Scool leaders

thumb 216Source : SAIDE

In 2017, Saide was awarded the tender by the South African Department of Basic Education (DBE) to develop the practice-based, learning programme course materials for the Advanced Diploma in School Leadership and Management.

Saide’s Maryla Bialobrzeska reports on the overall approach that informed the design and the development of the programme course materials and provides a brief overview of the planned implementation process.

The Advanced Diploma in School Leadership and Management (represents a new and exciting national initiative in the professional development of practising and aspirant school principals.

logo 1951Source : Apréli@

In addition to the booklet Leading the school development plan, three new booklets are henceforth available :

Transforming teaching-learning process :

  • Leading teachers’ professional development
  • Supporting teachers to raise performance
  • Accompanying teachers : coaching and mentoring.

See on Apréli@ website

See also : From India to Sub Saharan Africa: supporting school leaders in transforming their schools into Extended Professional Learning Community (EPLC)

logo projet etablissementSource : Apréli@

The PartaTESSA-Apréli@ booklet Leading the School Development Plan is a free educational resource (OER) developed by a group of teacher educators to support school leaders who accompany their staff’s Professional Learning and Development (LPD) within their institution with a view of enhancing the conditions and quality of learning in the school. It also draws on the work carried out by TESSA and Apréli@ in French-speaking Sub-Saharan Africa, separately or jointly, as well as the resources resulting from this work.

See on Apréli@ website

See also : From India to Sub Saharan Africa: supporting school leaders in transforming their schools into Extended Professional Learning Community (EPLC)


TESS INDIA LogoSource : TESS-India

The TESS-India School Leadership OER are designed to help school leaders develop their understanding and skills to improve the teaching and learning in their school. The OER are practical and include activities and reflections that should be carried out in school with staff, students and others. They are based on research and academic study of effective schools.

There is no prescribed order for studying the OER, but The elementary school leader as enabler or The secondary school leader as enabler (depending on which level of school you are a leader of) are the best place to start, as they provide background and orientation for the whole set. You will also find the OER on Leading improvements in teaching and learning in the elementary (or secondary) school provide an excellent guide as to how to introduce and use the teacher OER in your school to enable more student centred, participative practice.

thumb 155Source : Apréli@-PartaTESSA booklet for school heads School LeadershipTransforming teaching-learning process: leading the use of ICTs in your school, pages 11-12. It is part of a set of five booklets for school leaders.

Case Study 2: Using a laptop and a projector

English teacher, Mr Pepple, explains how he uses his laptop in school and gets access to the internet to download resources and information :

"My laptop is my most treasured possession! I use it all the time. I can connect to the internet at my friend’s house and download materials that I can use in school. Sometimes when there are connection problems I go to a hotel in the town centre and pay for internet access for an hour.

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This site offers classes as well as an outlet for school leaders to communicate, share ideas, and get feedback. Its general advice remains consistent:
  • Be calm and pause. School is not the most important thing right now; safety is.
  • Be straightforward and clear. People have heightened anxiety and cannot process information as effectively.
  • Create simple solutions. Simplify as much as you can.
Click here


logo 1951Source : Apréli@

TESSA newsletter, February 2018, by Michèle Deane, TESSA, and Geneviève Puiségur-Pouchin, editor of Apréli@ collection for school leaders (extract) :

"The school has an increasing importance as the locus of professional development for teachers. School-based CDP can focus directly on teaching practices and the practicalities of improving the quality of teaching. … However, leadership is critically important for this kind of school-based teacher education.” (Cullen et al, 2012)

“The role of school principals is crucial for establishing, shaping and fostering instructional quality.” (OCDE, 2016)

[A school leader:] “Someone who creates the space that fosters teachers’ professional and personal development, and encourages students’ personal growth, creativity, and their own journey of discovery.” (Saavedra, J. 2017)

The role of schools as communities of professional learning and development (CPLDs) and that of their leaders as enablers of the professional growth of their staff and leaders of these CPLDs are a theme that often appears in the current quest for strategies to meet the 2030 Development Goals.

It is however the case that school leaders have not necessarily been equipped, let alone trained to accomplish this new role and transform their schools into CPLDs.