Povzetek
V šolskem letu 2020/2021 smo program Mreže ravnateljev za razvoj vodenja (MRR) izvedli tretjič, za 36 ravnateljic in ravnateljev iz vrtcev, osnovnih in srednjih šol ter drugih zavodov. Namen programa je bil kritično osvetliti obstoječe prakse vodenja vzgojno-izobraževalnih zavodov in razvijati nove pristope za učinkovitejše vodenje. Z njim smo želeli podpreti profesionalni razvoj ravnateljev in krepiti njihovo mreženje. Ravnatelji so v končni evalvaciji s povprečnimi ocenami od 3,5 do 3,9 (na lestvici od 1 – nič do 4 – zelo) ocenili, da so preko mreženja, izmenjave primerov dobre prakse, reševanja izzivov, razprav o aktualnih vprašanjih in samorefleksije okrepili svoje vodstvene kompetence. V izvedbi programa smo upoštevali elemente inovativnih učnih okolij, ki jih sestavljajo sodobna načela učenja in poučevanja, osredinjenost na učenca in s tem na sodobno pedagogiko, krepitev kompetenc, skrb za izobraževalce in
različne vire (OECD. 2013. Innovative Learning Environment. Educational Research and Innovation. Paris:
OECD Publishing.).
Pojem inovativna učna okolja je sicer v ospredju strokovnih razprav že od leta 2013 dalje, ko je publikacijo s tem naslovom izdala Organizacija za gospodarsko sodelovanje in razvoj (OECD). V pogledih na štiri osnovne elemente učnih okolij: učenec, učna vsebina, učitelj in viri, poudari njihovo medsebojno povezanost s cilji omogočanja in podpiranja ustvarjalnosti in sodelovanja vseh udeleženih v procesih učenja. Vključujoče, prilagodljivo in varno učno okolje smo zagotovili tako, da smo šestintrideset udeležencev razporedili v osem mrež s po štirimi ali petimi člani. Učenje v majhnih skupinah omogoča, da se med člani mrež vzpostavi zaupanje in sproščena, odprta komunikacija. Vsako mrežo je vodil moderator iz Šole za ravnatelje. Srečanja so potekala praviloma v vrtcih, osnovnih in srednjih šolah, iz katerih so prišli udeleženci, in delno tudi na daljavo, za kar je bil razlog zaprtje šol v času epidemije covida-19. V okviru programa so ravnatelji drug drugemu predstavili 35 primerov dobrih praks sodobnega vodenja šol in vrtcev, s katerimi so kot vodje na različne načine in v sodelovanju s sodelavci uresničevali načela inovativnih učnih okolij. Devet primerov so tudi zapisali in so predstavljeni v tej publikaciji.
Ob tej priložnosti se vsem avtoricam iskreno zahvaljujemo za njihov dragoceni prispevek.
Abstract
Examples of good leadership practises developed within the Network of Head teachers for Leadership Development program
In the school year 2020/2021, our programme of the Network of head teachers for leadership development was implemented for the third time for 36 head teachers from kindergartens, primary and secondary schools and other institutions. The purpose of the programme was to highlight existing leadership practices of education institutions and to develop new approaches for more effective leadership. Our intention in the programme was to support the professional development of head teachers and to strengthen their networking. In the final evaluation with an average score of 3.5 to 3.9 (on a scale of 1 – zero to 4 – very), the head teachers assessed that they strengthened their leadership competencies through networking, exchange of good practise, solving challenges, discussions on topical issues and self-reflection. In the implementation of the programme, we took into account the elements of innovative learning environments consisting of modern principles of learning and teaching, a student centred approach and thus a focus on modern pedagogy, strengthening competencies, care for educators and various resources. The concept of innovative learning environments has been in the forefront of professional discussions since 2013, when the publication with this title was published by the Organization for Economic Cooperation and Development (OECD). Looking at the four main elements of learning environments: student, learning content, teacher and resources, their inter-connectedness is emphasized taking into account their connection with the goals of enabling and supporting creativity and participation of all participants in the learning process. Inclusive, flexible and safe learning environment was ensured by dividing thirty-six participants into eight networks of four or five members each. Learning in small groups enables to the network members to build trust and have a relaxed, open conversation. Each network was led by a moderator from the National School for Leadership in Education. As a rule, the meetings took place in the kindergartens, primary and secondary schools that the participants came from. Partly they were held at a distance due to the closure of schools during the Covid 19 epidemic. The head teachers participating in the program presented to each other 35 examples of good practices in contemporary school and kindergarten leadership with which they, as leaders, im plemented the principles of innovative learning environments in different ways
in cooperation with their colleagues. Nine examples were written down and are
presented in this publication.