Education Leadership Programme

Preparing to Meet the Future

Educational Leaders are faced with the demands of a rapidly changing global environment. The task of preparing future citizens is becoming increasingly complex and daunting. It requires the skills of leadership and the attitude for lifelong learning.

Education Leadership Programme (ELP) for School Leaders

The Education Leadership Programme (ELP) aims to provide the skills, knowledge and attitudes necessary for School Principals and Administrators to shape the future of the schools and their students.

ELP offers courses through open learning methods to Principals, Administrators, Supervisors and Teachers in leadership roles in pre-primary, primary, middle, secondary and senior secondary schools. The courses are suitable for professionals in education with 3 years of experience.

The ELP courses have been designed based on studies of similar courses conducted at the University of Washington and Harvard University, USA. They have been customised to suit the context of Indian schools. The Post Graduate Diploma Course in Education Leadership is being evaluated by Queens University, Canada to certify the course as equivalent to international standards.

The ELP emphasises three modes of learning:

• Self–learning
• Collaborative learning
• Institutional learning

Courses under ELP

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Facilitative Leadership

Instructional Leadership

Institutional Leadership

Underlying Ethos of ELP

The ethos that guided the development of the Education Leadership Programme, its structure, course material, instructional choices and conduct, is:

• Education leadership is the exercise of significant and responsible influence. This includes but is not limited to the skills of management. Such leadership requires us to have a core set of beliefs and the ability to articulate, justify and protect those beliefs.
• Schools in a pluralistic, democratic society demand that quality education is received by every student under the care of educators.
• Educational leaders must understand the importance and use of knowledge. They should have the ability to critically reflect upon the practices in their schools. They must create dynamic schools by nurturing and sustaining the process of dialogue, decision-making, action and evaluation that leads to improvement of schools.
• Educational leaders must create and support opportunities for authentic involvement of all stakeholders in institutional change and improvement guided by vision.

Objectives

• Participants will be able to provide effective and empowering leadership towards realizing vision and goals.
• Participants will be able to provide state-of-the-art instructional leadership.
• Participants will be able to plan, problem-solve and develop effective systems, processes and procedures.

Features

• One year open–learning post–graduate diploma programme
• Interactive, participatory and experiential learning process
• Three contact sessions distributed over nine months, followed by practicum and portfolio

Structure of the Course