School leadership missing in govt's educational reforms

It is clear that the latest revisions echo government policy. However, when looking at the revisions in more detail, it appears some important factors have been overlooked, in particular, training and upgrading the skills of school leaders and principals. 

Evidence worldwide suggests that school leadership plays an essential role in the school reform process. School leaders can powerfully connect with key stakeholders, including students, teachers, the government, local communities and parents.

In Singapore, the Academy of Principals and Association of Principals have for decades played important roles in driving educational services.

According to Teo Chee, head of Singapore’s Education Ministry (2001), “the Academy of Principals is a rich reservoir of experience and knowledge in educational leadership. School principles play a vital role in providing creative leadership in schools and in providing educational services. One should look to the teachers for ideas – to harness their energy and to improve the school environment.”

At the Academy of Principals Global Education Conference, Tharman Shanmugaratnam, Singaporean education minister for 2004 and 2006, said “ultimately, the quality of education is decided on the ground. It is shaped by thoughtful school leaders, whom teachers trust to lead them through change. Teachers must have leaders – principals – who inspire teams, and give them ownership over their teaching ... what we are promoting is a culture of school leaders who take responsibility for grooming their peers, sharing ideas and raising the quality and professionalism of the leadership community as a whole.”

Clearly, Singapore has recognised the importance of principals. Many other countries are also aware of the crucial role school principals play in the education system. In a worldwide study by Andreas Schleicher called, “Preparing Teachers and Developing School Leaders for the 21st Century”, the Organisation for Economic Co-operation and Development (OECD) has also called for improving the skills of school leaders. The study reported that school leaders play a pivotal role in boosting school and student performance. 

OECD investigations centred on “What are the different roles and responsibilities of 21st-century school leaders and how have countries succeeded in developing effective school leaders at scale?”

Answers suggest success of education reforms are linked to the training of effective school leaders. There is no question that successful reform needs effective leaders – system leaders, principals and teachers. In other words, the quality of education in schools will never be greater than the quality of school principals. 

According to OECD 2013 report, school leadership should be geared towards setting the direction of school reform; building relationships and developing skills; developing school organisation; the instructional programme; observing and evaluating teachers; suggesting improvements of teaching practices; shaping professional development; helping solve problems that may arise in the classroom among students and teachers; and connecting with the community and parents.

OECD also suggests that school leaders can improve the quality of their instruction – including making sure that their work reflects the educational goals of the school; monitoring student performance and classroom activities; and working to resolve problems.

According to the OECD, it is important for school principles to be involved in the following school matters: 

_ making sure the professional development activities of teachers are in accordance with the teaching goals of the school

_ teaching is observed in the classroom

_ student performance results should be linked to the educational goals of the school

_ the suggestions of teachers on methods of teaching should be taken into account

_ students’ work should be monitored

_ when teachers have problems in the classroom, the matter should be openly discussed

_ informing teachers about potential training to upgrade their skills

_ making sure classroom activities are in keeping with educational goals

_ taking exam results into account in decisions regarding curriculum development

_ ensuring that there is clarity in coordinating the curriculum

_ pay attention to disruptive behaviour in the classroom

_ ensuring there are supply teachers take over from absent teachers

The OECD’s comparative review of school leadership suggests that “an important role for school leaders is to collaborate with other schools or communities around them. Schools and their leaders strengthen collaboration, form networks, share resources and can work together.”

Overall, these engagements enlarge the scope of leadership beyond the school – ensuring the welfare of young people in all environments.

OECD has already provided guidelines for the development of school principals – their role is indeed important.

Will Thailand’s Education Ministry take on board the advice above, or will it simply continue to overlook the crucial role that school principals play?