FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 34
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ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
CONCLUSION
The need for a holistic approach to child development has intensioed
following the Covid-19 pandemic, as welfare issues became more prominent and more urgent. Recognition that school and student outcomes
cannot be assessed only through public examination results was enhanced through this challenging period. A clear vision is required to develop and communicate a sense of purpose. The post-pandemic period
provides an opportunity to renew and revitalise the vision to focus on
whole child development. The vision should be wide-ranging but may
include broadening the curriculum, so that the narrow aspects featured
in the PISA rankings, language, mathematics, and science, are matched
by a focus on sport, drama and music, for example, to develop the whole
child. In addition, traditional monitoring activities associated with instructional leadership, designed to improve classroom practice, should
be matched by engaging the school community, including parents and
students, as well as teachers. This whole child approach requires a nexible approach to leadership that goes beyond traditional bureaucratic
and transactional models to empower all stakeholders through transformational and distributed approaches. Recognition that 8every child matters9 needs action to ensure that all children are valued and supported to
develop all their talents, not just academic learning.
