International Comparison of School Leadership Preparation and Evaluation Policies

• In Event: Examining Perspective and Improving Curriculum in Educational Leadership Programs

Abstract

The purpose of this study is to understand the strategies educational policymakers around the world are employing to improve school leadership preparation and readiness. Through document analysis and a snowball interviewing protocol, this paper compares the policies and practices of a cross-section of countries world-wide and contrasts these international policy descriptions with current US policies to identify trends and practices that warrant further examination. Findings suggest cultural differences among countries account for definitions of principals as instructional leaders, as opposed to managers. In addition, school leader roles increasingly require advocacy and community engagement as aspects of principal work.

Authors

• Margaret Terry Orr, Fordham Graduate School of Education

• Liz Hollingworth, University of Iowa

• Hana Kanan, Jordan High School

• Oleg Bursuc, Molcova

• Pedro Sanchez-Escobedo, Universidad Autonoma de Yucatan

• Nathalis G. Wamba, Queens College - CUNY

• Lawrence George Drysdale, University of Melbourne

• Allison M. Borden, University of New Mexico

• Germann Fromm, University of Chile