
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B. Diversity Trailing
Become aware of the cultural diversity of the coalition. Try to understand all its dimensions and seek
the commitment of those involved to nurture cultural diversity. Address the myths, stereotypes and
cultural differences that interfere with the full contribution of members.
C. Communications within Coalitions

Remove the major barriers that interfere with people from diverse cultures working together. The best
method to do this is through understanding and practicing better communication:
• Learn to listen. Listen for what is really being said, not what you want to hear.
• Invite others to be a part of the discussion.
• Learn to communicate clearly and fairly.
• Do not misjudge people because of accent or grammar.
• Test for understanding. Ask questions to be certain you are clear on what is being said.
• Adapt your communication style to fit the situation. The telephone causes problems in
understanding between cultures. • Be explicit. Individuals from different cultures may react
differently. Know with whom you are communicating.
• Use language that fosters trust and alliance. Don‘t come on like „gangbusters.“ Each person
wants to succeed in this venture. Be calm and positive.
• When conflicts arise, the problem may result from style rather than content strive for
understanding. Review, revise and revisit your main objective to be certain the content is clear.
How you say something may be more important than what you say.
D. Different, but the Same

Men and women, whites and non-whites, volunteers and paid staff, middle-class and working class
people are different, but much less different than they are the same. An appreciation and acceptance of
both commonalities and differences are essential to effective working relationships.
E. Maintain the Commitment

Your coalition will become more connected with the community that it serves if it states publicly that
having a diverse work force is a top priority. Continue to revisit the various components that address the
awareness, understanding, communication and nurturing of a culturally-diverse organization.
F. Provide Strong Leadership

Loden and Rosener believe the following leadership behaviours foster coalitions of diversity:
• Articulate pluralistic vision and values for the organization; show ways in which they are an
integral part of the organization‘s mission and vision.
• Encourage and support discussion among people throughout the organization about the meaning
of diversity and pluralism; show how to implement programs that can accomplish those goals.
Demonstrate ethical commitment to fairness and to the elimination of discrimination in all its forms
inside the coalition and in the coalition‘s relationships to other people, groups and organizations.
Understand the dimensions of diversity, use inclusive and valuing language, quote diverse sources, readily
adapt to differences in communication styles of diverse people, display respect for human differences
and be aware of and comfortable about dealing with diverse issues.
Value ongoing personal learning and change, solicit views and opinions of diverse people, invite feedback
about personal behaviour and blind spots and be open to belief modifications and actions based on
feedback.
Mentor and empower diverse individuals and encourage others to do so as well. (Loden and Rosener)
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Valuing Diversity
The Key to Success
Diverse coalitions will be more successful because of support from the community they represent.
Goals must be established to encourage diversity in membership. Without diverse coalitions there is
animosity produced within neighbourhoods and communities regarding „us versus them.“
Within a culturally diverse group new ideas are produced, communications are improved and bridges
are built to the people needing services.
There are numerous benefits when coalitions value diversity:
• Culturally diverse coalitions could be viewed as legitimate advocates for the greater community
by political, business and industry „power-brokers.“ Jackson, Holvino and Cox state:
„Multicultural organizations ... human differences are valued and seen as a competitive
advantage for the organization.“
• Coalition membership recognizes that no one set of cultural values is inherently better than
another.
• People are not required (expressed or implied) to relinquish their cultural heritage as a condition
of coalition membership.
• Appropriate communication and working relationships among coalition members of different
cultures require mutual respect and some understanding of one another‘s culture.
• Coalition members should have the opportunity to hear directly from others regarding one
another‘s culture and values; by doing so members will tend to be more respectful of them,
especially if the exchange takes place among personal acquaintances.
• Opportunities for personal acquaintance and communication over time will usually increase
trust among the coalition membership.
• Careful facilitation and sensitivity must occur when coalition members of different cultures
are brought together. This ensures cross-cultural understanding, coalition productivity and
effectiveness.
• Cross-cultural learning among coalition members will involve making mistakes and learning
from them. Avoidance of or reluctance to initiate or participate in a culturally diverse coalition,
due to fear of mistakes, competition or conflict must be overcome.
• Gaining personal and cultural respect for coalition members from different cultures will
contribute to more frequent and effective working relationships among those who have mutual
interests.
Developing a Coalition Which Values Diversity

Look intensively at the community (or communities) being served by the coalition. Look at the
makeup of various groups or agencies currently or projected to be represented in the coalition. Do
they match?
Coalition membership needs to reflect specific cultures represented in the community. If cultures are
„lumped“ together, true diversity will not be achieved. For example, to say a coalition needs an Oriental
representative does not take into account the numerous Eastern cultures such as Japanese, Chinese,
Vietnamese and others. The other critical concern should be the amount of „Americanization“ which
has influenced communities. First generation Vietnamese will normally have stronger cultural ties
than a fifth generation Chinese population.
Be certain the coalition is not only composed of agencies saying they represent various cultures.
Individuals who are representative of diverse cultures must be a part of any successful coalition.
Coalitions serving diverse cultures must be representative of these cultures.
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Summary
Coalitions which are truly culturally diverse and serve diverse populations must:
• Be representative of their target community.
• Communicate clearly.
• Emphasize the advantages of their cultural diversity.
• Celebrate the contributions of each culture.
• Encourage the positive outcome of interacting with these cultures.
In building coalitions, it is important that neither prejudice nor discrimination be tolerated, with
consequences outlined in the constitution and bylaws or operational agreement. Self- awareness and
sensitivity training should be a prerequisite for coalition membership as well as initial and subsequent
orientation and training. Coalition leaders should help members understand cultural diversity, realize
such diversity can strengthen the coalition and acquaint them with specific roles they can play in
developing a diverse group.
Definitions
Culturally Diverse Pluralism:

A culture that promotes mutual respect, acceptance, teamwork and productivity among people who
are diverse in age, gender, sexual orientation, ethnicity, race, class, religious beliefs, physical ability
and other perceived differences.
Coalition:
A unit composed of distinct elements of the population it serves.
Multicultural Organizations:
These are organizations that maintain a pluralistic culture promoting mutual respect, acceptance,
teamwork and productivity among diverse people. It reflects the interests and contributions of
members of diverse groups in mission, operations and product or service. Diverse coalitions are
well represented in multicultural organizations at all levels, in all functions and in all work groups.
Members of diverse groups have power and influence in the organization. They are included as full
and influential participants in all aspects of the organization, especially where decisions are made and
policies established. Discrimination is not tolerated within the organization and in its relationships
with people, groups and organizations in its environment.
Discrimination:
Definition: The systematic, intended or unintended denial of recognition, power and privilege to
certain people based on the groups to which they belong.
Cultural Bias:
Cox includes discrimination and prejudice as a part of cultural bias. He states that prejudice is a
„judgment made about others that reinforces a superiority/inferiority belief system.“
Stereotype:
A fixed and distorted generalization made about all members of a particular group (Loden and
Rosener).
137
References
Brazzel, Michael. „Building a Culture of Diversity in the Cooperative Extension System:
A Paper to Foster Dialogue and Discussion About Pluralism in Extension.“ ECOP and
ES-USDA National Diversity Strategic Planning Conference, Denver, Colorado,
September, 1991.
Cox, Taylor, Jr. „The Multicultural Organization.“ Academy of Management Executive 5,
No. 2 (1991): 34-47.
Cross, Elsie V. „Issues of Diversity.“ In Sunrise Seminars, edited by Dorothy Vails-
Weber and Joseph Potts. NTL Institute, Vol. 2 (1985): 15-19.
Jackson, Bailey W. and Evangelina Holvino. „Working With Multicultural
Organizations: Matching Theory and Practice.“ Conference Proceedings, Organization
Development Network, 1986.
Jackson, Bailey. Keynote Speech for Youth 2000 Conference, as reported in New
Hampshire COSA Newsletter (November-December 1990).
Lauffer, Armond. „Rubbing Shoulders and Rubbing Wounds- Gender, Class, Culture and
Identity in the Workplace.“ Careers, Colleagues, and Conflicts. Sage Publications, 1985.
Lee, L. „The Opening of the American Mind.“ Cornell University, Forum (Winter, 1991):
2-5.
Loden, Marilyn and Judy B. Rosener. Workforce America: Managing Diversity as a Vital
Resource, Homewood, Illinois: Business One Irwin, 1991.
McGoldrick, M. „Normal Families: An Ethnic Perceptive,“ In Normal Family Processes,
edited by F. Walsh. New York: The Guilford Press, 1982.
Nestor, Loretta Gutierrez. „Managing Cultural Diversity in Volunteer Organizations.“
Voluntary Action Leadership (Winter, 1991).
Valuing Diversity - A Strategic Plan for Cultural Diversity in the North Dakota State
University (NDSU) Extension Service. 5th Draft, August 30, 1991.
Valuing Diversity- Part 111: Communicating Across Cultures. Copeland Griggs
Productions, San Francisco, California.
All educational programs conducted by Ohio State University Extension are available to clientele on
a non-discriminatory basis without regard to race, colour, creed, religion, sexual orientation, national
origin, gender, age, disability or Vietnam-era veteran status.
Keith L. Smith, Associate Vice President for Ag. Adm. and Director, OSU Extension.
TDD No. 800-589-8292 (Ohio only) or 614-292-1868.
Communication - Culture – Leadership
Preface by Hans van Wessel

The information below is based on texts by Multiplus International on internet. Multiplus International
is certified to provide cross-cultural management training based on the model of R. Lewis who is
widely considered as one of world’s most outstanding cross-cultural linguist.
Multiplus International provides training in communication and management in international
and multicultural settings. Although the training is focused on business managers, the goals and
methodology can be used in education also. The information below gives an impression of the
training, the goals and the methodology. The target group of the training is both managers and staff.
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1. Introduction
The professional attitude is the manner with which one responds to people, situations and events in
the work context. It has therefore much to do with responsive skills. Part of this is about interpreting
the behaviour of others and then several factors come into play. For every profession, it is important to
have the appropriate professional attitude. The effective realization of the organizations targets relies
on it, while it also has an impact on the image and culture of the organization.
A good professional attitude is a prerequisite to professional behaviour and forms the basis for the
relationship one will engage in professionally, both within and outside of ones’ own organization.
1.1 Goals of the training for the participants

The goals for the participants are:
• To become aware of the degree to which one can influence one’s own behaviour;
• To become imbued with certain values, such as respect, professionalism, integrity, reliability,
client-friendliness, independence and to relate those values to norms, which will help, find the
appropriate behaviours.
1.2. Approach of the Training

This training-course can be confrontational, as it makes the participants’ underlying ideas of their
own values and norms transparent.
Through the use of role-play, the participants will explore in a safe way the norms, which are expected
to help them act according to their values.
1.3 The core objectives of the training

The core objectives of cross-cultural management training are designed to help managers and
employees at all levels of an organization, to understand the advantage of diversity, and be able to work
harmoniously in a culturally diverse environment. The training will enable employees to understand
the cultural values, beliefs, and attitudes, which affect behaviour, as well as the cultural expectations
that influence workplace relationships, and multicultural work teams.
The training deals with the following subjects (selection, focused on education):
• Communicating and negotiating with people from different cultural background.
• Effective leadership, building commitment and managing change.
• Managing conflict such as; confronting sensitive issues in international relations.
• Cross cultural communication.
• Work-related behaviours and interaction styles.
• Style of Management and teamwork.
• Meeting style and expectations.
• Negotiation, selling and persuading.
• Best-practice strategies for working with diversity.
• Cross cultural assessments.
2. The content of the training

2.1 Inter-cultural Communication
Due to globalization the world is becoming a global village. Corporations and institutions have
increasingly witnessed the entrance of people with an immigrant background into their sphere, be it
as clients, employees or otherwise. As a result of globalization, of the increasing multiculturalisation
of society and of the impact of political structures such as the European Union, meeting people from
a variety of cultures has become a reality.
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Inter-cultural communication is focused on effectively interacting with staff from a variety of

backgrounds, which also translates in ways of leading, of service providing and of client-friendliness.
The focus is on increasing opportunities and addressing hindrances to benefiting from opportunities.
Goals
• To become more aware of one’s’ own perceptions and assumptions: How do I see other people?
• To become more aware of one’s’ own beliefs and values, and of their effect on the attitude
towards other people.
• To become more aware of one’s’ own style of communicating.
• To become more aware of the relevance of other norms, values and styles of communicating.
• To become more aware of the role of culture and cultural background on communication-
processes and styles of leadership.
• To become sensitive to both traps and opportunities within leadership towards groups of a
varied cultural composition.
• To be more capable to understand non-verbal behaviours as they relate to cultural backgrounds.
• Managing conflicts with an inter-cultural dimension.
• Strengthening ones’ own cultural sensitivity.
• To acquire skills in communicating across-cultural differences.
2.2 Diversity-management
A unified Europe is no longer a mere dream. Technological developments have made distances almost
irrelevant. However, as obvious demarcations between countries and organizations have dwindled,
normative differences between people of different cultural background may still come forward in a
startling manner. Processes connected with globalization have brought the images and sounds from
other cultures into our living rooms and the international business arena has brought us in contact
with colleagues, clients and others with other social, ethical and cultural backgrounds. Processes of
multi-culturalization and diversity are progressing rapidly in all big cities in the world. To give an
indication, the most common surnames in Amsterdam in these days are not Jan, Piet or Klaas, but
Mohammed. This has also been the case with the influx of new employees into organizations. From
this point of view new questions arise concerning organizational structures, vision, strategy and the
wording of their corporate values.
Goals
• To become more aware of the causes, reasons and backgrounds to diversity-management.
• To gain insight into the central role of diversity-management within HRM, including strategic
HRM, input-management, quality-management, knowledge-management and change-
management
• To be empowered to analyze and formulate the vision, mission, strategy, as well as norms/
values, of their own school.
• To become familiarized with ideas and approaches concerning diversity, with a proper
understanding of their importance and value.
• To acquire insights into the backgrounds to differences in values, beliefs and corresponding
behaviours, and into the impact of all that on the organization.
• To acquire awareness of one’s’ own cultural identity in relation to the identities of other people.
• To be stimulated towards behaving from an attitude of professionalism and integrity.
• To acquire knowledge about diversity and to be able to translate that knowledge into practical
approaches within their own organization.
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2.3 Cross cultural management

The world-economy is more than ever before in a state of growth and transition. This leads increasingly
to an interdependence of countries. No country is immune to the impact of the global market.
The increased interdependencies do not mean that market- and management-practices will become
standardized. Cultural, political and also economic differences distinguish the states and contribute
to the existence of unique market segments. To manage a business in that reality requires a solid
understanding. It also requires one to have the knowledge and techniques at ones’ disposal for being
successful in international business. In order to successfully deal with the international business arena,
it is important to come to rightly appraise globalization, diversity and values.
Culture has an impact on how one takes decisions, negotiates contracts and treats agreements, and
also on how we perceive other people and how we appreciate their behaviour.
Goals
• To feel more at ease within international contexts connected with cross-cultural marketing and
advertisement.
• To be more effective in conducting international business and managing staff internationally.
• To acquire knowledge and insights regarding the cultural influences on the actions of
organisations.
• To acquire insights into how cultural differences can be analyzed at its best. This pertains
to: time, space, language, official role in the organization, advancement, status, relationships,
regulation, the relationships between individuals and groups, how appointments are treated,
contracts and agreements, negotiations, conflict-resolving, work-ethic, leadership and norms
an values, and personal life.
2.4 Professional Attitude concerning Values and Norms

The professional attitude is the manner with which one responds to people, situations and events in
the work context. It has therefore much to do with responsive skills. Part of this is about interpreting
the behaviour of others and then several factors come into play.
For every profession, it is important to have the appropriate professional attitude. The effective
realization of the organizations targets relies on it, while it also has an impact on the image and culture
of the organization.
A good professional attitude is a prerequisite to professional behaviour and forms the basis for the
relationship one will engage in professionally, both within and outside of one’s own organization.
Goals
• To become aware of the degree to which one can influence ones’ own behaviour.
• To become imbued with certain values, such as respect, professionalism, integrity, reliability,
client-friendliness, independence and to relate those values to norms, which will help, find the
appropriate behaviours.
2.5. Cross cultural aggression reduction

Dealing with an angry or upset client requires a specific approach. Also it has to be realized that the
angry client is potentially an important client. Therefore, it is highly relevant to the organization that
frontline employees know how to behave when confronted with angry or, even stronger, aggressive
clients.
This training-course offers the opportunity to learn from the internationally most successful technique
for dealing with aggression.
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Goals
• To learn to work with the realization that the clients’ anger is not aimed at the staff member
personally.
• How to define ‘violence’.
• Cross cultural Body language and aggression.
• Verbal signals of aggression.
• Listening proactively.
• To learn how to proactively anticipate the behaviours of clients in their variety: confused
clients, perhaps lost in the questions and events typical of their own world; disappointed clients,
who have some reason for not being satisfied with the product or service of the organization;
aggressive clients (typically, these are disappointed clients, who see their disappointment turn
into aggression.)
2.6 Cross cultural assertiveness in the work-context

Audentes Deus ipse juvat (Ovidius Metamorphoses) (“stand up for yourself and God will be on your
side”)
Assertive behaviour counts as the key to effective communication, to the development of self-
confidence, to productive negotiating and to improved relationships with clients and co-workers. The
participants are empowered to improve their self-awareness, to acquire assertivity-skills and to learn
how to apply those skills in situations that are part of their own lives.
Goals
• To make through the use of a personal quick-scan, the participants’ strengths and weaknesses
apparent.
• To see the difference between assertive and aggressive.
• To recognize the advantages of assertive behaviour in the work context.
• To become more aware of the kinds of negative behaviour.
• To learn how to say ‘no’ in a constructive fashion.
• To learn how to give, receive and appreciate criticism.
• To negotiate with an eye on equality.
• To develop ones’ own style of conflict-resolution and of negotiating.
• Improving ones’ assertiveness, through the use of an action-plan.
2.7 Cross cultural team-effectiveness

The crucial question is: why is team-effectiveness so important? The answer has to do with the fact that
more and more work is done in a team setting. This has obvious advantages, especially in terms of the
quality of the work. But it does require that positive synergy is achieved. In other words, the team members
have to cooperate in such a way that the total is more than the sum of the parts.
Teamwork requires both the right structure and the right culture. The structure has to be one in which the
members of the team are brought together in such a way that a new level of quality can be achieved. In
doing so, the qualities of the team-members can be linked through use of cross-cultural assessments LMR
model from dr. R. Lewis and MDI (Management Development Instrument) profiles.
Culture is the sum of the ways in which we connect with each other, including leading and the use of
social skills. It is through culture that the team-members learn to understand, appreciate and trust each
other. The result is that they are able to accomplish and maintain a new level of cooperation. This calls for
a new vision, as well as for goals, values and norms, which have the right, fit with each other. It has proven
to be of vital importance in this regard to develop the proper skills, both individually and as a team.
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Goals
• To make through producing a team-scan, both strong and weak points of the team transparent.
• To explore ones’ own effective work attitude, as well as what would not be effective.
• To discover ones’ own role in a team, on the basis of the Belbin-test.
• To achieve a more productive grip on norms and values, while reinforcing teamwork and internal
communication, on the basis of several tests and exercises focusing on personal effectiveness
and assertive communication.
• To collectively determine which values and norms will be at the basis of the shared work
• To make a personal program which indicates how the participant aims to further develop the
earlier mentioned qualities (POP and PAP).
• Values and norms are not meant to remain purely theoretical concepts, but need to be realistic
and have to be translated into practical reality in terms of noticeable behaviour. That is why two
things need to be made tangible: integrity and how to prevent fraud and corruption.
Communication Skills
Introduction
In this competitive global economy, communication is one of the most fundamental functions of
management in any organization and its importance can hardly be overemphasized. It is a process of
transmitting information, ideas, thoughts, opinions and plans between various parts of an organization.
You cannot have human relations without communication. However, good and effective communication
is required not only for good human relations, encouraging ideas or suggestions from employees or workers
and implementing them whenever possible but also for good and successful business. Communication
is also a basic tool for motivation, which can improve morale of the employees in an organization.
Inappropriate or faulty communication among employees or between manager and his subordinates is the
major cause of conflict and low morale at work.
With effective communication, you can maintain a good human relation in the organization and can also
increase production at low cost.
Our communication skills training consist of the following subjects: type of communication,
communication process, social style embedded in communication, assertiveness and professional feedback,
verbal and non-verbal communication, listening behaviour, culture and communication, how to develop
versatility to overcome communication barriers and the role of feelings and emotions in communication.
Improve your interpersonal skills: the vital link between employees and productivity.
Research has revealed that participants of training programs dealing with communication skills admit the
need for acute interpersonal communication skills training at work: that differences in communication
styles cause breakdowns, that conflicts are due to communication style differences and that low morale too
is caused by differences in communication style.
Primary Goal
Benefits
The training helps the participants to understand what communication really entails and the social
styles embedded in their communication behaviour. The training helps the participants to master
communication skills by a 360° feedback.
This means:
• Participants will discover their own social style and how it influences behaviour when interacting
with others.
• Participants will learn to determine the social style of others.
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• Participants will learn to empathize with the social styles of clients, customers, managers, and
other co-workers, creating more productive relationships.
• Participants will learn to recognize backup behaviour and what to do when this “at wits’ end”
type of behaviour occurs.
• Participants will learn their versatility level and how to increase their versatility - which will
help them to perform at a higher level of social intelligence, increasing performance at work.
• Organizations can expect better employee morale and increased productivity.
Four social styles in communication

There are four styles of communication (talking).
1. Analytical style: is “asking assertive” and
tend to control emotions. The voice is often
subdued, frequently monotone. The focus is
on tasks. People have great interest for, and
appreciation of, facts and data and are reserved
in the pace of speech and offer fewer statements.
2. Driving Style: is „telling assertive“ and tends
to control emotions but tends to make more
statements. People speak fast and are very
direct. They focus on results and outcomes. They
may become impatient with those who take too
long to make decisions or those who are overly
emotional.
3. Amiable style: is „asking assertive“ and tend to display emotions. People speak more slowly and
thoughtfully, use variety in their vocal tone, and they‘re very sensitive to the needs or reactions of
others, harmony and consensus. They are rarely confrontational.
4. Expressive style: is „telling assertive“ and tend to display emotions. People tend to make more
statements, speak faster, use more variety in their vocal tone, and are very animated in conversation.
They are people-oriented and they often use stories in making their points and try to build on your
ideas.
Mind you there are conflicts between these styles.
The need for better listening

Listening is the neglected communication skill, unfortunately. While all of us have had instruction in
reading, writing, and speaking, few have had any formal instruction in listening. As research shows
this void in our education is especially interesting. For example, seven minutes of every 10 minutes
most of us spend in our waking life, has some form of communication activity. Of these seven minutes
(or 70 percent of the time we are awake), 10 percent is spent writing, 15 percent reading, 30 percent
talking, and 45 percent listening.
The first step in becoming a better listener is to recognize certain false notions that many people
hold about listening. Recognizing these fallacies will help you avoid being trapped by them. The next
step is to understand the process of listening. We specifically pay attention to: receiving, attending,
understanding, responding and remembering.
Understanding is very crucial, because the meaning of verbal and non-verbal symbols is crucial to
understanding others, as it is also culturally defined.
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Types of Listening
There are five types of listening:
1.Informative Listening;
2.Relationship Listening;
3.Appreciative Listening;
4.Critical Listening;
5.Discriminative Listening.
How to Be an Effective Listener?

While there are many ways to construct a list of suggestions, we will consider them in terms of what
works best in three major categories:
1. What you think about listening.
2. What you feel about listening.
3. What you do about listening.
4. Assertive feedback
Professional feedback is assertive feedback and is based on the BOFF model.

See the scheme below.
• Increase your effectiveness with others and improve workplace performance.

• Behaviour: What do I see, hear, experience?
• Outcome: What is the result of the behaviour?
• Feeling: that creates in me.
• Future: how to develop the acceptable behaviour.
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Inglehart-Welzel Cultural Map of the World

Written by Ronald Inglehart
This map reflects the fact that a large number of basic values are closely correlated; they can be
depicted in just two major dimensions of cross-cultural variation.
The World Values Surveys were designed to provide a comprehensive measurement of all major
areas of human concern, from religion to politics to economic and social life and two dimensions
dominate the picture: (1) Traditional/ Secular-rational and (2) Survival/Self-expression values. These
two dimensions explain more than 70 percent of the cross-national variance in a factor analysis of
ten indicators-and each of these dimensions is strongly correlated with scores of other important
orientations.
The Traditional/Secular-rational values dimension reflects the contrast between societies in which
religion is very important and those in which it is not. A wide range of other orientations are closely
linked with this dimension. Societies near the traditional pole emphasize the importance of parent-
child ties and deference to authority, along with absolute standards and traditional family values, and
reject divorce, abortion, euthanasia, and suicide. These societies have high levels of national pride,
and a nationalistic outlook. Societies with secular-rational values have the opposite preferences on all
of these topics.
The second major dimension of cross-cultural variation is linked with the transition from industrial
society to post-industrial societies-which brings a polarization between Survival and Self-expression
values. The unprecedented wealth that has accumulated in advanced societies during the past
generation means that an increasing share of the population has grown up taking survival for granted.
Thus, priorities have shifted from an overwhelming emphasis on economic and physical security
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toward an increasing emphasis on subjective well-being, self-expression and quality of life. Inglehart
and Baker (2000) find evidence that orientations have shifted from Traditional toward Secular-
rational values, in almost all industrial societies. But modernization, is not linear-when a society has
completed industrialization and starts becoming a knowledge society, it moves in a new direction,
from Survival values toward increasing emphasis on self-expression values.
A central component of this emerging dimension involves the polarization between materialist and
post materialist values, reflecting a cultural shift that is emerging among generations who have grown
up taking survival for granted. Self-expression values give high priority to environmental protection,
tolerance of diversity and rising demands for participation in decision making in economic and political
life. These values also reflect mass polarization over tolerance of out groups, including foreigners, gays
and lesbians and gender equality. The shift from survival values to self-expression values also includes
a shift in child-rearing values, from emphasis on hard work toward emphasis on imagination and
tolerance as important values to teach a child. And it goes with a rising sense of subjective well-being
that is conducive to an atmosphere of tolerance, trust and political moderation. Finally, societies that
rank high on self-expression values also tend to rank high on interpersonal trust.
This produces a culture of trust and tolerance, in which people place a relatively high value on
individual freedom and self-expression, and have activist political orientations. These are precisely the
attributes that the political culture literature defines as crucial to democracy.
Below you can find some topics which can be important for discussions about values and norms.
Most topics are realistic and can be related to values and norms.
Norms and values should not be vague notions, without any relation to everyday‘s practice. Norms
and values should have concrete contents so that discussions in school will be realistic and significant
and can lead to concrete results. Certainly at school, where teachers and pupils work and live together
in a common context and community, values and norms should be linked with concrete events,
concrete ways of life, concrete problems and realistic questions.
To help the teachers and managers to make the discussions more realistic and useful, we present a
list of topics. The topics are concrete and are relevant in every school. They are divided in seven main
sections. Of course it is possible to extend the number of sections and the topics. It is also possible
to create other sections. For the school leader it is possible to note when a topic is relevant and can
lead to problems. The list of topics gives him some tools (questions) to discuss the topic, to make
interventions or to make policy, if necessary. Anyhow, it is important to pay attention to them.
1. Section: crime and violence

• What is normal behaviour in school?
• What is normal behaviour outside school?
• When can we consider behaviour as criminal behaviour?
• How is it possible for the school to notice or recognize criminal behaviour?
• Is it possible (for the school) to prevent such behaviour?
• How can the school correct such behaviour?
• Is domestic violence also criminal behaviour?
• Is domestic violence within the responsibility of the school?
• What can the school do in the case of domestic violence?
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2. Category: stimulants and drugs

• Use of drugs: tolerate, prohibit or legalize?
• How to prevent drugs addiction.
• How to deal with drug addiction.
• How to deal with addicts.
• The position and attitude of the school regarding alcohol and the use of alcohol.
• The position and attitude of the school regarding smoking and smokers.
3. Category: sexual behaviour

• Sexuality: pay attention to this subject or ignore it?
• What to do with pupils from other cultures, especially female students.
• How to deal with teachers from other cultures, especially female teachers.
• Is it necessary to inform the parents or discuss with the parents before school starts sexual
education?
• Should the school integrate sexual education in the curriculum?
• Is it useful that the school has opinions on other sexual behaviour like circumcision of women?
4. Category: health, healthy living and food

• Is it a task of the school to give information about healthy living?
• Is it necessary to cooperate with the parents?
• Should the school give information about medicine and how to use medicines?
• Should the school pay attention to healthy food and the consumption of not healthy (junk)
food?
• Who is responsible for the lifestyles of the students: the students themselves, the parents or the
school?
• Must the school inform the students and the parents about the risks of unhealthy behaviour for
themselves, but also for other people?
• What about unhealthy living and the costs for yourself, your family and the society?
5. Category: living with handicaps, challenges and limitations

• Attitude towards handicapped people.
• Dealing with extreme diseases like cancer.
• How to cope with handicapped people in school: students and colleagues.
• Dealing with handicaps like: diabetes, stuttering, asthma, Down syndrome, epilepsy etc.
6. Category: religion and culture
• Attention for and dealing with differences in culture between people and groups.
• Attention for differences in norms and values between groups, cultures and religions.
• Attention for and discussion about the dominant western culture in our society.
• Attention for norms and values of other religions and cultures.
• Does the school have a system of norms and values?
• Which norms and values are important in the school and how are they maintained?
• Space and tolerance for other religions in school.
• Attention for and celebration of non western (e.g. Islamic), non-Christian feast and non-
Christian customs like Ramadan.
• Integration of these aspects in the curriculum of the school.
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7. Category: manners and social skills

• Working at the competences for resistance of every individual human being.
• How to prevent discrimination of dissident people.
• How to deal with sexism.
• Harassment: how to discover it? What to do about it? How to prevent it?
• Etiquette: is it important? If yes, what can the school do?
• Social skills and behaviour of people of other cultures and religions? Should we accept it,
tolerate it, respect it?
• Are people with different social skills acceptable as teachers in the school, e.g. a Muslim that
does not shake hands with women?
• Social behaviour and expressions of indecent and immoral attention.
• Verbal violence.
5. Annex 3 – Statements for discussions
A. Statements concerning the school

1.The values and norms of the school are determined by the total staff (school leader, teachers,
and non teaching staff).
2.The norms and values of the school should be fixed and described in an official document,
like a school plan. This document is available for everyone who is a member of the school
community.
3.Every teacher has the autonomy to create his own norms and values in his own class.
4.Teachers are obliged to endorse the norms and values of the school and to subordinate their
own opinions.
5.The norms and values of the school are not allowed to differ from the norms and values of the
student’s home situation.
6.When there is difference between the norms and values of the home situation and those of the
school, the values of the school have priority.
7.Children of immigrants and their parents should adapt their norms and values to the values
and norms of the school. If they don’t do so, the children will not be accepted in the school.
8.The school has no single task concerning values of norms. The teachers, students and parents
are free to create their own system of values and norms, even when these values and norms
differ fundamentally from the values and norms of the current society.
9.It is a task of the school to explain and to promote the actual values and norms of our society.
B. Statements concerning the school leader

1.The school leader is responsible for the norms and values that are used as guidelines for the
school.
2.The school leader decides what norms and values are used as guidelines in the school.
3.The norms and values guidelines in the school are elaborated together by the teachers, the
parents, students and the school leader.
4.The school leader has to monitor whether the staff observe the norms and values of the school,
both at school and in private situations.
5.The school leader also has to monitor whether the parents observe the norms and values of the
school, both at school and in private situations.
6.The school leader reports to the board or the community council about the strict observance of
the fixed values and norms.
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7.The school leader reports to the local community about the strict observance of the fixed values
and norms.
C. Statements concerning the content of education (curriculum)
1. The norms and values of the school should be derived from the culture of the country in which
the school is established.
2. The norms and values of the school are derived from and based on the achievements of
Christianity and humanism.
Christianity, humanism and the Jewish tradition.
Christianity, humanism, the Jewish tradition as well as the Islam.
5. The school is able to integrate norms and values from other cultures, e.g. the norms and values
of immigrants, into the system of the school.
6. The norms and values of the school are not fixed points or laws. They are flexible guidelines.
They can be adapted to the situation and the population of the school.
D. Statements concerning parents

1. Parents are obliged to respect the norms and values of the school.
2. Parents are obliged to endorse the norms and values of the school.
3. Parents are not obliged to endorse the norms and values of the school. As a consequence ithey
are excluded from official tasks in the school, like the membership of the school board.
4. Parents are not obliged to endorse the norms and values of the school. This has no consequences
for their functions in the school. They have the same rights and obligations as other parents.
6.Annex 4 - Cases for discussions
Case 1
The school is situated in a Christian and western community. The students and the parents are white
middle-class. One day a student applies for admittance to the school. This student is a son of parents
of foreign (not western) origin.
The parents are both well educated, have good jobs and good income. Both parents are practising
Muslims.
How should the school leader act or react? Below you see a list of possible interventions the school
leader can choose from. Choose one intervention and discuss this in your group with your colleagues.
Possible interventions for the school leader

1. The school leader gives the parents of the future pupil a brochure with information about the
school, the religion and the ideas of the school about western values and norms.
2. The school leader discusses the application with the staff and gives the staff the opportunity to
decide whether the student can be accepted.
3. The school leader informs the parents’ council about application of the parents.
4. The school leader asks the parents’ council for advice. But he takes the decision on his own.
5. The school leader holds a kind of inquiry (inventory). He considers the outcome of this inquiry
as binding.
6. The school leader tells the parents that their son is not accepted, because of his religion.
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7. The school leader tells the parents that their child will be accepted under the condition that they
respect, accept and endorse the rules and the values and norms of the school.
Case 2
The school leader discovers that one of the members of his team (a young teacher) has privately
become a member of a militant action group against intensive animal farming. There are publications
in the local and regional newspapers.
How should the school leader respond in this case? Below are a number of actions, interventions that
the school leader can opt for. Choose and discuss some.
You may choose more than one intervention. If you do, please rank them in the order in which you
think they should be executed.
Possible interventions of the school leader

1. The school leader invites the teacher concerned to a discussion about the norms and values of
the school and requests the teacher to respect them.
2. The school leader discusses the situation with his team and has his team decide what possible
action to take.
3. The school leader informs the parents’ council about the situation and asks the council for
advice.
4. The school leader ignores the whole situation because the school should not interfere in one’s
private affairs.
5. The school leader does not act, but does check on whether the teacher keeps private matters
separate form school life.
6. The school leader asks the teacher to end his activities in this militant action Group.
7. The school leader fires the teacher, as militant action is at odds with the values and norms of
the school.
7.Annex 5 - Role plays
Role play 1
Topic: religion and culture
Situation
A couple of Muslim parents want the school to pay attention to Muslim customs and feasts such as
the end of Ramadan (Iftar) et cetera. A number of teachers are in favour, but most are against it. Most
non-Muslim (Christian, Jewish, Humanist) parents are against it as well.
Role play
There is a preliminary discussion with a number of teachers and representatives of the parents to see
if a compromise is possible.

1. The school leader; the school leader favours a compromise by, for example, paying attention
to just one Muslim custom, e.g. Ramadan. The reason is that she finds that this custom is very
closely connected with the Christian background of the school and for non-believers fasting is not
uncommon either.
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2. Teacher 1; this teacher opposes this request of the Muslim parents on principle. In her view, the
school is a school of Christian tradition and non-Christian and non-Western parents are welcome
only if they accept and adapt. She disagrees with the compromise, yet is willing to give it a chance
hoping it will fail anyway.
3. Teacher 2; this teacher opposes for practical reasons, not on principle. He thinks the programme is
overloaded as it is and priorities have to be set. He would like more attention for such social problems
as senseless violence and the like and less attention to religious matters. He agrees in the end, if certain
conditions are met.
4. Parent 1; this parent is of Muslim background and is all for paying attention to Muslim customs;
he thinks that from the perspective of acceptance, integration and tolerance the school should go
along and thus contribute to the multicultural society. He is satisfied with the compromise seeing it
as a first step forward.
5. Parent 2; this parent is heavily opposed; she is a traditional Christian and thinks that school should
only cater for Christian education. Non-Christians are welcome so long as they do not infringe on the
Christian character of the school. In the end she does not wish to be the sole opponent and reluctantly
accepts comprise.
In the end everyone accepts a compromise, be it with great reluctance.
Preparation
Divide the parts; the participants in the discussion will get ten minutes to prepare the discussion,
particularly to think about arguments to put forward.
Time
The role play (the discussion) may last a maximum of 20 minutes.
• How does the school leader introduce the discussion?
• Does he/she clearly phrase his/her arguments and considerations?
• Is it clear that he/she is working towards a compromise?
• Does he/she speak in a roundabout way or resolute?
• Does he/she give enough space to all participants?
• How doeshe/she end the discussion?
Reflect on the discussion with the aid of the points of observation. Discuss the behaviour and the actions
of the school leader in particular.
Role Play 2
Topic: Healthy Behaviour at School
Situation
A teacher has found that some of his students live very unhealthy life styles: Too little sleep, unhealthy
diets, not enough physical exercise and the like. This behaviour has a clear negative influence on their
performance and results. Together with the school leader he wishes to raise these issues with the parents.
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Role play
In a discussion with the parents they try to communicate their worries and persuade them to raise
their children in a healthier way.

1. The school leader; the school leader wholly supports his teacher. He thinks that parents have
a clear duty to raise their children in a healthy way. The school’s task is to point out parents their
responsibilities. He feels very strong about this.
2. Teacher; the teacher is worried about her students’ future. She would rather avoid principled
arguments about responsibilities and the like. What worries her is that these two students of hers have
poor results, and are throwing away their future prospects this way and are poor examples to others at
that. She definitely wants the parents to take action.
3. Parents 1; this couple actually agree with the teacher and school leader. Their problem is that they
do not know exactly how to deal with their child’s behaviour. They want to oblige but need help and
ask for good ideas and advice.
4. Parents 2; this couple is not very interested. They think the school should not interfere in this topic
and should focus on others, more important matters. If the school desperately wants to interfere then
it is the school’s problem and to do something about it.
Preparation
Divide the parts; the participants in the discussion will get ten minutes to prepare the discussion,
particularly to think about arguments to put forward.
Time
The role play (the discussion) may last a maximum of 20 minutes.
• How does the school leader introduce the discussion?
• Does he/she give the teacher enough space to voice her arguments?
• Does he/she give enough support to the teacher?
• Does he/she clearly phrase his/her arguments and considerations?
• Is it clear that he/she is working towards a compromise?
• Does he/she speak in a roundabout way or is he/she resolute?
• Does he/she give enough space to the parents?
• How does he/she end the discussion?

Reflect on the discussion with the help of the points of observation. Discuss the behavior and the
actions of the school leader in particular.
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8.Annex 6 - Homework - Tasks
Meeting 0 – before the first meeting, before the start of the course
The participants should prepare for the course by searching for examples of problems or situations
dealing with norms and values in their own environment or area. Participants look for examples of
situations at their own school or in their own neighborhood in which norms and values play or have
played a role.
Meeting 1
The participants look for examples of situations at their own school or in their own environment or
neighbourhood in which intercultural elements and differences have influenced the norms and values
of the environment, the school and how the school and the school leadership have dealt with these.
Important questions are:
• What cultures were/are involved?
• How did the communication go with the representatives of these cultures?
Meeting 2
The participants look for examples of situations at their own school or in their own environment or
neighborhood in which criminal behavior or senseless violence has been involved and how the school
dealt with these. Important questions are:
• What did the school do?
• How were the teachers informed and how did the communication with the parents go?
Meeting 3
The participants look for examples of situations at their own school where the school leader played a
decisive role in a conflict to norms and values. Important questions are:
• What was the situation?
• What was the direct cause of the conflict?
• What interventions did the school leader apply?
• How was the conflict resolved?
Meeting 4
The participants describe how the school deals with stimulants/ drugs. Important questions are:
• Does the school pay attention?
• Does the school have a clear policy with respect to stimulants/ drugs?
• Has this policy been discussed with the parents?
Meeting 5
The participants indicate if their school pays attention to sex education in the widest sense of the
word - also in the sense of addressing the issues of AIDS and sexually transmitted diseases. Important
is if this policy (if there is one at all) is supported by every one involved in the school. Important
questions are:
• Is there a policy with respect to sex education?
• Are parents involved in this?
• Is there special attention for students and parents from different (e.g. Muslim) cultures?
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Meeting 6
The participants describe if the school pays attention to social skills, good manners, social behavior et
cetera. If so, they will give a few examples.
Meeting 7
The participants describe how the school deals with religion and culture. Important questions are:
• Is there any attention for different religions or only for the dominant culture and dominant
religion?
• Does the school employ teachers with different religious and cultural backgrounds?
• Are these teachers fully accepted?
Meeting 8
The participants describe if and how the school pays attention to health information, healthy living
and healthy nutrition. Important questions are:
• Does the school consider it a task to pay attention to?
• Does the school give priority to this topic?
• In which way does the school pay attention to this?
• In which way is the school leader involved in this?
Meeting 9
The participants describe if and how the school pays attention to handicapped students, and how to
deal with special needs. Important points:
• Is it important for the school to pay attention to?
• Does the school have students with special needs?
• Are handicapped / special needs students fully accepted?
• Are there special facilities?
• In which way does the school deal with special needs students?
• In which way is the school leader involved?
9.Annex 7 - Criteria for the final assignment (project paper)
At the start of the course participants are instructed that a final assignment, a project paper, is required.
This project is assessed by the lecturer and is presented by the student during an extra meeting after
the final meeting (in other words an extra 11th meeting).
The idea is that the students describe an event, an intervention at management level in which norms
and values play an important role. This could be an example of new policy, but also a conflict about
norms and values.
The project paper should be between 8 – 12 pages.
Points of attention:
• Direct cause of the intervention, the action or the new policy;
• Description of the possible conflict or the previous situation; indicate which norms and values
are involved and what role they play in the conflict;
• Description of actors (who are they, what is their role / function and what is their involvement?);
• Analysis of the conflict or the previous situation;
• Inventory of solutions / solution methods;
• Description of the selection process; what forms of solutions were selected and how was the
155
final choice made?

• Elaboration of the solution: which interventions or actions has the school leader taken?
• Description of who was involved in the solution;
• Description of the new situation;
• Final judgement: has the conflict been resolved (peace) or is it merely a question of an armed
peace?
The idea is not to discuss these points one by one in separate paragraphs. Instead the idea is that you
write a solid and readable paper in which most of these aspects are recognizably dealt with.
Assessment:
The points mentioned above are at the same also the point of assessment. A paper is favourably
assessed if:
• The scope is sufficient;
• Minimally 8 of the 10 points of attention are recognizable or clear;
• The paper is readable and well written.
10.Annex 8 – Assessment
The number of ECTS (European credits) to be earned by passing this module is: 6
The student will be awarded these credits if the following conditions have been met:
• the student has attended a minimum of nine out of ten meetings;
• the student has satisfactorily performed coursework tasks (as assessed by the tutor);
• the student has submitted a final project paper that meets a number of requirements, as
described in annex 7;
• the student has given a presentation about his project which has been assessed with a positive
result by his peers.
11.Annex 9 – Additional resources and references
Literature
Dr. Hugh Sockett. Lies, Secrets, Partnerships and Institutions.
Online Resources. The Curriculum and Pedagogy Institute University of Alberta 1997.
http://ernie.educ.ualberta.ca/cpin/resources/sockett2.htm
Dr. Hugh Sockett. Caveat Emptor: Children and Parents as Customers.
Online Resources The Curriculum and Pedagogy Institute University of Alberta 1997.
http://ernie.educ.ualberta.ca/cpin/resources/sockett1.htm
Dr. Nel Noddings. Rethinking the Benefits of the College-Bound Curriculum, Escaping Academic
Captivity. Online Article Phi Delta Kappa International.
http://www.kiva.net/~pdkintl/kappan/noddings.htm
Dr. Cary Buzzelli and Dr. Bill Johnston. Expressive morality in a collaborative learning activity: The
creation of moral meaning. Online Article (AERA 1997).
http://education.indiana.edu/~cbuzzell/moral.html
John Bronkhorst, Hogeschool Edith Stein OCT. The use of multimedia learning environments in teacher
training colleges.
Design technique and first results of a pair of integrated multimedial learning environments (“Values and
Norms and Mile Nederlands”).
Hewlett, S. (1991). When the Bough Breaks: The Cost of Neglecting Our Children. New York: Basic
Books.
156
Kikuchi, J. (Fall 1998). „Rhode Island Develops Successful Intervention Program for Adolescents.“
National Coalition Against Sexual Assault Newsletter.
National Research Council. (1992). Understanding and Preventing Violence. Washington, D.C.: National
Research Council. http://www.nas.edu/nrc/
Websites and articles on websites

http://users.aol.com/churchward/hls/stages.html
The phase – oriented approach classroom discipline. This approach of Churchward is known as the
‚Honor Level System‘.
http://www.quasar.ualberta.ca/ddc/incl/solomon.htm
Back ground information for the Child Development Project. A chapter from: „Restructuring for
Caring & Effective Education“ © 1992 Paul H. Brookes Publishing Co. Look on this web page for
the CDP also for the documents.
http://www.nwrel.org/scpd/sirs/6/cu11.html
Article “Teaching Thinking Skills”, from the ‚School Improvement Research Series‘ (Cotton).

http://www.nwrel.org/scpd/sirs/7/cu13.html
Article “Developing Empathy in Children and Youth”, from the ‚School Improvement Research
Series‘(Cotton).
http://www.gene.com/ae/21st/SER/BE/teachingc.html
Article ‚Factors Influencing The Way In Which Decisions Are Made‘. ‚School Improvement Research
Series‘ (Carolyn Csongradi).
http://www.nwrel.org/scpd/sirs/9/c018.html
Article “Peer and Cross-Age Tutoring”, from the ‚School Improvement Research Series‘ (Kalkowski).
http://www.nwrel.org/scpd/sirs/10/c019.html
Article “Educating for Citizenship”, from the ‚School Improvement Research Series‘ (Cotton).
http://www.wpi.edu/~isg_501/bridget.html#Coop
Active and cooperative learning. An article of Bridget M. Smyser, Worcester Polytechnic Institute.
http://www.ncrel.org/sdrs/areas/rpl_esys/collab.htm
An article of M.B. Tinzmann e.a.: What Is the Collaborative Classroom?
http://www.uni-konstanz.de/ag-moral/
Psychology of Morality and Democracy Scientific syllabus of Dr. Georg Lind, University of Konstanz
/ Germany.
http://www.uni-konstanz.de/SIG-MDE/
Special Interest Group Moral Development and Education (AERA / MDE-SIG). This website page
is destined for members of the international SIG Moral Development and Education. Web-site
manager: Georg Lind, University of Konstanz, Germany.
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158
Module 5 - Overview Ismail Hakki Merici, Özlem Saka, Mualla Aksu
Module 5 - Overview
• Title: Competences and Skills of Pedagogical Leaders to Improve and Develop Schools
• Level: Master degree/advance level Modul/Status : Compulsory
• Credits: 6
• Authors: Mualla (BİLGİN) AKSU Ismail Hakkı MİRİCİ F. Özlem SAKA
• Rationale:
It is obvious that the main components of the teaching and learning process are the curriculum,
teachers, materials and the students. In the components, other than the students, it is possible to make
regular changes and modifications. Generally, it is a more common way to develop new programmes
and materials than training the teaching staff since training teachers takes a longer period of time
to solve problems stemming due to lack of knowledge, competence or motivation. A well-qualified
principal should guide both the teaching process and the teaching staff as well. It is generally accepted
that a school is the mirror of its principal. Therefore to reach high quality schools, the most important
step to be taken should be training the principals. High quality schools require a constant change in
the curriculum, methods and the materials. The only way to obtain desired standards is to develop
159
schools and the leader should be responsible for improving teaching and learning process, motivating
teachers to have high quality in their professions, and for supporting and actualising the philosophy
that every child can succeed.
Entry Requirements:
School leaders and prospective leaders
General Aims:
Participants will gain research skills, leadership skills, and communication skills for developing
educational institutions.
Specific Aims:
Participants will develop:
• knowledge and understanding of the pedagogical leadership;
• competence in collaborative problem solving of educational issues;
• ability to adapt new practices to specific educational contexts;
• ability to make use of various data and evaluate their own performances.
Learning Outcomes:
The participants should be able to:
• identify the meaning of leadership, and leadership theories;
• describe the pedagogical leadership in school education;
• explain the need of having a pedagogical leader at schools;
• assess their own pedagogical leadership skills;
• debate the leadership theories in terms of school administration and management;
• demonstrate democratic attitude and behaviours in educational issues;
• explain the importance of staff development to improve learning and teaching;
• show communication skills by sharing educational platforms mutually;
• compare and contrast an effective and ineffective team;
• develop a tool for need analysis to achieve educational quality management;
• prepare a strategic plan for development process in a specific school;
• define the term of school culture and the philosophy of continuous improvement;
• identify and apply the process of clinical supervision and peer counselling;
• use and interpret qualitative and quantitative data related to teaching and learning.
Contents:
I. The Meaning of Leadership
• Definitions of Leadership
• Group Dynamics and Leadership
• The Nature of Leadership Process
o Leader-subordinate relationships
o Sources of a leader’s power
II. Leadership Approaches

• The Trait Approach
• The Behavioural Approach
• The Contingency Approach
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• Some New Approaches

o Transactional Leadership
o Transformational Leadership
o Value-Added Leadership
o Visionary Leadership
o Participatory Leadership
o Ethical Leadership
o Moral Leadership
o Servant Leadership
o Instructional Leadership
o Educational/Educative Leadership
o Pedagogical Leadership
III. Leadership in Education

• The Need for Democratic Attitudes and Behaviour
• Importance of Staff Development to Improve Learning and Teaching
• C. Need for Pedagogical Leaders at Schools
IV. Educational Platform

• The Importance of Communication
• What Does Educational Platform Mean?
• Educational Platform and the Johari Window
V. Implementations on Development of Educational Quality

• SWOT Analysis for Teaching and Learning Process
• Team Building for Quality Education
• The Philosophy of Continuous Improvement: Theory Z and Kaizen
VI. Strategic Planning

• Setting Educational and Managerial Standards
• Making a Strategic Plan for a School
VII. Organizational Climate and Culture at Schools

• Definition of Organizational Climate and Organizational Culture
• Nature of the School Culture
• Role of the Leaders for Shaping School Culture
VIII. Professional Development Process

• Role of Clinical Supervisor of the Leaders in Education
• Development of Peer Counselling among Teachers
IX. Data Usage

• How to Use Qualitative Data
o Observation o Interview o Focus Group Sessions
• B. How to Use Quantitative Data o TQM Problem Solving Techniques and Tools o Needed
Statistical Methods and Procedures
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Teaching and Learning Methods:

• Lectures
• Seminars
• Case studies
• Workshops
• Simulations
• Discussions
• Information and Computer Technology (ICT)
• Blended education Assessment:
• Keeping a diary showing their own progress
• Filling in evaluation and self-evaluation forms
• Peer observation and reporting
• Submitting a research paper based on the data needed by a school leader
• Active participation within the discussion group
• Doing homework and working on individual tasks
References:
Aksu, M.B. (2002) Eğitimde Stratejik Planlama ve Toplam Kalite Yönetimi (Strategic Planning in
Education and Total Quality Management). Anı Publication, Ankara.
Aydın, M. (2000) Çağdaş Eğitim Denetimi (Contemporary Educational Supervision). Hatipoğlu
Publication, Ankara.
Drake, Thelbert L. & Roe, William H. (2003) The Principalship. Sixth Edition, Merrill Prentice Hall,
Upper Saddle River, New Jersey.
Goldenberg, Claude (2004) Successful School Change: Creating Settings to Improve Teaching and
Learning. Teachers College Press, New York.
Harris, A. and Townsend, A. (2007) Developing Leaders for Tomorrow: Releasing System Potential,
School Leadership and Management 27 (2) 167-177.
Hessel, Karen & Holloway, John (2003) Case Studies in School Leadership: Keys to a Successful
Principalship. Edited by Neil Shipman, School Leadership Series Vol:2, Upper Saddle River, New
Jersey.
Lipham, James M., Rankin, Robb E. & Hoeh, James A, Jr. (1985) The Principalship: Concepts
Competencies, and Cases. Longman, Newyork.
Sashkin, Marshall & Walberg, Herbert J. (1993) Educational Leadership and School Culture.
MrCutrhan Publishing Corporation, Berkeley, CA.
Sergiovanni, Thomas J. and Starratt, Robert J. (2002) Supervision: A Redefinition, Seventh Edition.
McGraw-Hill, NewYork.
Short, Paula M. & Greer, John T. (2002) Leadership in Empowered Schools: Themes from Innovative
Efforts. Second Edition, Merrill Prentice Hall, Upper Saddle River, New Jersey.
Snowden, Petra E. & Gorton, Richard A. (2002) School Leadership and Administration: Important
Concepts, Case Studies, & Simulations. Sixth Edition, McGraw Hill, Boston.
Ubben, Gerald C., Hughes, Larry W. & Norris, Cynthia J. (2004) The Principal: Creative Leadership
for Excellence in School. Fifth Edition, Pearson Education, Inc., Boston.
Webb, R. (2005) Leading Teaching and Learning in the Primary School (From ‘Educative Leadership’
to ‘Pedagogical Leadership’), Educational Management Administration & Leadership 33 (1) 69- 91.
Downloaded from http://ema.sagepub.com at Akdeniz University on December 26, 2008.
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Module 5 - Competences and Skills of Pedagogical Leaders ... Ismail Hakki Merici, Özlem Saka, Mualla Aksu
Module 5: Competences and Skills of Pedagogical

Leaders to Improve and Develop Schools
Akdeniz University in Antalya, Turkey:

Ismail Hakki Merici, Özlem Saka, Mualla Aksu
Content
1.Introduction to Module 5
2.About the Handbook
3.Overview of the Activities
4.Background Information
5.Annex 1 - Discussion Topics and Materials
6.Annex 2 - Case Study and Role Play
7.Annex 3 – Assignments
8.References
163
164
Education is a field that every segment of society pays attention to because the individuals who attend
school come from and go back to society after the educational process. Therefore, it is an issue that
interests not only parents but also the whole society. The person who manages such an important
organization like a school must have the qualifications that will meet the needs and expectations of
various segments of the society. In the 21st century, the information age, school principals should not
only be the managers of the school, but they should be the leader of the educational process as well.
This module starts with the description of group dynamics and leadership. It continues with the
discussion of former and current leadership approaches to make participants gain a wide range of
perspectives in the field. As school leaders are responsible for the development of the teaching and
learning process, it is essential for them to be pedagogical leaders.
In many countries, being a school principal is thought to be the promotion from the teaching
profession. Mostly, successful teachers leave their classes to promote without having any pre-service
education for school principalship before being assigned. They have to learn the job requirements
through “trial and error”. It should not be forgotten that trial and error may be a good experience,
but the most expensive one. In addition, principalship is a kind of job that needs long working hours.
The lack of pre-service education, long working hours and the heavy workload keep many qualified
candidates away from this profession.
Furthermore, school principals can make a lot of decisions in a day. They have to communicate with
different people from various segments of the society. They have to learn how to be a team leader to
motivate school staff to do their best.
Because of globalization in this century, there is a great competition among schools. That’s why the
school principals have to plan the position of his/her school in the society for the following decades
and work with the school staff in collaboration to make their vision come true.
Nowadays, a person cannot be a leader in all situations. Every situation requires its own leader. The fact
that teachers are specialized on various fields in a school creates an environment of different abilities.
Teachers are the leaders of their classes and they can also be leaders for different responsibilities at
school. School leaders are also responsible for the development of teachers. They may also support
them to share the leadership at school.
With this education, school principals will change to pedagogical leaders. This module also gives the
opportunity to principals to gain a European perspective and understanding in school leadership.
2. About the Handbook

This module was designed for school leaders and prospective leaders such as principals, head-teachers,
mentors or voluntary teachers.
The aims of this module are:

1.To make students gain knowledge and understanding of pedagogical leadership;
2.To improve their competence in collaborative problem solving in educational issues;
3.To develop the ability to adapt new practices to specific educational contexts;
4.To develop the ability to make use of various data and evaluate their own performances.
The workload comprises:

• Eight face to face sessions, four hours each except session 2 (eight hours) and session 7 (eight
hours), in ten meetings, 40 hours totally;
• Individual or pair work, presentations by participants followed by reflection of the whole
group;
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• A portfolio, elaborated by the participant;

• Final presentation about the peer or supervision practice by the participant, or a research paper
on analysing and solving his/her own school’s problem followed by reflection of the other
participants and the lecturer.
6 European credits will be awarded upon successful completion of the module.

At the first meeting, all planned topics are introduced to the participants. They are asked to have an
agreement on the program. According to the ideas of the participants, the content of the program can
be reorganised, corresponding to the aims and learning outcomes.
The structure of the meeting can change in accordance with the topic. After the first meeting,
discussions and reflections on the assignment take place. Before starting the new topic, the lecturer
presents the warm up activities to raise interest in the topic, sometimes a saying, sometimes questions,
pictures or a comic strip, and then starts presenting the topic in an interactive way. Participants are
asked to share their experiences concerning the topic. If necessary, they work in pairs or groups to do
some tasks, and reflect their ideas. At the end of the meeting assignments are given. They are welcome
to give feedback about the meeting.
3. Overview of the Activities

1. Brief introduction of present company, and sharing Participants and Ppt Pres.
curriculum document for discussion and criticism lecturer
2. Finding out participants’ definitions concerning leadership Participants and
lecturer
First Meeting
3. Lecture about definitions of leadership, group dynamics Lecturer Reading:

and leadership, the nature of leadership process including (Johnson and
leader-subordinate relationships and sources of a leader’s Johnson, 1994,
power pp. 3-39)
4. Exchanging ideas, views and experiences Participants
5. Role play and discussion about the feelings Participants Annex 2

6.Homework an essay on democracy, power, authority, and Participants Annex 3
leader-sub-ordinate relations
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1. Reflection and sharing ideas on the homework Participants and Homework paper
lecturer
2. Role play or simulations of various leaders’ behaviours Participants Annex 2
Second Meeting Leadership Approaches
3. Lecture about trait, behavioural and contingency Lecturer Ppt Pres.

approaches
4. Discussion on the three classical approaches Participants
5 .Lecture about transactional, transformational, value-added, Lecturer Reading:
visionary, participatory, ethical, moral, servant, instructional, (Lunenburg and
authentic, educational/educative, pedagogical leadership Ornstein, 1996,
pp. 112-150)
or other related
references
6. Making comparative analysis on the different leadership Participants Annex 1
types with group discussion
7.Completing a test of ethical leadership by Freeman and Participants Annex 1
Stewart(2006, p. 8)
8. Examining and adapting table developed by Branson Participants Annex 1
(2007, p.241) on authentic leadership
9. Homework on writing an essay describing a specific type Participants Annex 3
of leader

Third Meeting Leadership in Education
1. Exchanging their essays, and discussing the ideas Participants Essays

2. Discussion about the need for democratic attitudes and Participants Annex 1
behaviours, and the importance of staff development to
improve learning and teaching
3. Lecture about teacher empowerment for improving Lecturer Ppt Pres.
teaching and learning process
4. Discussions and sharing experiences on being teacher Participants Some scales of
leaders teacher self-effica-
5. Discussion and adaption the form “assessment of Participants and cy (ITC)
developmental needs of teachers” (Seyfarth, 2005, p.141) lecturer Annex 1
6. Homework on writing an essay reflecting or answering the Participants Annex 3
question “Why do we need pedagogical leaders at schools?” ICT
167
1. Reflection on the homework Participants Homework paper
Fourth Meeting Educational platform

2. Reading and analyzing the chosen case study Snowden & Lecturer and Annex 2
Gorton, 2002, p.160-162) participants
3. Lecture about the importance of communication, Lecturer Sergiovanni/Star-
educational platform and the Johari Window ratt
4. Looking over some examples of educational platform Participants (2002, pp.70-84)
Background Infor-
mation
Annex 1
5. Homework: Filling out and evaluating the “Professional Participants Annex 1
Openness Checklist for Educational Platform”

1. Discussion on the “Professional Openness Checklist for Participants and Filled checklist
Educational Platform” lecturer
climate and culture at schools
Fifth Meeting Organisational
2. Reading and discussion the poem called “The C Diet” by Lecturer and Annex 1
Boloz (1997) participants
Lecturer
3. Lecture about organizational climate and culture, and the Participants Ppt Pres.
philosophy of continuous improvement Ovens (2004,
pp.175-214)
4. Role play or simulations on “the role of the leaders for Participants Annex 2
shaping school culture”
5. Homework on “examining the case study by Hessel and Participants and Annex 3
Holloway (2006, pp.100-118) and writing an original case lecturer
related to the school culture or climate”
1. Presentations and discussion on the case studies written by Participants Participants’ case
Sixth Meeting Implementation on development
the participants studies

2. Lecture about SWOT analysis, strategic planning, and Lecturer Ppt Pres.
team building for quality education
3. Making SWOT analysis of our educational system Participants
4. Discussion on teamwork in the schools Participants
5. Looking over various strategic plans of some educational Participants Samples of strate-
institutions gic plan
Annex 3
1.Homework on “setting educational and managerial Participants Wiles and Bondi,

standards” and “writing a part of the strategic plan for his/her (2004, pp.354-
own school” 360)
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Seventh Meeting Data usage 1. Presentations and discussion on “exercises on school Participants Homework papers
strategic plans”
in the school leadership
2. Lecture about how to use qualitative and quantitative data Lecturer SPSS 13.0
3. Role playing or simulations on qualitative data gathering Participants Annex 2
techniques
4. Practice on statistical procedures needed by the Participants SPSS 13.0
participants
5. Homework on data usage with the techniques chosen by Participants Annex 3
the participants according to their needs SPSS 13.0
1. Presentations and discussion on using the statistical packet Participants and SPSS 13.0
Eightt Meeting Professional development process
program lecturer
(Theoretical and practical perspective)
2. Discussion on the need of professional development Participants

3. Lecture about role of the leaders as clinical supervisors in Lecturer Ppt. Pres.
educational settings and the importance of improving peer Sergiovanni and
counselling among teachers Starratt, 2002, pp
226-228)
4. Watching a video record about clinical supervision Participants and CD and CD
5. Discussion lecturer player
6. Developing observation sheets for supervision practices Participants
7. Homework on “making a professional development plan Participants Examples of pro-

for himself/herself ” fessional develop-
ment plans
Participants will be asked to come to the sessions, having read the related texts, and done their
homework. In addition, participants will be encouraged to get involved in the lessons actively.
4. Background Information
Daniel Katz and Robert Kahn accepted an organization as an open system and proposed that the
processes of input and output form organization-environment interaction. In this approach, school
as an organization is a social system. Therefore, it is necessary to develop all elements of the system in
order to develop schools. As it is known, the main inputs of schools are students. Beside this, there
are teachers and other staff, teaching programs, equipment for lessons, technology, capital and so
on. Educational development requires improvement in these areas. Moreover teaching and learning
processes should be developed. One way is to provide input of high quality; the other is to decrease
the errors of the process. Input cannot be checked directly. For example, on basic education level, it is
not necessary to choose the students input. However, depending on the opportunities you can choose
teachers and other inputs. The output of schools is educated pupils; the effect of the process on the
product is big. As a result, a developing program has to include all elements of the system together
with the feedback gained. As it is necessary to improve the system as a whole, the current situation of
the system has to be known.
This module aims at training principals, vice principals and principal candidates as pedagogical leaders
having competences and skills in order to improve and develop educational institutions.
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Session 1 - The Meaning of Leadership
A. Definitions of Leadership
Although there are hundreds of definitions in the literature, all definitions generally have the two
elements: (1) Leadership is a group function occurring only when two or more people interact; (2)
Leaders intentionally try to influence people’s behaviour (Owens, 2004, p. 259).
Under this subtitle, the instructor will try to encourage the course participants to discuss on the
various definitions of leadership. Therefore, they will discover that each definition represents its own
view-point, and they will understand that the concept of leadership may have numberless definitions.
Finally, the participant may discover her/his own definition on leadership.
B. Group Dynamics and Leadership

Group dynamics is made known by Kurt Lewin. According to Lewin’s theory, human behaviour is
found in the function of both the person and the environment, and is expressed in the following
symbolic terms, B = f (P, E). To his theory, one’s behaviour is related to not only one’s characteristics
but also to the social situation where one finds oneself (http://www.nlink.com/~Donclark/hrd/
history/lewin.html). Readers may find more detailed information and knowledge about Kurt Lewin’s
group dynamics and the relations with leadership by ICT.
According to Johnson and Johnson (1994, pp.24-27), the dimensions of an effective group are the
following:
• Group must be clearly understood, be relevant to the needs of group members, highlight
the positive interdependence of members, and evoke from every member a high level of
commitment to their accomplishment.
• Group members must communicate their ideas and feelings accurately and clearly.
• Participation and leadership must be distributed among members.
• Appropriate decision-making procedures must be used flexibly to match them with the needs
of the situation.
• Conflict should be encouraged and managed constructively.
• Power and influence need to be approximately equal throughout the group.
• Group cohesion needs to be high.
• Problem-solving adequacy should be high.
• The interpersonal effectiveness of members needs to be high.
C. The Nature of Leadership Process

1. Leader-subordinate relationships:
The participant will illustrate their relationships either as a leader or as a subordinate and they will
try to find out what kind of differences may be occurred when the roles are changed. After sharing
the mutual view-points, the participants will be asked to answer the question “What are the main
characteristics of effective leader-subordinate relationships?”
2. Sources of a leader’s power:

Are power and authority inconsistent with democracy? Although proper leadership is provided, are
power and authority essential to the social system? Hunter defines power as “the acts of a person
going about the business of moving other persons to act in relation to themselves or in relation to
organic or inorganic things”. Dubin defines authority as “institutional power”, while Simon defines it
in behavioural terms. It is understood that authority is always backed by power. According to Wiles,
under the group approach to leadership, a leader is not concerned with getting and maintaining
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personal authority. The leader’s main purpose is to develop group power that will enable the group
to attain the goal. It is necessary to develop relationships that will give the leader “power with” the
group. Consequently authority can be defined as institutionalized power (Morphet, Johns and Reller,
1963, pp.96-97).
Session 2 - Leadership Approaches
A. The Trait Approach

The earliest studies on leadership were labelled “great man studies” consisting of biographies
and other descriptions of military, political, and industrial leaders. Leaders had a set of one-way,
directive behaviours through which the leader influences others to behave in accordance with his
wishes. Although the sexist language was not preferred, men in all studies were seen in leadership
positions. The researchers believed that the leader possessed natural talents and skills that could not
be acquired by training or experience. However, it was found fruitless to seek universal qualities of
leadership in the biographies of great men. More precise measures were found in psychology, and
trait approach to leadership came into existence. A list of desirable leadership traits was constituted
by means of questionnaires and interviews with leaders but the problem was reaching consensus
on the most desirable traits. Later, identifying and discriminating leadership traits were discovered
through interviews, observations, tests, checklists, and so on. Stodgill in 1948 reviewed 124 studies,
and introduced the following categories (Short and Greer, 2002, pp.24-25):
• Capacity (intelligence, alertness, verbal facility, originality, and judgment);
• Achievement (scholarship, knowledge, and athletic achievement);
• Responsibility (dependability, initiative, persistence, aggressiveness, self-confidence, and desire
to excel);
• Participation (activity, sociability, cooperation, adaptability, and humour);
• Status (socio-economic, position, and popularity).
Lunenburg and Ornstein (1996, 120) adapted traits and skills associated with successful leaders from
Gary A. Yukl, and gave a list in two categories called traits and skills. The first category consists of
these following traits: adaptable to situations, alert to social environment, ambitious and achievement-
oriented, assertive, cooperative, dependable, dominant (desire to influence others), energetic (high
activity level), persistent, self-confident, and tolerant to stress, and willing to assume responsibility. The
second category includes these following skills: intelligent, conceptually skilled, creative, diplomatic
and tactful, fluent in speaking, knowledgeable about group task, organized, persuasive, socially skilled.
However, Myers in 1954 came up with the following conclusions (Morphet, Johns and Reller, 1963,
p.83):
• No physical characteristics are significantly related to leadership.
• Although leaders tend to be slightly higher in intelligence than the group of which they are
members, there is no significant relationship between superior intelligence and leadership.
• Knowledge applicable to the problems faced by a group contributes significantly to leadership
status.
• The following characteristics correlate significantly with leadership: insight, initiative,
cooperation, originality, ambition, persistence, emotional stability, judgment, popularity, and
communication skills.

B. The Behavioural Approach
Comparison of the behaviours between effective and ineffective leaders is made for understanding
leadership, and the focus shifts from trying to determine what effective leaders are trying to determine
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what effective leaders do. However, the dichotomy between the trait and behavioural approach is not
necessarily so sharp. Personal traits and characteristics of the leaders may influence their leadership
behaviours or styles. Three American universities: University of Iowa, Ohio State University and
University of Michigan, conducted studies on leadership, and they introduced the behavioural theories
of leadership. The Iowa studies classify leadership as authoritarian, democratic and laissez-faire. Ohio
State University identifies leader behaviours that were important for the attainment of group and
organizational goals. The factor analysis reveals two dimensions: initiating structure and consideration.
Leaders who initiate structure pay attention to assigning staff to specific tasks, maintaining determinate
standards of performance, emphasizing meeting deadlines, encouraging usage of uniform procedures,
letting staff know the expectations form. Leaders, who show consideration listen to subordinate’s
ideas, are friendly and approachable, treat all staff equally, and often use staff ideas. A leadership
grid with four cells was developed from this approach: (1) high structure-low consideration (2) high
structure-high consideration (3) low structure-high consideration (4) low structure-low consideration.
The Michigan studies identify two leadership behaviours: production-centred and employee-centred
(Lunenburg and Ornstein, 1996, pp. 123-129).
C. The contingency approach

During the 1960’s and early 1970’s, researchers found situational variables determining the type or
style of leadership. These variables are organizational climate, the task or type of assignment performed
by the group, and the degree of formal authority or power. Fiedler and his associates developed their
contingency model of leadership. According to the contingency model, the group’s effectiveness is
contingent on the interaction between two variables: leader’s motivational system and the degree
that the situation allows the leader to control the group. The leadership situation consists of three
components: leader-member relations, task structure, and position power. Fiedler sees leaders as either
task or human relations oriented. Type of the leadership is determined by Least Preferred Co-Worker
Scale (LPC), the studies show that task- motivated leaders (low LPC) are most effective in high or
low control situations while human-relations motivated (high LPC) are most effective in situation of
moderate control (Drake and Roe, 2003, pp.128-129).
D. New Approaches
1. Transactional Leadership:
All head-teachers necessarily have a transactional dimension to their leadership role. English
governments have steadily increased the head-teachers’ management responsibilities, and emphasized
the importance of transactional leadership that prioritizes the maintenance functions of schools and
emphasizes systems, procedures and tasks to promote their efficient running (Webb, 2005, p 74).
2. Transformational Leadership:
Transformational leadership includes performance goals as well as wider social, moral and intellectual
goals and accomplishments. While in transactional leadership the priorities and goals are determined
externally, in transformational leadership the vision of the head-teacher on the direction and
developments of the school is crucial (Webb, 2005, p 75).
The idea of transforming leadership was conceptualized by James MacGregor Burns, later it was
developed by Bernard Bass, and was used by Thomas Sergiovanni to organize a critique of school
reform. Burns compared and contrasted traditional transactional leadership with the newer idea of
transforming leadership. While transactional educational leaders can and do offer jobs, secure, tenure,
favourable ratings, and more in exchange for the support, cooperation, and compliance of followers;
transformational leaders look for potential motives in followers, seek to satisfy higher needs, and
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engage the full personality of the followers. Therefore, transformational leadership converts followers
into leaders and may convert leaders into moral agents. This idea reveals a third model of leadership
called moral leadership comprising three related ideas: (1) the relationship between the leader and
the followers is not merely of power but is a genuine sharing of mutual needs, aspirations, and values;
(2) the followers have the ability to make informed choices as to who they will follow and why; (3)
leaders take responsibility for delivering on the commitments and representations made to followers
in negotiating the compact between leaders and followers (Owens, 2004, pp.269-270).
3. Value-Added Leadership:
According to Sergiovanni (1990), each leadership theory could be placed in one of three camps:
retraining, restructuring and empowering. In the retraining camp, leadership is viewed as a humanistic
enterprise which is the needs of individuals and concentrates on improving their skills in order to
encourage higher performance level. In the restructuring camp, leadership is seen as a matter of
establishing sound policies and procedures, allocating particular awards as well. In the third camp,
leadership is thought to have a political nature and to be concerned with building coalitions and
negotiating agreements. Sergiovanni suggests a fourth camp emphasizing the restoration of spirit and
heart being a credible means of improving performance and encouraging educators in order to invest
more energy in their activities. This fourth camp is called value-added leadership and relies on the
commitment that the job is never given up before completing well. Value-added leadership has some
characteristics such as provision of symbols, enabling teachers, a system of accountability, intrinsic
motivation, and collegiality (Taylor, 1994).
4. Visionary Leadership:
“Visionary leadership refers to the capacity to create and communicate a view of a desired state of
affairs that clarifies the current situation and induces commitment to an even better future” (Brown
and Anfara, 2003). According to Davis (1998), a visionary principal knows what is to be done,
how to go about doing it, how the completed work ought to look. In addition, he/she understands
the ongoing process of doing things as well as forever changing and evolving of the school. Brown
and Anfara (2003) surveyed and interviewed with middle school principals, and according to their
findings, principals need the following skills and knowledge in order to transform a vision into reality:
• Understand the nature, needs, strengths, and limitations of staff members.
• Understand the relevance of the reform in terms of need, practicality, and complexity.
• Assess the readiness of staff to become involved.
• Ensure that the necessary resources and support are available, including the time to accomplish
the task.
• Work collaboratively with the critical mass of diverse constituents (teachers, community
members, parents, etc.).
• Understand that change is difficult and will be met with resistance.
• Acknowledge that teachers must “own” the intended reform.
• Ensure that excessive authority is not imposed from above.
• Provide the professional development and education necessary to properly implement the
intended reform.
• Remember that structural changes will not ensure fundamental changes in the purposes,
priorities, and functioning of a school by themselves.
• Acknowledge that reform is a development process (p.30).
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5. Participatory Leadership:
The researches show that initiating structure is a major dimension of leadership, and teachers have
identified it as a requirement for leadership. Initiating structure is a type of leader behaviour that
clarifies relationship within the organization. Participatory leadership or sharing power is not contrary
to the leaders’ role of initiating structure. However, some cautions should be taken when working
with the faculty. Cautions may cover not neglecting to identify clearly basic requirements from higher
echelons of administration, developing a plan setting out procedure and process for establishing
his/her own initiating structure, identifying ahead of time those that are appropriate for faculty to
vote on and those that are non-votable administrative prerogatives, and not being tempted to use
participation as a manipulative device. If a leader uses participation as a manipulative device, it will
tend more toward infancy management than toward professional growth and development (Drake
and Roe, 2003, pp.133-134).
Participatory models in practice have included total quality management, learning organizations, and
servant leadership. This model shares the following characteristics with the other collaborative models
(Kezar, 1998):
• Leadership involving a team, group, or community rather than an individual;
• Interdependence and connectedness within the organization;
• Empowerment rather than power and control;
• Non-positional as well as positional leadership;
• The role of learning as fundamental to leadership.
Harman (2001) explores two contrasting concepts of how humans can best manage their affairs
and how individuals can best express their leadership. In participatory management, decisions are
made with the maximum feasible involvement of those whose lives are affected by the outcome.
Humanistic values such as trust, honesty, cooperation, caring, and personal responsibility are fostered,
and authentic personal relationships are developed. Although participatory management may appear
to be inefficient in the beginning, it tends to raise morale, increase the sense of being involved with
meaningful activity, increase individual incentive, improve the efficiency and productivity of the
organization, and encourage a sense of social responsibility.
6. Ethical Leadership:
Although ethical leadership is simply believed a matter of leaders having good character, having “the
right values” or being a person of “strong character”, it is more than that. As a matter of fact, ethical
leadership takes into account not only the leaders but also his/her followers and key stakeholders,
the context or situation that the leader and constituents face, the leader’s processes and skills, and
outcomes that result. In ethical leadership, constituents are not just followers, and they are seen to
have their own individuality and autonomy that must be respected to maintain a moral community.
That’s why leaders are open to different views, values, and opinions of constituents (Freeman and
Stewart, 2006, pp.2-3).
How can a person become an ethical leader? Freeman and Stewart (2006, pp.3-8) determined ten
characteristics of ethical leaders as in the following:
• Articulate and embody the purpose and values of the organization.
• Focus on organizational success rather than on personal ego.
• Find the best people and develop them.
• Create a living conversation about ethics, values and the creation of value for stakeholders.
• Create mechanisms of dissent.
• Take a charitable understanding of others’ values.
• Make though calls while being imaginative.
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• Know the limits of the values and ethical principles they live.
• Frame actions in ethical terms.
• Connect the basic value proposition to stakeholder support and societal legitimacy.
7. Instructional Leadership:
Hallinger (1992) describes the instructional leader as the primary source of knowledge for development
of the school’s educational programme. According to Hallinger, an instructional leader’s role comprises
high expectations for teachers and students, close monitoring of student progress, close supervision
of classroom instruction, coordination of the school’s curriculum. Hopkins (2003) thinks that such
leadership is closing the gap between the highest and lowest achieving students and to raise standards
of learning and achievement for all. Hopkins also indicates that the main priority of instructional
leadership should be to establish the school as a professional learning community as well as to define
the values and purposes of the school and to manage the teaching and the curriculum (Webb, 2005,
pp. 80-82).
8. Servant Leadership:
The term is based on a short essay entitled “The Servant as Leader” written by Robert K. Greenleaf
that was AT&T executive in 1970. It is a practical altruistic philosophy that supports people whose
priorities are serving. Servant-leaders expand the service to individuals and institutions although they
may not hold formal leadership positions. A servant-leader has following ten characteristics (http://
www.12manage.com/methods_greenleaf_servant_leadership.html May 27th, 2009):
• Listening – also getting in touch with one’s own inner voice
• Empathy – accepting and recognizing for people’s special and unique spirits
• Healing – a powerful force for transformation and integration
• Awareness – general and self-awareness
• Persuasion – relying on persuasion, rather than using one’s positional authority
• Conceptualization – thinking beyond day-to-day realities
• Foresight – understanding past experience, present realities, and consequences future decisions
• Stewardship – holding something in trust for another
• Commitment to the growth of people – within the institution
• Building community – Among those who work within a given institution
9. Authentic Leadership:
According to Begley (2001), authentic leadership that is knowledge based, valued informed,
and skilfully executed can be seen as a metaphor for professionally effective, ethically sound, and
consciously reflective practices in educational administration. In this model, formal research and
personal reflection are needed in order to make a thoughtful and rigorous analysis of leadership
activities. The author conceptualizes authentic leadership practices through two figures that are
illustrated in the following paragraphs:
The first one is related to the syntax of values terminology covering by order of self, motive, knowledge,
value, and attitude. Beginning from the outside, the first ring represents the observable actions and
speech of the individual and that does not necessarily show the person’s underlying values. The next
ring of the figure represents attitudes being defined as the predisposition to act as a result of values.
In the second figure, arenas of administration cover self, group, profession, organization, community,
culture, and transcendental beginning from the inside. The values of profession, organization,
community, and society are not necessarily consistent or compatible with each other. These seven
arenas conceptualize the environment of administration. In this figure, the individual is represented
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within the centre ring as a self. The second ring from the centre represents the arena of groups,
and this arena acts as a place-holder for collectives such as family, peers, friends and acquaintances.
Profession represents a more formal arena of administration while the fourth ring represents the arena
of organization that traditionally academics and practitioners are mostly concerned. Seventh and the
last ring accommodates notions of transcendental, let us say God.
Branson (2007) has made a research with seven principals of Catholic primary schools in Australia,
and the findings show that the development of authentic leadership is contingent upon the leader
having explicit knowledge of their values so that they can readily act in accordance with these values.
Other findings of the researcher are as follows:
• There are some practical illustrations reflecting the role of personal values in influencing
principal’s behaviour
• To understand how personal values influence behaviour, it should be known first how these
values were formed and adopted
• If it is desirable for an authentic leader to have self- knowledge of his/her own values, these
leaders also need to have self- knowledge of their self- concept, self- esteem, motives and beliefs
• Before improving the self- knowledge of their values, authentic leaders need to gain understanding
of their inner self.
To be authentic leader, the necessities of leaders according to Branson (2007) are given below:
• Reflecting inwardly
• Being aware of the influence of their self- concept on all the inner dimensions of their self
• Being aware of facit ‘truths’ that are related to the motives, values and beliefs that they have
chosen to do as a leader
How to know who authentic leaders are? George (2006, p.2) believes that they show the following
five features:
• Pursuing their purpose with passion
• Practicing solid values
• Leading with their hearts as well as their heads
• Establishing connected relationships
• Demonstrating self-discipline
10. Educative Leadership:

Educative leaders defining by Grace (1995) used their power to implement the personal vision
that they had for their schools. Prior to Education Reform Act (1988), primary head-teachers were
autonomous and practised educative leadership involving direct participation in the teaching culture
of the school; direct working relations with children and with classroom teachers and decision making
based upon educational principles and values. After 1988, British government increased head-teachers’
management responsibilities and emphasized the importance of transactional leadership prioritizing
and maintaining functions of schools; emphasizing systems, procedures, and tasks in order to promote
their efficient running. However, this kind of leadership proved no longer to be feasible although it
is evolved in a very different educational climate. Especially primary head-teachers were powerful,
controlling, and key players in their schools, and strong directive leadership of head-teachers is not
found a sufficient condition for school improvement (Webb, 2005, p.74-77).
11. Pedagogical Leadership:

Pedagogical leadership is development human capital by helping schools become caring, focusing and
inquiring communities within that teachers work together as members of the community. Therefore,
schools develop intellectual capital that is the sum of what every person in the school knows and
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shares that can help to have more effective schools. Pedagogical leaders recognize that the learning of
students may reflect the learning opportunities available for teachers (Sergiovanni, 1998).
Santos (1996) specifies that “the ideal characteristics of pedagogical leaders are based on the situational
paradigm model and show that human beings have capacities, behaviours and abilities that go from
the most democratic to the most authoritarian”. The author who complains that very few women have
a leadership position in education although female teachers outnumber male colleagues, and suggests
more female headship position for pedagogical leadership. Hallinger identifies three dimensions for
pedagogical leadership: (1) definition of the objectives of the schools, (2) follow-up of the working
program, (3) developing the learning environment of the school. Because this model implies using
complex competences and abilities, it may be difficult for one person to put into practice. Therefore
pedagogical leaders need to define a clear profile for the members of management team and to
coordinate the work of the team members.
Webb (2005) introduces two head-teachers who behave as pedagogical leaders. These head-teachers
are people-centred with considerable social and group interpersonal skills, and have the ability to
inspire and motivate through working with rather than through colleagues. The key features of their
leadership are involving the well-being and professional development of the staff, recognizing the
relationship between the provision of learning opportunities for students and teachers, and sharing
knowledge and decision-making among staff.
What is a pedagogical leadership? According to Sergiovanni (1998, p. 44), it is to develop human
capital, and the features of a pedagogical leader are loyalty, fidelity, kinship, sense of identity, obligation,
duty, responsibility, and reciprocity.
In the leadership literature, various types of leadership can be found such as cultural, symbolic,
supportive, supervisory, and so on. In the leadership process, a leader can adopt the qualities of all
types when he needs.
Session 3 - Leadership in Education
A. The Need for Democratic Attitudes and Behaviours

Although a great majority of the people agree that a leader should have democratic attitudes and
behaviours, it is generally known that there may be a difference between a person’s expression and
a person’s action in an actual situation. That’s why, it is necessary to improve and develop a leader’s
democratic belief and consciousness. Readers may be aware of the paradox testing themselves in some
conflicting circumstances.
B. Importance of Staff Development to Improve Learning and Teaching

Kardos, Johnson, Peske, Kauffman and Liu (2001) describe three types of professional culture. The
first type is a veteran-oriented professional culture, and a group of veteran teachers have taught
together for many years in a closely-knit social group. Although they may be friendly toward novice
teachers, they rarely offer support to beginners. Some of them are confident and competent in their
professions the rest may be tired and ready for the retirement. The second type is novice-oriented
culture, characterized by high proportions of young teachers, idealistic and hard-working. Although
professional interaction is frequent, expertise may be absent in that culture. The third type is labelled
integrated culture that veteran teachers understand the importance of mentoring new teachers while
they also engaged in exchanges with their experienced colleagues (Seyfart, 2005, p.200).
According to Wiles and Bondi (2004), there are some beliefs and myths about staff development.
A philosophical base comprising concepts, values, and theories for professional educators valid and
important to staff developments should be established for all staff development programs. Selected
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beliefs (B) and myths (M) about staff development are given as follows:
• All teachers and administrators have a desire to be successful and respected professional
educators. (B)
• Motivational and inspirational speakers really get teachers excited about changing practices or
improving performance. (M)
• Professional educators should continuously search for more effective methods of meeting the
needs and interests of pupils. (B)
• Teachers are the only people who need to improve their performance. (M)
• Teachers and administrators profit most staff development experience when they are respected,
their expertise is valued, their ideas are used, and their problems are taken seriously. (B)
• Teachers and administrators who need staff development are the first ones to take advantage of
staff development activities. (M)
• Improvement in the proficiency (awareness, knowledge, and skills) of teachers and administrators
should be a continuous process. (B)
• Teachers automatically transfer what they pick up in in-service work shops into the classroom
without assistance. (M)
• To accurately identify the priorities for staff development programs, the needs of individual
teachers and administrators must be considered. (B)
• Teachers engage in staff development activities for incentives such as greater pay, merit pay
plans, or career ladders. (M)
• The success of a staff development program depends heavily on the amount of how much
teachers and administrators are involved in the planning process. (B)
• Only outside consultants have the expertise to deliver effective in-service (M) (pp.262-265).
Short and Rinehart (1992) made an empiric research and determined six following dimensions of
teacher empowerment: decision making, opportunities for professional growth, teacher status, teacher
self-efficacy, autonomy, and teacher impact. Short and Greer (2002: 154-155) also identified six issues
for the teachers to have an empowering school environment: These are as follows:
• Helping teachers frame a definition of teacher empowerment.
• Building a climate that is supportive of teacher risk taking and experimentation.
• Creating shared decision making.
• Developing teacher collaborative problem-solving and conflict-management skills.
• Building trust and communication within the school.
• Giving up the need to control.
Seyfarth (2005, p.137) quoted from Moore three different time of professional development. These
are as follows:
• Salaried work time.
• Released time which includes periods when teachers leave their classes to substitutes.
• Stipend time which is outside of regular work hours when teachers participate some professional
development programs with a salary supplement personal time.
C. Need for Pedagogical Leaders at Schools

A case study conducted in six primary schools aims at examining the reality of primary head-teacher
leadership. Three alternative theoretical models of leadership are used to analyze the changes with the
Education Reform Act in 1988, and the implications of them for leading and teaching process. Findings
show that prior to the above-mentioned act, primary head-teachers were essentially autonomous and
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practised “educative leaders” that were involved in teaching and direct working relations with students
and teachers. (Webb, 2005)
A project called EXCELL (Excellence in Classroom Education at the Local Level) is a joint initiative
of the Ministry of Education and United States Agency for International Development in El Salvador.
EXCELL announces a demand for “a different school principal” and seeks the development of
principals as pedagogical leaders who:
• Focus their activities on the learning processes among students, rather that only conduct
administrative tasks;
• Work in a team and distribute responsibilities and tasks, rather than attempt to control all
responsibilities alone;
• Dream, invent, innovate, promote and change constantly, never be satisfied with what has been
already achieved, rather than continue to repeat established behaviours in an inflexible manner;
• Share decisions with teachers, parents and students, rather than decide everything without
consulting others;
• Motivate, support, and work with others to conduct their tasks and responsibilities, rather than
insist on compliance without becoming involved with others;
• Recognize other leadership among teachers, rather than insist on claiming sole leadership (www.
equip123.net/equip1/excell/default.htm, May 31, 2009).
Sergiovanni and Starratt (2002, pp. 150-155), suggest developing teacher leadership. As quoted from
Wasley, “teacher leadership involves the experimentation and examination of more powerful learning
activities with and for students, in the service of enhanced student productions and performances
of knowledge and understanding. Teacher leaders invite other teachers to similar engagements
with students in the learning process”. They have discussed teacher leadership in their book titled
“Supervision: A Redefinition”, and indicate that “teacher leaders who begin to collaborate with a few
other teachers /who might or might not be leaders in their own classroom) in discussing common
problems, sharing approaches to various learning conditions, exploring ways to overcome the structural
constraints of limited time, space, resources, and restrictive policies, or investigating motivational
strategies to bring the students to a deeper engagement with their learning then begin to expand their
leadership power exponentially”.
Session 4 - Educational Platform
A. The Importance of Communication

A school administrator occupies a key position in the organizational hierarchy that necessitates
communication with a variety of people related to different situations, problems, and issues
(Snowden and Gorton, 2002, p.32). The authors see the administrator as a “monitor” and “seeker” of
communication. The administrator as a monitor is responsible for setting a positive tone, maintaining
communication networks outside the school, training school secretaries as communicators, reaching
department heads and unit leaders consequently, and communicating with community leaders. The
administrator as a seeker encourages communication at every level, expands information sources, and
shares experiences and networking (Snowden and Gorton, 2002, pp. 44-48).
B. What Does Educational Platform Mean?

Let us see what educational platform is from the viewpoints of Sergiovanni and Starratt (2002, pp.
70-80). According to these writers, people’s beliefs, opinions, values, and attitudes provide a base
for their behaviours. These elements constitute a floor for practice in work, and this floor is called a
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“platform”. As decisions and actions in a political party are expected to depend on a party platform,
educators also conduct work, make decisions, and plan teaching-learning processes based on their
educational platform. General elements of a platform are as follows:
• The aims of education
• Views of knowledge
• The social importance of the student’s learning
• The image of the learner
• The image of the curriculum
• The image of the teacher
• The preferred pedagogy
• The preferred school climate
A course titled “New Approaches in Supervision” has been given by Aksu (2007 spring semester) at
Akdeniz University, and a postgraduate student who is a teacher at Şerife Turan Primary School as well,
has asked the colleagues to write down their educational platforms by using the above eight items for a
term paper. Some examples chosen among the answers are given below:
• What are the main aims of education? “They are: (1) to bring up individuals who are aware of
their rights and with the same point of view show respect to other people; (2) to bring up people
who are honoured, defending equality and do not make race and thought discrimination; and
(3) to bring up citizens who are open novelties, can carry out them, and have got the conscious
of exploring and searching.” (Female- science and technology teacher)
• What is your idea about knowledge? “Knowledge is like a road with a narrow passage on a path
with obstacles which were done by the people who walked there before us. Like a way that
will take us up to the peak on the way opened formerly. Knowledge should be obtained by
experiencing, doing and getting wrong results. Every wrong result should be a step to obtain the
actual knowledge.” (Male- classroom teacher)
• What is the social importance of student’s learning? “Learning should take the requirements of
the society and of the age into account. Learning should provide people with the opportunities to
use contemporary methods to remove the underdevelopment of the society.” (Male - counselling
teacher)
• Who is the learner? Describe the learner. “Learner is a person who is aware of what he/she knows
and does not know, who makes an effort to get information about what he/she does not know,
and who behaves according to what he/she learns”. (Female – classroom teacher)
• What is the curriculum like? How is curriculum formed / prepared? “The curriculum should be
designed taking the number of students into consideration and considers the region where the
school is. Furthermore, it should be shaped according to the opportunities of the school and
parents but the implementation should be the initiative of teachers primarily.” (Male – physical
education teacher)
• Who is the teacher? Describe the teacher. “A teacher is an individual who knows his/her student,
knows the topics he/she will teach, has positive attitudes, knows the society he/she lives in and
its socio-cultural features, has a good communication skill and is a guide not only an instructor.”
(Female – English teacher)
• What is the preferred pedagogy? “Student-centred teaching and learning methods and active
participation of all students should be practised.” (Female- classroom teacher)
• How is the preferred school climate? “When students come, they should feel a warm atmosphere.
There is no limit of class hours. There are all kinds of facilities such as a library, language, science
and computer labs, sport centres and at school all staff gets on well with each other.” (Male –
religion and moral teacher)
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Daresh (2001, pp.22-23)’s questions for educational platform are as follows:

• What is my view for the purpose of schooling?
• What are the key ingredients of an “adequate” education for all students?
• What is the appropriate role for students?
• What is the appropriate role for teachers?
• What is the appropriate role for parents and other community members?
• What is my personal definition of curriculum?
• What do I want this school to become?
• How will I know if students have learned?
• How do I want others to see me?
• What are my nonnegotiable values?
Another sample of educational platform (http://www.esu.edu/sps/Dean/edplat.htm, May 27 th,

2009): is given below:
• The aims of education: the three most important aims of education for the youngsters in the
school system.
• Major achievement of students in the classroom by the end of a year.
• The social significance of the student’s learning: how they will fit in the big picture.
• The image of the learner: how do the students learn?
• The image of the curriculum: what is important to learn?
• The image of the teacher.
• The preferred pedagogy: how does the learning progress in your classroom take place? Approaches?
• The preferred school climate: tone, discipline, morale, classroom to school and to the outside.
• A unifying image or metaphor embedded in practice.
• The purpose or goal of supervision.
• The preferred process of supervision.
Ovando (2009) conducted a study in order to determine the importance of thinking about one’s
educational values and beliefs and developing an educational platform before entering school leadership
practice. Data were collected using participants “written words” in response to open-ended questions.
A total of 35 graduate students enrolled in an administration preparation program participated in
the study. Results suggest that writing an educational platform is very important because it promotes
reflection prior to action, it helps during the transition from teacher to school leader, it has several
professional uses, and it enhances self-awareness and value clarification.
C. Educational Platform and Johari Window

Joseph Luft and Harry Ingham developed a diagram called Johari Window (Figure 1), formed
combining the initial letters of their names. It is composed of four areas, which are called open/
free, blind, hidden, and unknown areas. Open/free areas symbolise the things which are known both
by the self and the others such as someone’s physical features. Blind areas show the things which are
recognised by others but not the self. For instance, people can see his/her rude behaviours but he/she
is not aware of them. The things the self keeps as a secret to himself/herself, that’s why, which are not
known by the others are in hidden area. Hiding phobias from the others can be an example of this.
The unknown area is made up of the things which are not recognised either by oneself or the others. It
has great importance to enlarge the open area in communication among people. By asking questions
to other people, the self can develop awareness about the things in the blind area. By sharing some
of the things about himself/herself in the hidden area, the self can make him/her known better. As a
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result, while the help of others’ observations and the self ’s own discoveries enlarge the open area, they
make the unknown area narrow.
Known by self Unknown by self

1 2
Known by others Open/Free Area Blind Area
3 4
Unknown by
others
Hidden Area Unknown Area
Figure 1. The Johari Window (Sergiovanni, 1977, p. 316)
Session 5 - Organizational Climate and Culture at Schools

What is organizational climate? It is generally known that organizations have unique characteristics,
called “atmosphere”, “personality”, “tone”, or “ethos”. Organizational climate, as a term, is a general
use as a metaphor for this distinctive characteristic of organizations. According to Tagiuri, school
climate is the characteristics of the total environment in a school building, and organizational climate
is composed of four following dimensions (Ovens, 2004, pp. 178-179):
• Ecology includes physical and material factors such as properties of the building, technology
and facilities, and pedagogical inventions.
• Milieu includes the social dimension in the organization such as teacher salary, students’ SES,
level of education and job satisfaction of teachers.
• Social system includes organizational and administrative structure of the organization such as
decision making process, communication patterns, and work groups.
• Culture includes values, belief systems, norms, and ways of thinking that are characteristic of
the staff.
Kaizen is a word that was created in Japan after World War II. The meaning of Kaizen as a word
is continuous improvement. It comes from the Japanese words “kai” meaning “change” and “zen”
meaning “good”. The two words together connote good change.
Kaizen is a system that involves all the employees, and everyone is encouraged to come up with small
improving suggestions on a regular basis. This is not an activity just monthly or yearly. It must be
continuous. For instance, up to 70 suggestions per employee per year are written down, shared and
implemented in Toyota and Canon. Suggestions are not limited to a specific area such as production
or marketing. Kaizen is based on making changes anywhere that improvements can be made. Western
philosophy may be summarized as, “if it ain’t broken, don’t fix it.” The Kaizen philosophy is to “do it
better, make it better, and improve it even if it isn’t broken, because if we don’t, we can’t compete with
those who do. Kaizen in Japan is a system of improvement that includes both home and business life.
Kaizen even includes social activities. It is a concept that is applied in every aspect of a person’s life.
(http://www.graphicproducts.com/tutorials/kaizen/index.php).
According to Deal and Peterson (1999: 87-99), school leaders take on the following symbolic roles:
• Historian: seeks to understand the social and normative past of the school
• Anthropological sleuth: analyses and probes for the current set of norms, values, and beliefs
that define the current culture
• Visionary: works with other leaders and the community to define a deeply value-focused
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picture of the future for the school; has a constantly evolving vision
• Symbol: affirm values through dress, behaviour, attention, routines
• Potter: shapes and is shaped by the school heroes, rituals, traditions, ceremonies, symbols;
brings in staff who shares core values
• Poet: uses language to reinforce values and sustains the school’s best image of itself
• Actor: improvises in the school’s inevitable dramas, comedies, and tragedies
• Healer: oversees transitions and change in the life of the school; heals the wounds of conflict
and loss.
Snowden and Gorton (2002, 114-116) define value and ideal, norm, expectation, sanction, symbolic
activity affecting individual and group behaviour as major elements of organizational culture. They
also determine major elements of the culture of an effective school. According to them, the culture
of an effective school comprises three following elements. “(1) A clear set of school-wide norms that
emphasize the values of academic effort. (2) A consistently applied set of expectations that stress the
importance of staff members striving for excellence and students performing up to their potential.
(3) A system of symbolic activity and sanctions that encourage and reward effort, improvement, and
accomplishment, while discouraging disorder and complacency.”
Session 6 - Implementations on Development of Educational Quality

As it is well known SWOT is a kind of internal and external environmental analysis. SWOT as a word
is an abbreviation consisting of initials strengths (S), weaknesses (W), opportunities (O), and threats
(T). Strengths and opportunities are positive while weaknesses and threats are negative dimensions in
the analysis process. Strengths and weaknesses are related in internal environmental analysis whereas
opportunities and threats refer to the external environment. Firstly SWOT analysis is done in various
ways such as brainstorming, small group discussions. Then, weaknesses are tried to be improved by means
of some opportunities while threats are tried to be eliminated by means of some strengths.
Goldenberg (2004, p.75) as an academic, worked together with a principal school, and they built a sense
of commitment to a common set of explicitly identified academic goals. They supported to create a group
ethos among the faculty and staff as well as a conscious sense of “this is what we are about here” meaning
high levels of academic achievement. The school’s reputation in the district changed within 3 years, and
the teachers began to talk about students and their learning in different ways. In addition, teachers saw
themselves as innovators, actively thinking and talking about and working on what went on in their
classrooms. A teacher described it “It is one big classroom instead of one big school”.
In order to provide a learning environment meeting educational needs, the planning process must
include participation of educators, planners, governing boards, students, community representatives
and agencies. A strategic planning is a future-oriented, continuous process, involving the development
of procedure, establishment of a shared vision, formulation of goals, collection of data, development
and evaluation of alternative means of goal assessment, building of a master plan, assessment of goal
achievement, evaluation and adjustment of master plan, reassessment of goals (Ray, Candoli and Hack,
2005, pp.269-270).
Session 7 - Data Usage in the School Leadership

As leaders, school principals are in the need of using data in order to understand if their school has
reached the aimed level. It is observed that most principals do not know how to collect and analyse the
data related to teaching and learning process in their schools. They sometimes reveal their deficiencies
in this subject during informal conversations. In this module, it is planned to teach how to use both
qualitative and quantitative research methods from needs analysis to reporting, and also sharing the
findings with the shareholders. Which techniques will be taught will be determined according to the
needs of the participants.
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Session 8 - Professional Development Process

Professional development must be a continuing process, and it has many ways to meet the developmental
needs of teaching staff. In this module, clinical supervision and peer counselling are chosen for the
professional development process. However, no doubt, other ways may be used by others.
Supervision can be seen as an act of administration, curriculum work, and human relations as well
as instructional function, management, and general leadership role. The Association for Supervision
and Curriculum Development (ASCD) defines supervision as “Since the titles ‘supervisor’ and
‘curriculum director’ are often used interchangeably as to function, the terms might be used to
indicate a person who, either through working with supervisors, principals, or others at the central
office level, contributes to the improvement of teaching and/or the implementation or development
of curriculum” (Wiles and Bondi, 2004, pp.12-13).
What is clinical supervision? These are some definitions: According to Cogan (1973), the rationale and
practice designed to improve the students’ learning by improving the teacher’s classroom behaviour.
Flanders (1976) defines clinical supervision as a special case of teaching in which at least two persons
are concerned with the improvement of teaching and at least one of the individuals is a teacher
whose performance is to be studied. Sergiovanni and Starratt (1979) claim that clinical supervision
is face to face encounter with the teacher about teaching in classroom with the intent of professional
development and improvement of instruction (Goldhammer, Anderson and Krajewski, 1980, p.19).
Goldhammer, Anderson and Krajewski (1980, p.19-44) define clinical supervision as the phase
of instructional supervision which draws its data from first-hand observation of actual teaching
events. They claim that all types of supervision in their educational system include instructional
supervision, and instructional supervision includes clinical supervision but the proportion of the
clinical supervision is not satisfactory. The writers desire more clinical supervision at schools, and
they suggest five following stages for the process: (1) pre-observation conference; (2) observation; (3)
analysis and strategy; (4) supervision conference; and (5) post-conference analysis.
Wiles and Bondi (2004, p. 266) indicate that clinical supervisory techniques offer three advantages
over traditional methods of supervision: (1) Supervisors and teachers work together toward common
objectives. (2) Supervisors can influence teaching behaviour to a greater degree. (3) Teachers and
supervisors have positive feelings towards the supervisory process.
According to viewpoints of Sergiovanni and Starratt (2002, pp. 229-230), educational platforms
play important roles in clinical supervision. They think that teaching is not objective and explicit
because teachers, supervisors, and others bring to the classroom a variety of agendas, some public,
many hidden, and most unknown, and each has influence on their decisions. The agendas include
what one believes is possible, what one believes is true, and what one believes is desirable. These three
categories in the agendas are essential ingredients of an educational platform. Assumptions are related
to the question “What is possible?” while the theories help answer the question “What is true?”, and
beliefs on what is desirable in classrooms are derived from assumptions and theories, and is expressed
within the intentions, aims, objectives, or purposes. However, teachers are probably unaware of their
assumptions, theories, or objectives. That’s why the clinical supervisor should be concerned with
two contrast theories, the espoused theory and the theory in use that the teacher may bring to the
classroom.
Let us illustrate these two theories in practice. For instance, we sometimes ask the teacher candidates
what they think about physical punishment on the children, and they generally react to the question
as they are against the usage of physical punishment. They publicly espouse the answer just as we
expect. They probably think this kind of answer is better because they are taught in such way in the
training process. Sometimes they are sincere because they never meet the actual situation. Although
their thoughts are positive about the subject what is asked, they may behave differently from what
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they say. Their thoughts reflect their espoused theory while their behaviours show their theory in use.
The cycle of the clinical supervision process is also applied among peers. Some examples of peer
supervision practices may be seen in different levels of education process, and many researchers
suggest it in order to provide professional development. However, it is also called peer counselling or
peer consultancy, and these names are more suitable for the clinical process among staff as peers that
have the similar background.
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Efforts. Second Edition, Merrill Prentice Hall, Upper Saddle River, New Jersey.
Snowden, Petra E. & Gorton, Richard A. (2002) School Leadership and Administration: Important
Concepts, Case Studies, & Simulations. Sixth Edition, McGraw Hill, Boston.
Taylor, P. (1994) Leadership in Education, Emergency Librarian 21 (3), Downloaded from http://
ebscohost.com at Akdeniz University on August 24, 2009.
Webb, R. (2005) Leading Teaching and Learning in the Primary School (From ‘Educative Leadership’
to ‘Pedagogical Leadership’), Educational Management Administration & Leadership 33 (1) 69-91.
Downloaded from http://ema.sagepub.com at Akdeniz University on December 26, 2008.
Wiles, J. and Bondi, J. (2004) Supervision: A Guide to Practice. Sixth Edition, Pearson Education,
Inc., Upper Saddle River, New Jersey.
1.Annex 1 - Discussion Topics and Materials

Discussion Topics:
What is your definition of leadership? Can you find out the similarities and differences definitions
made by other group members?
Group Work:
Form a group of four. Try to find ten great leaders in the world in the recent fifty years, and determine
their features that make them great. Then choose the five ones from the top, and finally share your
list with the others
186
Exercise: Developing an Effective Group

The purpose of this exercise is to give participants some practice in planning how to develop an
effective group. The procedure for the exercise is as follows:
1. The class forms groups of four.
2. The groups read and discuss the paragraph below, then answer the following questions about
the situation:
a)What should the goals of the group be?
b)How should leadership be managed?
c)Who should have the most power in making decisions?
d)What decision- making procedure should be used?
e)How should conflicts be managed?
3. Each group decides whether its answers to the above questions are indicative of an effective or
an ineffective group.
4. Each group shares its answers with the rest of the class.
Sinking Boat Situation

On a dark summer night seven persons cling to a swamped and slowly sinking boa on a black tropical
sea. They are not alone. A large shark glides below them, and soon, perhaps, there will be more.
With fear thick in their salt-swollen throats, the seven are faced with a difficult choice. If they kick in
unison, they may be able to fight the fierce current and tides driving them away from the shore and
all make it to safety; if they stick together they have an equal chance to survive or drown. If they split
up, each going it alone, one or two of the stronger swimmers might make it to safety, but the majority
will certainly drown or be devoured by sharks. Which alternative would you choose if you were there?
What kind of people would you want as companions in such a situation?
Reference: Johnson and Johnson, 1994 pp.27-28.

Discussion Topics
• How do you compare leadership approaches?
• Which leadership style is more applicable in your school, and what kind of leaders do you have
in your school? How do you know this?
• If you are a leader in your school, what style do you prefer, and why do you prefer it?
• Do you find an example for the type of value-added leadership in our schools? How do you
recognise a value-added leader?
• Are ethical principles necessary for school management? If not necessary, why? If necessary, who
should decide these principles?
• Would you like to work in a committee that will determine the ethical principles for head-
teachers?
• What are the sanctions of ethical negligence?
• How often can you see instructional leaders in your schools? Do you believe you are an
instructional leader? Can you give the evidence for your answer?
• Is there anyone whom you can identify as a visionary leader? Which features of him do you
think make him a visionary leader?
• What is the chance of success of visionary leaders in our school system?
• Is there anyone whom you can identify as a visionary leader? Which features of him do you
think make him a visionary leader?
• What is the chance of success of visionary leaders in our school system?
187
• What are the signs of development of human capital in a school? What is the position of your
schools in terms of it?
• What characteristics do you want to see in a pedagogical leader? Do you ever see pedagogical
leaders in your schools?
• What type of leader would you like to be most? Why?
• Think of a leader you know well, and decide what type of leader he/ she is?
Test Yourself
Fill in the scale “Least Preferred Co-Worker (LPC)” developed by Fiedler in 1978, and discover
yourself what type of leader you are. (Johnson and Johnson, 1994, p.194)
Group Work:
Form a group of four, and ask them to compare the two leadership types, transactional and
transformational leadership. Ask them to determine main characteristics of the comparison. Ask them
to prepare a comparison table, and present it to the classroom.
188
Test Yourself:
To become an ethical leader, commit to asking yourself the following types of questions:
1. What are my most important values and principles?
2. Does my calendar- how I spend my time and attention- reflect these values?
3. What would my subordinates and peers say my values are?
4. What mechanisms and processes have I designed to be sure that the people who work for me can
push back against my authority?
5. What could this organisation do or ask me to do that would cause me to resign for ethical reasons?
6. What do I want to accomplish with my leadership?
7. What do I want people to say about my leadership when I am gone?
8. Can I go home at the end of the day and tell my children (or my loved ones) about my leadership,
and use my day’s work to teach them to be ethical leaders?
Reference:
Freeman, R. E., Steward, L. (2006) ‘Developing Ethical Leadership’ Business Roundtable. p.8. htpp://
www.darden.virginia.edu/corporate_ethics/pdf/ethical_leadership.pdf
(June 10, 2009)
189
Group Work:
Determine with the consensus of a group of four what ethical principles for head-teachers are necessary.
Choose a speaker, to share the selected principles with the large group. By voting, you decide what the
most important five principles are.
Exercise:
This is an example of the form used by Branson (2007) in his research regarding authentic leadership,
and this form asks for the current values of the principals, and how they gained them. In this module,
an empty form may be given to the participants to fill in and share their experience with the others.
190
OUTCOMES FROM PART OF THE DEEPLY STRUCTURED SELF- REFLECTIVE PROCESS

FOR PRINCIPALS
Life experience Impact on self- Resultant motives Preferred values Beliefs formed Behaviour enacted
esteem
Briefly describe As a result of this This experience From these As a result of these As a consequence
a particular life experience I mainly affected motives, I have a motives and values of this life
significant personal have my core needs as preference for the I have created the experience and
life experience follows: following values: following beliefs: its effect on my
About age 3, I HIGH SELF- self- concept, self-
was able to build ESTEEM Increased sense of: • Dignity • I am more likely esteem, motives,
complete 3D • Integrity to find a solution values and beliefs.
homes from 2D In situations in • Respect • Independence to a problem if I I have adopted
Picture using which- • Acceptance • Responsibility can work by myself the following
small building • Belonging • Patience • If I can work by leadership and
blocks. This • I am very • Success • Perseverance myself I will be management
greatly impressed interested in what I • Control • Self- control more interested, behaviours:
my mother. She am doing • Control committed, and
openly affirmed • I want to find a As a consequence, • Credibility successful in what I • I feel most
my patience and solution I created the • Achievement am doing successful and
capacity to achieve • I can be following motives • If I am not confident when I
this on my own. left to work (rules for life) Now circle those interrupted by the am able to work
She told everyone independently to guide my life values that would thought or actions independently
how ‘clear’ I was. • I feel I have whenever I came always be helpful of others, I have on major issues.
access to sufficient across a similar to you in your an abundance This means that
The image I have resources situation: leadership and of patience and I need to be
recorded in my underline those perseverance aware having to
self-concept as a • Success builds values that have • I am very work with School
result of this life respect the potential to capable and can be Boards, Parent
experience can be • Achievement be unhelpful in successful Committees, staff
described in the comes from guiding your • If I can solve a groups, etc.
following way: perseverance and leadership in difficult problem, Can create
patience certain situations. I will gain dignity, frustration and
I am very capable • Independence integrity and a sense of lower
of being able to creates freedom to respect achievement.
achieve solutions achieve • People who • While I am very
on my own do not show friendly, amiable,
particularly if I am responsibility and and welcoming
interested in what I perseverance do of others, when
am doing. not deserve respect it comes to
actually working
cooperatively with
them I might
lack sincerity and
commitment
• I do not give my
full commitment
to a task if I have
limited interest
in it or feel that
I do not have
the resources to
complete the task
properly.
Branson, 2007, p.241. http://ema.sagepub.com/cgi/content/abstract/35/2/225
191

Individual Study:
• Try to recall a conflicting circumstance demanding democratic behaviours in your past
experience, and find out how your behaviour was.
• Try to recall an action bothering you in terms of authoritarian behaviours, and find out how
your reaction was.
Discussion Topics:
• What is democracy? What is not?
• Why are democratic attitudes and behaviours necessary?
• What is the difference between democratic attitude and behaviour?
• Is democracy the theory we adopt or the theory we apply?
• What does the sense of teacher’s self efficacy mean? Examine different scales of teacher’s self
efficacy, and choose the most suitable for our system. Tell us why?
• Which one is most effective for professional development of the teachers for you, in terms of
the categories that proposed by Moore (1981)?
• In which one people participate more willingly?
• Which one reaches more successful results?
• Which one is applied most?
• Do you have any other suggestions?
Statement for Discussion:

“A positive school environment where new ideas are applied can create more learning chances for
students.”
Group Work:
• Form a group of four, and ask them to find out developmental needs of teachers.
• Ask them to examine the sheet given, and to develop a new needs assessment sheet for the
teachers in our school system.
ASSESSMENT OF DEVELOPMENTAL NEEDS OF TEACHERS
Directions: The information you provide will be used in planning for staff development activities in
the district. Please answer all questions thoughtfully and truthfully.
• How many years (total) teaching experience do you have?

• What grade level(s) do you teach?
• What subject(s) do you teach?
• What is the highest degree that you hold?
• When did you last take a college course in your subject speciality?
• With which of the following groups would you prefer to attend a staff development workshop?
• Teachers from your own school
• Teachers from other schools in this district
• Teachers from other districts
• Mixed groups, including teachers and administrators from this district
• Mixed groups, including teachers and administrators from other districts
192
• What is your preference of day and time for professional development sessions?
• From the following list, select the three workshops you would be most interested in attending:
• Time on task
• Classroom organisation and management
• Classroom climate
• Learning styles
• Teacher- made tests
• Higher- order thinking
• Using technology in the classroom
• Effects of teacher expectations on student achievement
• Using students’ achievement data for instructional decisions
• Curriculum revision
• Lesson design
• Teaching students with special needs
• Preparing an individualized educational plan
• Teaching gifted children
• Site- based management
• Assessing student performance
• Working with parents and the community
• Can you suggest presenters for any of the topics on the list? (If so, list the name of the topic
and the presenter.)
• Would you be willing to serve as a working leader presenting a topic in which you have received
previous training? (If yes, give your name and school and the topic you can present.
Reference: Seyfarth, J. T. (2005) Human Resources Management for Effective Schools. Fourth
Edition. Boston: Pearson Education, Inc, p.141.

Discussion Topics:
• Why is communication among colleagues important for you?
• What are the things you have experienced that prevent good communication?
• What does educational platform mean? How does it affect educational process?
• If you were given Johari Window to fill in for yourself, what would you write?
• Examine “professional openness checklist for educational platform”, and fill in the form.
193
Professional Openness Checklist for the Educational Platform1
Instruction:
This form has been prepared with the aim to see your level of reflection openly to people in your
environment as a professional person. In the form there are 14 items half of which have negative
expressions. You are expected to read each item carefully and to mark the options you find suitable.
Please answer the items according to how you feel and behave now, not according to what the idea is.2
Never Rarely Sometimes Usually Always

1. On occasions when I do not decide, I ask one of my colleagues 1 2 3 4 5
who is more experienced.
2. I am aware of my powerful and weak sides in terms of my 1 2 3 4 5
personality and profession.
3. It is disturbing for me to reveal my weak sides. 1 2 3 4 5
4. I try to learn from the experience of my superiors. 1 2 3 4 5
5. If I do not know the answer of a question, I avoid expressing it 1 2 3 4 5
openly.
6. It is difficult for me to consult my colleagues when I do not know 1 2 3 4 5
something.
7. I find anxious somebody’s watching me while I am working. 1 2 3 4 5
8. I consider my colleagues as the members of our team not as rivals. 1 2 3 4 5
9. I do not like my superiors telling me my mistakes. 1 2 3 4 5
10. I want my colleagues to warn me when I make a mistake. 1 2 3 4 5
11. I find it difficult to tell a mistake which I have seen in one of my 1 2 3 4 5
colleagues.
12. I think to be open in communication is beneficial both to 1 2 3 4 5
personal and professional aspects.
13. It is a great pleasure for me to share a successful implementation 1 2 3 4 5
on some new information.
14. I prefer my colleagues not recognize the situations in which I 1 2 3 4 5
find myself inadequate.

Group Work:
• Discuss the words in the poem (The ‘C’ Diet) in terms of the professional duties of a school principal
in your group.
• Using mind-mapping technique, find the words that show the duties of a principal for you.
1
This form was developed by Mualla Bilgin Aksu within the framework of the postgraduate course called “New Approaches in Supervision” in the
2008-2009 academic year.
2
There is not a correct answer. This checklist will only show you to what degree you open yourself to others. In order not to direct you, the items
are given not only in positive (item number 1, 2, 4, 8, 10, 12 and 13) but also in negative (item number 3, 5, 6, 7, 9, 11 and 14) connotation. You
must mark the items which have positive connotations starting from 1 point (never) to 5 point (always). The negative ones should be expected to
mark from the opposite way, from 5 point (never) to 1 point (always). The highest point in this form is 70 (14 X 5), and the lowest point is 14 (14
X 1). The higher point you get will show you are more open to others.
194
THE C DIET
My job is:
To keep the compass
To message change
To build credibility: a positive image for the school in the eyes of the community
To develop staff
To ask compelling questions
To be an advocate for children
To build the culture of the school
curriculum - consensus -constituents -community
I see my job as shaping my staff. I strive to build:
Confidence in themselves, in their decisions and in their teaching
Courage to take risks and to break new ground
Compassion for children and others
Character to always do their personal best
Competence that they know the current trends
Capacity to learn new things
Commitment to our mission
Clarity - a good focus on the what’s and how’s
Consciousness to bring thinking to a higher level
Communication opens lines of dialogue
Collaboration shares expertise
Connectedness bonding to each other and our mission
Collegiality and professional interactions
Challenge to keep staff on their cutting edge

Critical thinking thoughtfulness
Creativity to implement innovations
Curiosity actively seeking better ways
Contentment - feel accepted
“The C Diet” is a poem written by Sigmund A. Boloz (1997) to show his own a portrait of his core
obligations as a principal.
Reference: Deal, T.E., Peterson, K.D. (1999). Shaping School Culture. San Francisco: John Wiley & Sons,
Inc., p.18.

Brainstorming:
Using the brainstorming technique, make SWOT analysis of your educational system
Discussion Topics:
• What are the differences between a group and a team?
• What do you think about the quality of teamwork in our schools?
• Do you have a strategic plan for your own school? If so, are you a member of the strategic planning
team? What is your idea about reaching objectives in your strategic plan?
195

Discussion Topic:
What type of data do you need in decision making process in your school? Decide which type of data
analysis you would like to learn.
Pair Work:
Prepare an observation sheet on the topics you like such as classroom management, teacher - parent
meeting, and principal’s behaviour.

Discussion Topics:
Watch the videos of some examples of clinical supervision or peer counselling practice, and discuss the
situations from different dimensions.
Discuss the advantages and disadvantages of clinical supervision and peer counselling processes.
Group Work:
Form a group of four, and discuss the cycle of clinical supervision process with your group members.
Try to develop a checklist for observation in practice of clinical supervision. Share your checklist with
the others, and criticise each others’ work.
2.Annex 2 - Case Study and Role Play
Meeting 1 - The Meaning of Leadership

Role Playing: (The Nature of Leadership Process):
• What is your role in the current situation at school? Leader or sub-ordinate?
• Try to play a different role from your actual position in a given situation by the group or the
instructor.
• Find out the differences in your behaviour and attitude, and share your feelings with the others.
Meeting 2 – Leadership Approaches

Role Playing or Simulations:
Role play or simulations representing various leaders’ behaviours by volunteer participant
Meeting 4 - Educational Platform

Case Study:
“Who decides the nature of instruction?” written by Snowden and Gorton (2002, pp 160-162)
Who Decides the Nature of Instruction?
Bill Taylor had been teaching in his present school district for almost two months, and he was very
pleased with his new situation. Last spring, when he had been interviewed by the principal, Bill had
been deliberately vague in responding to questions about his philosophy of teaching for fear that he
might not be hired for the position, which carried quite an advancement in salary. He had previously
taught for four years in a smaller school district where the community was very conservative and
no teachers were permitted to teach anything that might be considered controversial. Apparently,
though, Bill had nothing to worry about here. He had not experienced any difficulty thus far, and his
colleagues seemed to be fairly liberal.
196
His approach to teaching was to stimulate discussion and debate on the issues and problems of
society, both past and present, and he frequently played the role of a devil’s advocate in order to
bring out different points of view. He felt that, in general, the social studies text at his students’
grade level took a rather uncritical view of history and contemporary affairs, and that it tended to
whitewash many of America’s problems and past blunders. For example, the text contained none of
the revisionist historians’ ideas about American history. The book also failed to treat in any depth the
current problems facing American society or any of the solutions that had been proposed by so- called
radical groups.
Bill believed that an examination of current problems provided good motivation for students in a
study of the relevance of history, and that every point of view- no matter how extreme – should be
presented to students. Thus far, he had limited himself to the material in the text, but on Wednesday
he planned to introduce a unit on conflict that would focus on some of the controversies surrounding
the country’s foreign policy, problems of the poor, and civil rights. He was determined to challenge his
students’ values and, if possible, to develop a more critical attitude on their part toward the hypocrisy
in America. He realised that this might mean taking some rather radical positions on the problems
and issues of the day, but he believed that the role of the teacher should be to influence his students’
thoughts and values. He saw no great advantage in remaining neutral, considering the state of affairs
in society, and he questioned whether it was possible for any teacher to remain completely objective
in teaching.
On Wednesday the teacher’s classroom was visited by the principal as a part of the routine visitation
program for new staff. During the class period the principal became very concerned about what
he believed were significant departures from the regular district curriculum in social studies. The
principal felt that there was too much emphasis on current affairs and on what was wrong with
America. He was also bothered by Bill Taylor’s style of teaching, which seemed deliberately designed
to challenge the students’ beliefs and to make them question their values. The principal realised that
the teacher was probably trying to stimulate the student’s thought and discussion, but there seemed
to be too much challenging going on and not enough time spent teaching social studies.
At the end of the class period, the principal considered expressing his concerns to the teacher but
decided that it was not the proper time or place to discuss the matter. Teachers were touchy these days
about anyone trying to question what they were teaching, and the faculty in this school had always
hung together when any of its members were criticised. He decided that he would need to give more
careful consideration to how he should approach Bill.
Although the principal had the teacher on his mind for several days, other problems arose that demanded
more immediate attention. The next week, however, the principal received an angry complaint from
Mr. Riley, the commander of a local veterans’ organisation, who demanded an investigation into
the matter of what Bill Taylor was teaching his students. Mr. Riley’s daughter had reported that the
teacher was very critical of the government and had cast scorn on the expression of patriotism.
The principal told Mr. Riley that the matter would be investigated, but the parent did not appear to
be satisfied with that promise. “I’ll call you again on Friday to see what steps you’ve taken to correct
this deplorable situation,” he said. Then he added, “You should be aware that there are others in the
community who are also concerned about this situation and who will not sit back and allow our
children’s attitudes toward our country to be poisoned by malcontents teaching in our schools!” And
Mr. Riley hung up.
197
SUGGESTED LEARNING ACTIVITIES

Analyse the Case
• What should the principal have done to discover the teacher’s philosophy and methods of
teaching before hiring him?
• What is your evaluation of the strengths and weaknesses of the teacher’s point of view and
approach to teaching?
• What factors may be affecting the principal’s judgments about the acceptability of the teacher’s
approach?
• What steps should the principal take to investigate community reaction and attitudes in regard
to Mr. Bill Taylor?
Discuss the Larger Issues

• To what extent should a teacher’s philosophy and approach to teaching play a determining role
in deciding whether or not he or she is hired for a position in a district?
• What proportion of the school’s curriculum should be devoted to the study of controversial
issues, problems, and points of view?
• What should be the role of the teacher in presenting controversial issues, problems, and points
of view?
• To what extent should community opposition determine the school2s evaluation of the merits
of a teacher’s approach to teaching?
Be a Problem Solver
Assume that you are the principal in this case and you have been contacted by the commander of the
local veterans’ organisation who is disturbed about the approach to social studies used by a teacher
in your school. The caller has implied that if nothing is done to correct the situation, there will be
trouble. How will you handle the problem? What assumptions are you making? Utilize administrative
and social science concepts from Part I of the text in the planning and implementation of your
approach to dealing with the problem described in the case study.
Test Your Solution

In order to test your proposed plan of action for dealing with the problem presented at the end of this
case, you and the class should create and role- play one or more of the following interactions:
• A meeting between the principal and the teacher.
• A telephone call to the principal from a parent who is very pleased with the new teacher.
• A second telephone call from Mr. Riley to the principal.
Investigate Further
• What interview procedures and application forms are utilized by your district to ascertain the
degree of effectiveness of a prospective teacher’s teaching philosophy and approach?
• What is your district’s policy on teaching controversial issues?
• How do the curriculum guides in your district treat subject content? Are the guides suggestive
or prescriptive?
Reference: Snowden, P.E., Gorton, R. A. (2002) School Leadership and Administration. Sixth Edition.
New York: McGraw- Hill Companies, pp.160-162.
198

Case Study:
Examine a case study by Hessel and Holloway (2006, pp.100-118), and write down your original case
study related to the school culture or climate to keep in your portfolio.

Role Playing or Simulation:
• Form a group of three, one is the principal, two are the parents of a student.
• The principal wants to find out what the parents think about his/her leadership.
• Act out the situation.
3. Annex 3 – Assignments

Homework:
Write an essay (100 words) discussing one of the following questions.
• What are main characteristics of leader- sub-ordinate relations?
• Is there a conflict between democracy and power - authority?

Homework:
Write an essay describing a specific type of leader that you have already known (200 words)

Homework:
Answer the following questions:
• Are there any teachers in your school who seem to have features of a leader? How do you
describe them?
• What are the features of a school which is supported by leader teachers?
• What are the obstacles for both pedagogical leaders and teacher leaders?
• What do you suggest to overcome these obstacles?
• Which one do you believe you are? A pedagogical leader or a teacher leader? Or a follower?
Support your answer with evidences.

Homework:
Write down your educational platform using given items by the lecturer.

Homework:
Examine the case study by Hessel and Holloway (2006, pp.100-118), and write down your original
case related to school culture or climate in order to analyse with the other participants. (The length of
their work can be changeable according to the personal experience and writing style.)
199

Homework:
Set educational and managerial standards, and prepare a strategic plan for your own school.

Homework:
Using SPSS 13.0, analyse given data, and share the findings with the group.

Homework:
Make a professional development plan for yourself, and put it into your portfolio.
Optional Homework:
• If you are already a school principal, and if you can convince a teacher to be a volunteer for
clinical supervision practice, you may find out how good you are as a clinical supervisor. If you
practise it, be ready to share your experience with the other participants.
• According to your position, you may choose a peer for a clinical process, and practise the peer
counselling with your partner. Discuss with your partner what you have experienced through
the clinical cycle, and find out what you have felt as well as what you benefitted from this
experience. If you can practise it, be ready to share your experience with the other participants.
4. References
Compulsory Reading
Deal, T. E. and Peterson, K. D. (1999) Shaping School Culture: The Heart of Leadership, John Wiley
and Sons, San Francisco, CA.
Hessel, Karen & Holloway, John (2003) Case Studies in School Leadership: Keys to a Successful
Principalship. Edited by Neil Shipman, School Leadership Series Vol:2, Upper Saddle River, New
Jersey.
Hoy, Wayne K. & Miskel, Cecil G. (2007) Educational Administration: Theory, Research, and
Practice. Seventh Edition, McGraw-Hill, Boston.
Johnson, D.W. & Johnson F.P. (1994) Joining Together: Group Theory and Group Skills. Fifth
Edition, Allyn and Bacon, Boston.
Lunenburg, F.C. and Ornstein, A.C.(1996) Educational Administration: Concept and Practices,
Second Edition, Wadsworth Publishing Company, Belmont, California.
Owens, R.G. (2004) Organizational Behavior in Education: Adaptive Leadership and School Reform,
Eight Edition, Pearson Education, Inc., Boston.
Sergiovanni, T. J. and Starratt, R. J. (2002) Supervision: A Redefinition. Seventh Edition. McGraw-
Hill, NewYork.
Wiles, J. and Bondi, J. (2004) Supervision: A Guide to Practice. Sixth Edition, Pearson Education,
Inc., Upper Saddle River, New Jersey.
Further Reading
Hoy, Wayne K. & Miskel, Cecil G. (2007) Educational Administration: Theory, Research, and
Practice. Seventh Edition, McGraw-Hill, Boston.
200
Online Resources
http://www.ucalgary.ca/iejll
This web site includes various articles on leadership in education in the online journal named
International Electronic Journal for Leadership in Learning (IEJLL) published by the University of
Calgary.
201
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ELTE

University of Education, Upper Austria

Editor: Siegfried Kiefer

Layout Cover: Josef Philipp

Hans van Wessel

Module 1: Understanding Success

Module 3: School Leadership in a Globalized World

Module 4: Values and Norms in School and Society

• (Re)defining school leadership responsibilities. This includes supporting, evaluating and

Akdeniz University, Antalya in Turkey:

HAN University Nijmegen in the Netherlands:

University of Latvia, Riga in Latvia:

University of Education, Linz in Austria:

Umea University in Sweden:

2. The content of education:

3. Quality, success and learning environment:

4. Quality criteria in education:

5. Quality and success in education and for life:

6. Education for future:

• Teaching and Learning Methods

• Resources in National Languages (an example)

Module 1: Understanding Success

ELTE – University of Latvia- Dainuvite Bluma, Ineta Daiktere

2. Aims and outcomes of the module

define the measurable and immeasurable achievements of individuals;

Main and specific subjects

4. Methodology and organisation

4.1 Teaching and Learning Methods

Content Realisation Materials

1. Presentation of and reflection on the

2. The content of education for the 21st Group work Annex 1

1. Presentation of and reflection on the

1. Presentation of and reflection on the

2. Introduction about the relationship Introduction lecture Annex 1

2. Introduction about new approaches to Lecture Brainstorming Annex 1

accelerated learning). Any other valid material

1. Presentation of and reflection on the Introduction lecture

7. Quality criteria in education

2. Introduction about quality criteria in Discussions Annex 1

1. Presentation of and reflection on the Introduction lecture - annex 1

homework. Any other valid material

3. Discussion and questions about the Group work

1. Presentation of and reflection on the

3. Discussion and questions about the

1. Presentation of and reflection on the Round and group discussions

2. Introduction about education for the Lecture Annex 1

2. Introduction about challenges of lifelong Questions Annex 1

learning meeting the problems of the modern Presentations

activities. David Fulton Publish.

Resources in national languages (an example)

Annex 1 - Background Information

THE CONCEPT OF EDUCATION (10 contact hours - 2 face-to-face meetings)

Education as an aim, process and result

Questions for discussion:

• What is the motivation for learning at school?

THE CONTENT OF EDUCATION – 8 contact hrs (2)

Knowledge, skills and competences

Competences for life

Values, attitudes, beliefs

result: (direction, vision,

Table 1. Roles of Education

general education personal