Gathering global experience and sharing our knowledge to improve quality and inclusivity of education for all
Evidence increasingly suggests a link between good female school leaders and positive learning outcomes, yet women remain severely underrepresented in school leadership. To date, this has not been an easy challenge for education policymakers to address. EDT’s transformational model of girls’ education recognises the need for a combination of approaches to increase the quality of teaching and learning for all children. This includes directing attention to gender within school leadership.
Global evidence concludes that improving the quality of school leadership is one of the most powerful tools available to education policymakers: build the capacity of school principals to lead change in schools, and higher student achievement surely follows. With this is mind, EdDevTrust considers the case of England, where the quality of school leadership across more than 20,000 schools has been transformed through an integrated set of policy choices.