Page 64 - Educational Leadership in a Changing World

Carolina Marlen Luna Perez and Jennifer Ana Domínguez Rodríguez

Therefore, regulatory frameworks that incorporate rigorous leadership
evaluation processes directly contribute to improving educational sys-
tems and fostering the professional development of school leaders.

School Leadership Evaluation Policies
School leadership evaluation policies establish the criteria, procedures,
and tools used to measure the effectiveness andimpact ofschoolprin-
cipals in their institutions. These policies aim to ensure that leadership
in schools contributes to the continuous improvement of educational
quality, the professional development of leaders, and compliance with
established regulatory frameworks (Pont et al., 2008).
The evaluation of school leadership can focus on different aspects,
such as:
• Student learning outcomes. Analysing the relationship between
leadership practices and academic performance.
• School climate and culture. Evaluating how leadership influences
collaboration, community engagement, and the well-being of stu-
dents and teachers.

• Management and leadership practices. Examining the implementa-
tion of pedagogical and organizational leadership strategies.
• Professional development of school leaders. Considering ongoing
training and the growth of leadership competencies.

According to Murphy et al. (2017), leadership evaluation should be
based on professional standards and use multiple sources of informa-
tion to ensure improvements in both school management and student
learning.
At the international level, organizations such as the Organisation for
Economic Co-Operation and Development have signed agreements and
memoranda to strengthen cooperation in the field of education. One
example is the Memorandum of Understanding (mou) signed on July
10, 2024, between the Organisation for Economic Co-Operation and De-
velopment and the iipe-unesco, aimed at enhancing institutional ca-
pacities in countries to monitor and improve the quality of education
in the school sector (International Institute for Educational Planning,
2024). These agreements contribute to capacity-building programmes,
benefiting a larger number of countries and promoting accountability
and evidence-based decision-making.

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