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Professional learning through feedback and reflection
Start date: Dec 1, 2012,

Educational reformers seem to agree on the important role of school leaders as key agents of improvement in schools and in quality schooling. Empirical research also shows clearly that school leaders play a significant role with respect to improving schools in order to support students’ learning (see for an overview of studies Huber & Muijs, 2010). Providers of continuous professional development (CPD) for school leaders in Europe have, over the last decades, increased their efforts to create effective learning contexts for school leaders in order to develop the participants’ competences. The approaches to professional development for school leaders in Europe vary. However, a common challenge is that most often the participants vary according to professional background and experience, and the participants in a course are therefore very heterogeneous. The primary objective of this project is to tackle this common challenge in developing (aspiring) school leaders to promote school effectiveness and school improvement by devising needs-oriented programmes which move away from the traditional “one size fits all” model. The project explores the potential of an ICT-based self-assessment instrument integrated as part of CPD-programmes for school leaders in the participating countries. This needs-oriented self-assessment exercise generates a personalised feedback report in a very structured form. This feedback helps the participants to identify their individual strengths and weaknesses and suggests areas for improvement and sets the agenda for workshops and group coaching activities. This is expected to promote reflection and enhance leadership performance.
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