School Leaders' Professional Development

Framework

February 2017

Benishangul-Gumuz Regional Education Bureau

Assosa
Introduction

1.1 The Importance of the Professional Development Framework for School

Leaders

This framework is essential for the professional growth of school leaders. It aims to create a
structured and effective system for continuous professional development (CPD) that enhances
leadership skills, instructional strategies, and teaching practices. This will ultimately help
improve student outcomes and the overall quality of education.

The framework has been prepared in line with national standards for primary school leaders'
CPD and is designed to function effectively within the regional context. It applies to all Pre-
primary, Primary and Middle schools, ensuring stakeholder participation to enhance student
performance and school quality.

1.2 Objectives

The primary objective of the framework is to enhance the competencies of school leaders and
supervisors, leading to improved student outcomes and school performance.

Specific objectives include:

 To enhance leadership, management, and decision-making skills.

 To improve student outcomes by strengthening instructional leadership.
 To promote stakeholder and community participation.
 To develop strategic leadership for effective school improvement planning.
 To nurture inclusive and visionary school leaders.
 To ensure sustainable professional growth.

1.3 Guiding Principles

The key principles for implementing the school leaders' professional development framework
include:
 Lifelong professional growth.
 Practice-based knowledge, skills, and experience.
 Evidence-based decision-making.
 Collaborative learning.
 Alignment with national and regional education goals.
 Conceptual Framework

2.1 Definition of Continuous Professional Development for School Leaders

The professional development process is an ongoing, Practice-based learning that helps school
leaders and supervisors enhance their knowledge, skills, and attitudes while addressing their
contextual challenges.

2.2 Domains of School Leadership Responsibilities

School leadership responsibilities fall under three key domains:

 Visionary/Transformational Leadership: Setting and implementing a clear vision and

goals.
 Instructional Leadership: Overseeing teaching and learning practices.
 Administrative/Managerial Leadership: Managing human and material resources.

A school leader must fulfill his professional responsibilities by devoting appropriate and
sufficient time to all responsibilities.

2.3 Competencies of School Leaders

Principals and supervisors each have five leadership competencies. These competencies
are developed and refined over time and require them to maintain and develop at the
highest level of competency throughout their careers.

Competences of school leaders:

1. Visionary leadership and administration.

2. Community engagement and partnerships.
3. Instructional leadership and management.
4. Personal and team capacity-building.
5. School operations and resource management.
Competences of Supervisors፡
1. Providing professional support and maintaining quality,
2. Leading change, Plan Planning, coordination and evaluation,
3. Leading teaching and learning,
4. Increasing stakeholder, community engagement and communication, and
5. Capacity building for individuals and groups.

2.4 The Linkage between School Leaders Competences and School Inspection Standards &
School Improvement Indicators

The competencies required for effective school leadership are aligned with inspection standards
and school improvement indicators to ensure that school leaders can deliver quality education
and achieve positive outcomes.

This framework serves as a guide for the professional development of school leaders, aiming for
a robust and effective educational system.
A) Professional qualifications of the head teacher

School
School Leaders Professional School improvement Major School Improvement
SN. Inspection School Improvement Indicators
Competences issue. sub-issues
Standards
1 Leadership and management of School Leadership and School leadership skills 3,5, 3.1-3.3, 5.1-5.4,
learning vision, Administration
2 Community engagement and School, parent, and - School, parent and 25, 26, 27, 28 25.1, 25.2, 26.1, 26.2, 27.1, 27.2,
communication leadership, community relations and community relations, 28.1-28.4
partnerships - School, parent, and
community
partnership

3 Teaching and learning leadership Learning and teaching - to learn, 1, 2, 4, 10, 11, 12, 1.1-1.4, 2.1-2.4, 10.1-10.6, 11.1-
and management - to teach 13, 14 11.2, 12.1, 12.2, 13.1-13.8, 14.1-
14.5
4 Individual and team capacity - Learning and teaching, - Working together 15, 16, 6, 7 15.1-15.3, 16.1-16.3, 6.1, 6.2, 7.1-
building and leadership - School Leadership and - School leadership 7.4,
Administration skills

5 School operations and resources Comfortable and peaceful - School culture, 8, 9, 21, 22, 23, 8.1-8.4, 9.1-9.5, 21.1-21.4, 22.1-
management and administration learning environment - Human Resources and 19, 20 22.4, 23.1-23.3, 19.1-19.2, 20.1-
Finance 20.2
B) Supervisor's professional qualifications
School
Supervisor's professional School improvement Major School improvement
SN. Inspection School improvement indicators
Competences issue. Sub-issues
Standards
1 Providing professional support and - Learning and teaching, - Working together 15, 16, 6, 7 15.1-15.3, 16.1-16.3, 6.1, 6.2,
maintaining quality, - School Leadership and - School leadership 7.1-7.4,
Administration skills

2 Leading change,Plan Planning, School Leadership and School leadership skills 3,5 3.1-3.3, 5.1-5.4,
coordination and To evaluate, Administration
3 Leading teaching and learning, Learning and teaching - to learn, 1, 2, 4, 10, 11, 1.1-1.4, 2.1-2.4, 10.1-10.6, 11.1-
- to teach 12, 13, 14 11.2, 12.1, 12.2, 13.1-13.8, 14.1-
14.5
4 Increasing stakeholder and School, parent, and - School, parent and 25, 26, 27, 28 25.1, 25.2, 26.1, 26.2, 27.1, 27.2,
community engagement and community relations and community relations, 28.1-28.4
communication, partnerships - School, parent, and
community
partnership

5 For individuals and - Learning and teaching, - Working together 15, 16, 6, 7 15.1-15.3, 16.1-16.3, 6.1, 6.2,
groupsConducting capacity building - School Leadership and - School leadership 7.1-7.4,
Administration skills
3. Professional Development Strategies for School Leaders
School leaders can enhance their skills through various professional development methods,
including:

 Participating in short-term training programs.

 Engaging in self-directed learning/Self-Reading
 Receiving mentoring and coaching.
 Joining professional learning communities (PLCs).
 Practical exercise.
 Organizing, evaluating and learning professional portfolio reflective practices.

4. School Leaders professional Development for Implementation

processes

There are a number of issues that need to be addressed step by step to properly implement the
school leadership professional development program, and the conceptual process will be as
follows.

Key Trainers REB

Training and
supervision
Trainers WEO

Training and
coaching

Supervisors
School Schools,
Leaders Clusters
Coaching Centers
School Leaders
Key Activities for Implementing Professional Development Programs:

Activity 1: Preparing a Framework for Professional Development

To ensure that the professional development program is effective, efficient, and sustainable, a
comprehensive framework must be established. This framework will guide the implementation
and assessment of the program.

Activity 2: Establishing a Technical Support Team

A dedicated technical support team will be organized at various levels to oversee the professional
development process. This team will accomplish roles and responsibilities within the established
framework.

Task 3: Review and disseminate professional development manuals/tools for school leaders

The school leaders’ professional development manuals/toolkits developed by the EDT-TARGET

project will be reviewed and made available to each school leader in a timely manner. The
existing manuals/tools will be used by schools that have previously benefited from the project.
The planning formats and the self-assessment tool developed for school leaders will also be
reviewed.

Activity 4: Identifying Trainers and Trainees

Two trainers one from Woreda Education experts and one from primary and secondary
school leaders/supervisors will be selected from each the UNICEF STEP project
beneficiary woredas. These trainers will conduct trainings at the woreda and cluster
center levels and provide coaching and mentoring services. All school leaders, Vice
school leaders, Aspire female leaders and supervisors will be participatory on the
program.
Activity 5: Providing Training for Trainers

Specialized training programs will be offered to selected trainers at one center. This training will
focus on leading and planning professional development programmes, and use of the
four training modules and other resources of a professional development. The aim is to
equip these trainers to deliver high-quality professional development sessions.

Activity 6: Conducting Leadership Training for primary School Leaders

According to the training program, primary School leaders, Aspire female leaders and
supervisors in seven project-beneficiary Woredas will be trained in the preparation and
implementation of professional development plans and the use of the four modules.
This program will be held every two months and will serve to launch each training
module. One female teacher from each school who is likely to become a school
principal will participate in this training to ensure female representation in these training
sessions, promoting gender equity in leadership roles.

Activity 7: Providing Mentoring and Coaching Services

All school leaders will receive mentoring and coaching services from their supervisors through a
structured program. This support will be tailored to individual needs, especially from highly
qualified supervisors, to enhance the effectiveness of the training.

Activity 8: Establishing Professional Learning Communities (PLCs)

Regular professional learning communities will be established to facilitate experience sharing

among school leaders. These communities will focus on best practices, addressing local
challenges, and enhancing ongoing educational initiatives.

Activity 9: Offering Training on Selected Topics for all School Leaders

Targeted training sessions will be organized for school leaders based on Regional Education
Bureau training need assessments. These sessions will focus on specific areas identified as
needing improvement, ensuring that training is relevant and impactful.
Activity 10: Monitoring and Evaluation

A comprehensive evaluation framework will be implemented to assess the effectiveness of the

program at various levels:

 Performance evaluation will be conducted and reported on at the school level in the last week
(23-30) of the month, at Cluster level in the first week (1-7) of the second month, at Woreda
level in the second week (8-14) of the second month, and at the regional level in the last
week (23-30) of the second month. A standardized reporting format will be used.
 An implementation consultation forum will be formed at the regional level once every six
months.
 It will provide feedback to the lower structure at each level.

5. Expected Outcomes of the Professional Development Program

When effectively implemented, the professional development program will result in:

 Improved leadership and decision-making skills.

 Enhanced teaching quality and instructional effectiveness.
 Inclusive and supportive teaching and learning environments.
 Increased student achievement.
 Strengthened school-community collaboration.
 Effective management of school resources.

6. Sustainability and Institutionalization of the Program

To ensure the sustainability and effectiveness of the professional development program, the
following strategies should be implemented:

 Alignment with National Education Standards: The program should align with
national education standards and school improvement indicators to ensure relevance.

 Resource Allocation: Consistent financial and material support will be necessary for
effective program implementation and maintenance.
  Monitoring and Evaluation Systems: Establishing robust systems for monitoring and
evaluation will help track progress and make necessary adjustments to the program.

 Feedback Mechanisms: Continuous feedback from participants will be integrated to

enhance the program's responsiveness to the needs of school leaders and their institutions.

7. Implementation Strategy

7.1 Conducting Self-Assessment and Preparing Personal Development Plans

 Identification of Leadership Skills: Assessments will be conducted to identify leadership
skill sets and encourage self-reflection among leaders.

 Personal Professional Development Plans: Based on individual assessments, school leaders

will be guided to create annual personal professional development plans.

7.2 Designing an Implementation Plan

 School leaders prepare an implementation plan for each module/toolkit based on the annual
professional development needs and plan, with two months allocated for each module/toolkit
and completion within eight months.
 Each two-month period will include a series of structured activities that will be executed,
addressing various relevant topics.

week Major activities to be carried out Performer Remarks

Exploring modules, conducting self-assessments, planning Teachers, Supervisors Individual
1st
and organizing activities,
Providing support for school leaders' self-assessment Supervisors, key trainers
2nd process, professional development planning, and media
distribution;
3rd Classroom observation, School leaders
4th Meeting with teachers, School leaders
5th Coaching support Supervisors
6th Conducting PLC School leaders, Supervisors
Classroom observation, School leaders, Supervisors in common
7th
Meeting with teachers School leaders, Supervisors in common
 8th Portfolio review School leaders, Supervisors Individual

The use of modules/toolkits will also be ordered as on Toolkit 1, Toolkit 4 then Toolkit 3 and Finally
Toolkit 2.

7.3 Resource Allocation

The program will be funded by the UNICEF-STEP project, with budget allocations for document
preparation, training, monitoring, and support activities at Regional, Woreda, and school levels.

By following these strategies, the professional development program will effectively build the
capacity of school leaders, leading to improved educational outcomes.

7.4 Establishing School Leadership Professional Development Coordinate

Team at all levels
a) At the Regional level
 Bureau Vice Head of the Plan & Program Sector . . . Chairperson
 Director of Teacher and School Leadership Development Director . . . V/Chairperson
 Teacher and School Leadership Development Coordinator, Focal. . . Secretary
 Planning Director,
 Director of Curriculum Development,
 Director of Education Quality Inspection,
 Gender unit
 UNICEF-STEP Project Coordinator
 UNICEF Officer, Bureau of Education

b) At Woreda level
 Vice Head of the Education Office . . . . Chairperson
 Teacher and School Leadership Development Team Leader . . . Secretary,
 Planning expert . . . member
 Curriculum Development Team Leader… Member
 Head of the Education Quality Inspection Team . . . Member
 c) At Cluster Center level
 The supervisor ... chairperson
 Cluster Center School Principal. . . Secretary
 Satellite School leaders . . . members,
D) At school level
 The school principal . . . the chairman,
 The school's CPD Focal... the secretary,
 Heads of educational departments . . . Members

Functions and responsibilities of committees

1. School leaders and teachers at all levels will review and provide direction for
continuous professional development through a regular program.
2. They will design and implement a strategy to make the professional development
program effective.
3. Facilitate the provision of necessary funds and materials for the professional
development program;
4. Facilitate refresher training for school leaders.
5. Identify school leaders who achieve the best performance and provides incentive
awards.
6. Identify school leaders who do not plan and implement professional development
programs and provide recommendations to the relevant authorities for administrative and
legal action.
8. Conduct monitoring and evaluation
8.1 Key Performance Indicators
1. Improving student performance and behavior,
2. Improving teachers' teaching and assessment skills,
3. Improving the participation of women and those with special needs in school activities,
4. Increasing the involvement of parents and the community in school improvement
activities,
5. The school has shown improvement in being conducive and interesting for learning and
teaching,
6. Improving teachers' work motivation.

8.2 Evaluation Methods

 Self-assessment: Reviewing annual reviews of individual professional development,
 Report: Observe regularly report and review professional development performance;
 Classroom observation: To assess teachers' teaching skills and student engagement in
the classroom;
 School Compound Visit: To see if the school is conducive and interesting for learning
and teaching,
 Getting feedback: Seeking input from teachers, students, and community members;
 Evaluate professional portfolio: View participation in activities and acquired
knowledge, skills and reflections;
 School Performance Inspection: According to school inspection standards checking the
results recorded at school,
 Plan execution: View the annual school improvement plan implementation report,
 Work performance results: Reviewing the performance of school leaders and teachers
every six months.
 Action plan
Time of
SN. Activities to be carried out Measurement Size Executing body Remark
Execution
Establish a framework for implementing Document 1 School/Office February 10-
1
professional development 25/2017
Establish a Professional Development Committee 21 School office, March 01-
2
Coordinating Committee district, school 05/2017
Reviewing professional development Document 4 School/Office March 01-
3
manuals/tools for school leaders 30/2017
Producing professional development Document March
4
manuals/toolkits for school leaders
Identify professional development Time 1 district March 01-
5
trainers and trainee school leaders 05/2017
Providing training of trainers for Number 14 School/Office April 01-
6
trainers 05/2017
Provide professional development Number all district April 10-
7 training to all primary and secondary 13/2017
school leaders
Provide training on selected training Number all School/Office October 01-
8 topics to all primary and secondary 03/2018
school leaders.
Provide professional development Number all School May 15-
9 training to all primary and secondary 17/2017
school teachers
Conduct monitoring Frequency 30/8/4/4/ School, district, May
10
district, region,
11 Conducting an assessment Time 2 District, region