New York, NY (PRWEB) September 20, 2016
Launched today, the OECD’s new report, School Leadership for Learning: Insights from Teaching and Learning International Survey (TALIS) 2013, specifically looks at different approaches to school leadership and its impact on professional learning communities and on the learning environment in schools. The findings are representative of 5 million teachers in 34 countries.
Montserrat Gomendio, Deputy Director for Education and Skills, OECD since March 2016, says technological change demands that students acquire more and new skills. “School leadership and teacher quality are the two key factors that determine the quality of learning environments and the performance of children,” says Montserrat Gomendio in her interview with CMRubinWorld founder, C. M. Rubin. "Education systems face the huge challenge of adapting to a changing landscape in which the rapid pace of knowledge generation and technological change demand that students acquire more and new skills. The acquisition of knowledge is no longer restricted to an established body of knowledge. It requires learning throughout life integrating many sources of information and becoming a critical thinker.”
The new report outlines four specific types of principals, namely "Integrated," "Inclusive," "Educational," and "Administrative". It examines how these leadership types relate to the establishment of professional learning communities and can enhance student learning. Instructional leadership (practices that involve the planning, evaluation and improvement of teaching and learning) and distributed leadership (a reflection of leadership being shown by the principal, but also of others acting as leaders in school) are seen as conducive to student learning. According to Gomendio, one of the most encouraging findings from the study is that most principals claim they ensure teachers take responsibility for student learning outcomes.
“Principals need to show the way in this uncertain world," says Gomendio, “thus, their responsibility is greater than ever.”
Read the full article here
CMRubinWorld launched in 2010 to explore what kind of education would prepare students to succeed in a rapidly changing globalized world. Its award winning series, The Global Search for Education, is a celebrated trailblazer in the renaissance of the 21st century, and occupies a special place in the pulse of key issues facing every nation and the collective future of all children. It connects today’s top thought leaders with a diverse global audience of parents, students and educators. Its highly readable platform allows for discourse concerning our highest ideals and the sustainable solutions we must engineer to achieve them. C. M. Rubin has produced over 500 interviews and articles discussing an expansive array of topics under a singular vision: when it comes to the world of children, there is always more work to be done.
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