Improving head teachers’ school leadership competences can have a positive impact on pupils’ learning outcomes. But what is the best way for head teachers to develop these competences? VVOB tested three models to determine the most cost-effective model for continuing professional development (CPD) of head teachers in Rwanda. Here are some results from our recently completed research for the Innovation for Education Fund, a DFID-funded programme which offers the opportunity to test new ideas for improving the quality of children’s education in Rwanda.
Successful school leadership
The intervention group of this innovative project consisted of 140 head teachers of primary schools in Rwanda and some of their Sector Education Officers. The head teachers participated in a school leadership development trajectory and were randomly assigned to four groups that received:
- A. training and coaching
- B. coaching only
- C. training only
- D. no training or coaching at all
Sector Education Officers involved in the intervention were trained to provide the coaching required. Training and/or coaching was based on the theoretical ‘eight dimensions of successful school leadership’ that the project derived from diverse experience outside Rwanda. Head teachers who were trained first identified their own strengths and weaknesses using a contextualised self-assessment tool and, based on these, formulated commitments and a plan of action to achieve them.
The experimental groups (A, B and C) showed significantly better results on head teacher and teacher performance - e.g. reported head teachers´ progress made on the dimensions of successful school leadership, and teachers’ progress made on use of assessment data in the teaching and learning process in comparison with the control group (D).
The way forward
The programme can be scaled up at relatively low cost and the government and development partners seem keen to further develop leadership skills of head teachers to improve learning outcomes. Model B (coaching only) provides the best option for scale up.
Initial concerns about potential cultural barriers to a coaching approach proved unfounded: the coaching concept worked well and enthused and empowered the Sector Education Officers, while head teachers expressed their satisfaction with the approach.
The project highlights that the piloted system of CPD cannot be a replacement for initial training for head teachers, either pre-service or in-service. This prior training should be provided by experts in training school leaders’ competences. The innovative CPD processes tested in the project should then build on the foundation laid by this initial training. Such training for head teachers is currently in the process of being set up by the University of Rwanda, College of Education (URCE) and the School Leadership and Management Unit of the Rwanda Education Board (REB), with support from VVOB.
