Leadership for school networks

The central role of school leaders in promoting the new vision and in putting it into practice is recognised both by the National Minimum Curriculum (NMC, 1999) and the document For All Children To Succeed (FACT, 2005).

The strategic plan of the NMC (2001) recommends the leadership style for heads of school that would make the achievement of this change possible: "Decentralisation means also greater responsibility for the head of school as the leader of the school community [...] A consultative style of management should be cultivated to ensure the nurturing of decentralisation...The head of school will be required to share responsibilities through real delegation. This will involve the passing on to the management team and other ranks key tasks that many heads are reluctant to let go (pp.114-115)".

In the policy document FACT, the emphasis on the need for effective leadership for the successful implementation of the school networking system is again emphasised: "Effective networks require planning, dedicated leadership and proper management. Leadership and management of the network are crucial to its development. The success of a network (particularly in its early stages) is almost uniquely dependent on the vision, energy and effort of those who take on leadership roles. All organisational structures require tending and networks are no different. As network structures are more fluid, the leadership of the network will start and shape the activity, guide reflection and adaptation and help refocus. This ensures it remains purposeful (p.38)".

In this context, traditional and current notions of leadership are expected to be challenged. Networks will allow the investigation of new forms of school leadership as shared or co-leadership arrangements are practised and investigated. Heads of schools in networks will have more opportunities to work in partnership with other heads of schools. They will need to collaborate together to identify and adopt a common learning focus.

The networking reform involved also restructuring of the governing body of the education system. The Education Division is restructured into two distinct yet complementary juridical entities.

The Directorate for Quality and Standards in Education (the 2005 ministerial document refers to the provisional title of Malta Education Directorate) regulates, generates policies, sets standards, and monitors the whole system to assure quality in all state and non-state schools. The Directorate for Educational Services (referred to as the Educational Services Directorate in the 2005 ministerial document) acts as operator and coordinates those services that can be more effectively and economically rendered centrally.

There is little international and local research both on training and development needs of network and system leaders and on the type of continuous professional development (CPD) and training that prepares educational leaders to work effectively in a network.

Research reveals that the concepts of development and training of college principals and school head teachers in a system-wide reform relate to a constructivist approach to learning (Fabri, 2008).

Local professionals hold the perception that training and development approaches to leadership education under the system-wide reform are different from those that have served in the past and confirm that they need more time allotted purposefully for training and development. They need training in a number of areas, the mostly quoted being in networking, school management, curriculum leadership and financial planning and budgeting. They need time for reflection, improved support and better information on continuous professional development, sabbatical and scholarship opportunities and a less stressed workload.

This research shows that Maltese educational leaders are aware that collaboration and networking between schools within the college setup necessitate new organisational arrangements for schools which challenge past practices and notions of school leadership and consider it as an essential ingredient of educational change. This research shows that among the challenges to effective collaboration and networking research participants face are the incorporation of network initiatives into school priorities, the translation of network knowledge to the school's own learning organisation and the establishment of network ethos, culture and values.

Generally, Maltese educational leaders hold a positive experience about the college system and note that school autonomy, freedom and flexibility at school level is maintained and no new barriers are being faced.

Mr Fabri, principal of Saint Theresa College, graduated B.Ed. (Hons.) and M.A. from the University of Malta and read his doctorate in education at the Institute of Education, University of London.

francis.fabri@gov.mt