IPPN

Published: 28 April 2008

The OECD report, Improving School Leadership, just published, concludes that principals in 20 countries examined, including Ireland, are 'overburdened, underpaid and opting for early retirement'. Crucially, not enough applicants are coming forward to fill the growing number of vacancies.

The National Association of Principals and Deputy Principals (NAPD) and the Irish Primary Principals' Network (IPPN), representing school leaders at post-primary and primary level in Ireland, welcome the findings of this research. This international report corroborates the evidence already highlighted to government by both principals' associations in recent years about the evolving crisis in recruiting and retaining school leaders.

The report also shows that potential applicants see the role of principal as financially unrewarding. Significantly for Ireland, the OECD recommends that principals should be placed on a separate salary scale as an essential strategy to attract the highest calibre leaders to our schools.

"This report, from a leading world authority, vindicates and corroborates what principals in Ireland have been saying for years. Not only this, but it throws down a very real challenge to government about what is urgently needed for a meaningful school improvement agenda." stated Clive Byrne, Director of NAPD.

"All the international research shows that to achieve meaningful school improvement and improved learning outcomes for children, governments must provide principals with high quality supports to enable them prioritise their role as leaders of learning in their schools. Increased investment in social inclusion, class size reduction and special education needs will not achieve the desired results without high caliber, enthusiastic vibrant principals." said Sean Cottrell, Director, IPPN.

Improving School Leadership is based on a study of school leadership policies and practices throughout OECD countries. Offering a valuable trans-national perspective, it identifies a range of policy options designed to help member governments improve school leadership now and ensure sustainable leadership for the future.

In particular policy makers and practitioners need to ensure that the core focus of the principal is on improved learning outcomes and must not be distracted by burgeoning administration.

The OECD report identifies four main policy levers which, taken together, can improve school leadership:

1. (Re)define school leadership responsibilities:
a) Provide a higher degree of autonomy with appropriate support
b) Redefine school leadership responsibilities for improved learning
c) Develop school leadership frameworks for improved policy and practice

2. Distribute school leadership:
a) Encourage leadership distribution
b) Support leadership distribution
c) Support school boards in their tasks

3. Develop skills for effective school leadership
a) Leadership development must be seen as a continuum
b) Ensure consistency of provision by different institutions
c) Ensure appropriate variety for effective training

4. Make school leadership an attractive profession:
a) Professionalise recruitment
b) Focus on the relative attractiveness of school leaders' salaries
c) Acknowledge the supportive role of professional associations in developing effective leaders
d) Provide options and support for career development