Recommendations from international workshop for school principals

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Group Recommendations
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Group 1
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This worldwide meeting of Principals has revealed
a commonality of purpose and moral imperative
which should be celebrated widely.We believe by
working together at all levels, we shall achieve
more than we would alone.
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That children are recognised globally as more
than a collection of data. Our moral purpose
includes recognising, nurturing and valuing the
full range of talents not all of which are easily
represented in quantifiable data form.
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Principals should endeavour to understand data
at pupil, school, national and international
levels so that they may and use it
constructively toPromote individual students
learning.Facilitate intelligent accountability
to local and national political structures.
Facilitate learning from other schools,areas and
countries.
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The role of the principal is re-conceptualised
and articulated to recognise current and emerging
realities and requirements of the role in a
rapidly changing, globalised world. At the centre
of this role is the moral purpose to develop all
people their talents and capabilities - to
create individuals and communities who will live
in global
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Every child deserves equitable access to quality
education that develops the whole child including
their spiritual growth. We should empower
students around the world to be given a strong
voice and the capacity to act in shaping their
learning, education and futures.
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We should encourage governments to recognise the
high leverage for improvement that an investment
in school leaders represents
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• Building on the work already done we should aim
  for the
• a) Improvement in Principals work - life balance
• b) Improvement in training and support for
• all stages of school leadership
• c) Use of principals for system leadership
• d) Building of capacity for networking nationally
  and internationally

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Group 2
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There is a moral purpose to education and,
therefore, we should ensure equitable outcomes by
developing a culture of high expectations and
personalizing learning for all students
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Teachers make the difference therefore, we must
improve teacher quality through recruitment,
evaluation, retention and professional
development.
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We need to engage in the systematic collection
and effective use of data in order to improve
student learning and to provide evidence of
equity
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School leaders are important to a great
school.Therefore, we must build school
leadership capacity through professional
development and networks.
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Group 3
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System Leadership

• All of our schools should seek to play an active
  role in iNET. Allowing posted school features to
  advance equity through dissemination of case
  studies / best practice.

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Professional Development

• Teachers and Principals Need further
  international Professional Development
  Opportunities to share current teaching and
  learning practices and to collaborate in the
  development of next practice.

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Globalization

• We should develop a common and
• international certificate of Global
• Citizenship (see UNESCO) as part of
• an international core curriculum.

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Equity

• Schools, operating from a sense of
• moral purpose, should endeavor to
• Improve student achievement while
• narrowing achievement gaps that exist
• inside and between schools.

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DATA

• Establish International Guiding Principles in the
  Use of Data to Advance Collaboration and To
  Reduce Competition with All school leaders, as
  part of their role in learning, having an
  understanding of the use of data in relation to
  students and teachers.

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Group 4
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• Develop a way to bring politicians on board

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Collaboration

• Different levels working together
• having the same vision and
• same direction school, local,
• state, national, international
• level

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• It is vitally important that all students are
• given the opportunity to develop creativity
• and innovation within a safe, risk taking
• environment that reflects the moral purpose
• of education

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• International Bill of Rights for
• Education developed as an
• entitlement for all human beings

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• We need to work together internationally so
• that children experience education as
• enjoyable and meaningful

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Group 5
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Principals will ensure that we capitalise on this
initial network by converting the ideas into
practice while maintaining the momentum and the
drive for social justice knowing that it is
universally pursued by principals across the
world. Whatever one finds as an advantage is
passed on to other schools.
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Principals taking responsibility for teacher
improvement and performanceOrganise another
design for learning - sage on stage, guide on the
side.
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Global learning is a catalyst for the business
sector wanting to be good global citizens.
(Education Credits vs Carbon credits) How can
international business give global schools
organisational advice and support. G100 leaders
assist iNet with the focus for next conference.
For example, Risk vs basics, high equality vs
high equity, data vs intervention.
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For this group to determine the priority(s) that
we will apply back home action research
opportunity (Each member of our group join a
group). Develop a global model of collaborative
relationships between schools designed to aspire
to the principals of high excellence and high
equality. Ensure that data does not lose track of
the moral and social virtues of educating young
people.
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As educators we need to have an awareness that
the world has changed, and that education must
change to enable our students to survive and
flourish. We must dedicate ourselves to becoming
system leaders (Hopkins 2006), creating schools
that embrace and reflect equality, globalisation
and the digital revolution.
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• Group 6

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• We recommend that we create
• educational opportunities that enable all
• people to become global citizens and life
• long learners.

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• We recommend that we collaborate
• at school, local, national and
• International levels to solve the
• common and unique challenges we
• face.

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• We recommend that teacher education
• Be given high professional standards
• and status, recognized by re-numeration
• and conditions, in order to attract and
• retain our best graduates.

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• We recommend that assessment systems recognize
  the value of critical thinking, creativity,
  problem-solving and other key competencies.

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• We recommend that all
• stakeholders create the
• conditions for students to
• take an active role in their
• learning