About System Leadership
System leaders lead in their own organisations and are able to share their expertise and work jointly with leaders from other areas of the system in order to drive improvement and successful outcomes.
System leaders care about and work for the success of other schools as well as their own. They have a key role in working with senior colleagues; empowering them in their leadership through dialogue, coaching and mentoring and planning, as part of their organisation’s performance review processes. System leaders are reflective and reflexive practitioners who engage regularly in critical self-reflection. They work closely with colleagues and other system leaders to examine the impact of their practice, and their collective practice, on the outcomes for stakeholders.
Most leaders of the world’s school systems recognise and are motivated by the important link between the quality of education which our children receive and the future well-being of our world. Effective system leaders are able to draw on a range of national and international research and advice to inform and enhance their practice, and they make excellent use of performance data. Leaders at this level demonstrate leadership by building their cognitive skills and can make sense of and work with complexity.
In order to improve education systems, leaders must be able to identify the degree to which systems are successful in terms of supporting and ensuring high quality learner outcomes. System leaders are aware of and able to analyse key interventions which might bring about desired improvements in learner outcomes; contextual factors which might influence improvement strategies; and processes for ensuring sustained improvement. System leaders set the conditions to enable reform.
Our Fellowship Programme supports engagement with, and understanding of, system leadership and addresses the key elements of system leadership outlined above and aims to provide advanced and stretching development opportunities for experienced Head Teachers in schools and Heads in Early Learning and Childcare centres to support their capacity to contribute to system level leadership. Upon successful completion of the programme, participants will become SCEL Fellows supporting system developments.