The aim of the project was to have a concrete impact on school directors and to bring real changes in school leadership. Thanks to the outputs of the previously ongoing project Director21, which BrainBrush implemented, we verified which methods, principles and procedures commonly used in the business environment have very positive impacts on building leadership in the school environment. The specific impacts for educational leaders and for the school environment and culture were : - directors see a new solution to a problem than the one they have been repeating - a new perspective and attitude towards teachers as respectful colleagues (I am on the same boat) - more competencies and responsibilities are handed over to teachers - more autonomy, decision making and influence over the running of the school results in increased intrinsic motivation of teachers - regular retrospectives take place in schools - problems are solved together among teachers, no longer driven by fear of expressing failure/failure - problem/error seen as a natural part of life and opportunity for improvement - idea of WE (together) not ME (each for themselves) introduced - building partnerships across the school
The director is a key role in the functioning of the school and can influence the education of students through their decisions. As such, they need to have sufficient competence and educational support to be able to make such strategic decisions. Our project is a response to the situation in most EU education systems. According to an OECD study (2018), the problems are mainly in the administrative overload of directors (up to 40% of the time compared to the average in OECD countries, which is 27%). In a EU comparison, CZ directors deal with up to 70% of the decisions monitored (This is the highest of all OECD countries after the NL, where the average is only around 40%). The solution for this area is pedagogical leadership. Directors in CZ feel a shortage in this area of their education, as opposed to, for example, the legislative area or the administrative management of the school. Education in pedagogical leadership is not yet systemically grasped in the CZ environment and is mainly based on various initiatives (e.g. director live). This issue is considered to be crucial, which is why it is part of the goals and measures of Strategy 2030+, which speaks of the need to "strengthen the role of director as a leader".