https://doi.org/10.59132/viz/2026/2-3/71-74
Prispevek obravnava vlogo ravnatelja pri uresničevanju prenove učnih načrtov z vidika kulture učenja, skupnih ciljev prenove, zdravja in dobrobiti, didaktične raznolikosti ter varnega in spodbudnega učnega okolja. Izhaja iz razumevanja, da prenova ni zgolj kurikularni ali organizacijski proces, temveč razvojna sprememba, ki zahteva strokovno usmerjanje, sodelovalno kulturo in premišljeno pedagoško vodenje. Posebna pozornost je namenjena sklopu skupnih ciljev področja zdravje in dobrobit, ki v prenovi učnih načrtov poudarja celostni razvoj učencev in dijakov in povezanost med učenjem, odnosi, občutkom varnosti, pripadnosti ter uravnoteženimi obremenitvami. Prispevek izpostavlja, da ravnatelj kot pedagoški vodja pomembno vpliva na to, kako šola prevaja skupne cilje v vsakdanjo prakso, kako podpira profesionalno učenje učiteljev ter kako ustvarja pogoje za kakovostno, vključujoče in razvojno naravnano učno okolje tudi skozi ugotavljanje in zagotavljanje kakovosti s samoevalvacijo.
Abstract
The Role of the Principal in Realising a Safe and Supportive Learning Environment Through the Common Goals
This article examines the role of the principal in implementing the curriculum renewal from the perspective of a learning culture, the shared goals of the renewal, health and well-being, didactic diversity, and a safe and supportive learning environment. It is grounded in the understanding that renewal is not merely a curricular or organisational process, but a developmental change that requires professional guidance, a collaborative culture, and thoughtful instructional leadership. Particular attention is devoted to the set of shared goals related to health and well-being, which, within the curriculum renewal, emphasises the holistic development of pupils and students and the interconnection between learning, relationships, a sense of safety and belonging, and balanced workloads. The article highlights that, as an instructional leader, the principal significantly influences how the school translates the shared goals into everyday practice, how the principal supports teachers’ professional learning, and how the principal creates conditions for a high-quality, inclusive, and development-oriented learning environment.