Leadership pédagogique

Le leadership pédagogique est un savant équilibre entre la gestion à court terme (leadership managérial) des fonctions administratives et une vision à long terme (leadership visionnaire) des fonctions d'enseignement. Alors que les dirigeants ne peuvent pas négliger certaines fonctions managériales, l'enseignement et l'apprentissage sont des domaines du leadership scolaire où les leaders pédagogiques efficaces doivent constamment allouer le plus de leur temps. L'enseignement et l'apprentissage sont situés en haut de la liste de leurs priorités. Les directeurs ont généralement suffisamment de liberté pour établir ces priorités dans leurs établissements.

Le rôle des leaders pédagogiques

Le leadership pédagogique est avant tout un leadership axé sur l'apprentissage. Ce leadership a une préoccupation, voire une passion, pour l'apprentissage qui rend ce concept vital pour les acteurs du secteur de l'éducation, impliquant une transmission des connaissances plutôt qu'une conception de leur activité en tant que bâtisseur ou de créateur de connaissances. Dans cette perspective, le leadership scolaire est d'une efficacité complexe car le système est doté d'une propriété émergente disponible qui réside dans une équipe pédagogique à l'intérieur d'un groupe ou d'un réseau d'individus qui mettent en commun leur expertise et dont le potentiel pédagogique se libère au cours d'une mission.

Les leaders pédagogiques sont intensément impliqués dans les questions scolaires qui influent directement sur la performance d'apprentissage des élèves. ce rôle important va au-delà de la portée de la direction de l'école (leadership de la direction d'école) car il implique d'autres personnes. Les principaux acteurs du leadership pédagogique sont les suivants :

1) Le personnel du bureau administratif (intendant, coordonnateurs de programmes d'études, etc.)

2) Les directeurs et directeurs adjoints

3) Les formateurs des enseignements

4) Les enseignants

Les leaders pédagogiques sont bien informés des références de lectures pédagogiques et scientifiques afin de les aider dans la sélection, la préconisation et la mise en œuvre du matériel didactique. La participation des leaders pédagogiques à des séances de perfectionnement professionnel ou à des conférences professionnelles les aide aussi à rester en eveil (alertness) et cela leur fournit des opportunités de mise au point et de mise en œuvre d'un travail de monitoring (surveillance) de références de lectures indispensables.

La performance des leaders pédagogiques est dépendante de l'alignement des programmes d'études, du contenu de l'enseignement et des normes d'évaluation. S'il y a un décalage entre ces éléments, la performance et le bien-être des élèves n'est pas évidente. L'alignement exige donc un processus continu d'amélioration.

Hallinger (2003) a défini un modèle du leadership pédagogique avec plusieurs catégories de pratiques dont trois sont saillantes :

• La définition de la mission de l'établissement scolaire qui comprend le cadrage et la communication des objectifs de l'école;
• La gestion du programme d'enseignement qui inclut la supervision et l'évaluation de l'enseignement, la coordination du programme et le suivi des progrès de l'étudiant;
• La promotion d'un climat d'apprentissage positif qui intègre des incitations pour les enseignants (promotion du développement professionnel, préservation des heurs de cours, transparence pédagogique) et qui fournit des incitations à l'auto-apprentissage.

Hallinger constate que les activités de renforcement de la mission pédagogique de la part des chefs d'établissement est le plus influent de toutes les pratiques du leadership pédagogique.

Le leadership de l'inspection pédagogique

Le leadership des enseignants est quelquefois en confrontation avec un leadership d'inspection pédagogique. Issu d'un contexte de standardisation des parcours professionnels (leadership de curriculum), comprenant la formation initiale et l'apprentissage des enseignants en cours de carrière, le leadership d'inspection pédagogique est une résonance typiquement administrative de la gouvernance de l'enseignement. Les cinq composantes clés, définit par S. Krug (1992) sont représentées par : une définition de la mission, une gestion des programmes d'études et d'instruction, une supervision de l'enseignement, un suivi des progrès des apprenants et une promotion du climat d'enseignement.

L'atout du leadership d'inspection pédagogique est d’atténuer les effets autoritaires d'une organisation purement managériale dans laquelle les directeurs d'écoles seraient affectés à des fonctions d'administratives et de gestion, occupant leur journée à répondre à des problématiques au le jour le jour et où le modèle managérial affecterait les fonctions d'apprentissage aux seuls enseignants. Ce leadership recherche l'amélioration des politiques d'évaluation et des pratiques pédagogiques.

Le concept de leadership pédagogique implique la supervision, le suivi et l'évaluation de l'enseignement par des "supérieurs administratifs" utilisant des cadres d'évaluation et de gestion de rendement pédagogique. Soit le leadership mène à l'utilisation des données d'évaluation de performance des étudiants afin d'encourager l'enseignant à être plus efficace dans son enseignement. Soit, le leadership d'inspection pédagogique est interprété, par les chefs d'établissement scolaires, comme un rôle accru d'enseignement et utiles pour gagner une partie de leur crédibilité en étant vu par le personnel, également, comme des pédagogues efficaces.

Le leadership des inspecteurs pédagogiques peut avoir un rôle positif dans la modélisation et l'observation des cours prodigués par les enseignants afin de renforcer leurs capacités d'enseignement. Ce rôle de coaching fournit un travail intégré de perfectionnement professionnel combiné avec un travail de réflexion et de collaboration. On pourrait dire que les coachs pédagogiques servent de filet de sécurité à l'enseignant. Cependant, l'implication étroite du coach dans le monde quelquefois confiné de l'enseignant peut créer de l'anxiété qui est souvent si grande qu'elle se traduit par une forte résistance au changement de la part de l'enseignant.

Les enseignants trouvent souvent qu'il est difficile de changer ses habitudes pour différentes raisons :

• Un manque de congruence entre la philosophie éducative de l'enseignant et l'innovation
• Un manque de formation et / ou de soutien adéquat
• Un climat scolaire peu peu propice et l'influence du leadership de la direction d'école défaillante
• Des questions pratiques telles que la disponibilité du matériel pédagogique, la taille des classes et le temps nécessaire à l'expérimentation.

Annexes

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• 2011,
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• Clive Dimmock & Jonathan W.P. Goh, "Transformative pedagogy, leadership and school organisation for the twenty-first-century knowledge-based economy: the case of Singapore", School Leadership & Management, Vol 31, n°3, July, pp215-234
  • Scott Eacott, "Leadership strategies: re-conceptualising strategy for educational leadership", School Leadership & Management, Vol 31, n°1, February, pp35-46
  • Philip Hallinger, "Developing a knowledge base for educational leadership and management in East Asia", School Leadership & Management, Vol 31, n°4, September, pp305-320
  • Johanna Heikka, Manjula Waniganayake, "Pedagogical leadership from a distributed perspective within the context of early childhood education", International Journal of Leadership in Education, Vol 14, n°4, December, pp499-512
  • Malini Mistry, Krishan Sood, "Rethinking educational leadership to transform pedagogical practice to help improve the attainment of minority ethnic pupils: the need for leadership dialogue", Management in Education, July, Vol 25, pp125-130
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• 2012,
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  • Michael Fertig, "Educational leadership and the Capabilities Approach: evidence from Ghana", Cambridge Journal of Education, Vol 42, n°3, September, pp391-408
  • Robert Fitzgerald, Umiati Jawas, Francesco Sofo, "Instructional leadership in Indonesian school reform: overcoming the problems to move forward", School Leadership & Management, Vol 32, n°5, November, pp503-522
  • Ellen Goldring, Peter Trabert Goff, Madeline Mavrogordato, "Instructional Leadership in Charter Schools: Is There an Organizational Effect or Are Leadership Practices the Result of Faculty Characteristics and Preferences?", Leadership and Policy in Schools, Vol 11, n°1, January, pp1-25
  • Philip Hallinger & Moosung Lee, "A Global Study of the Practice and Impact of Distributed Instructional Leadership in International Baccalaureate (IB) Schools", Leadership and Policy in Schools, Vol 11, n°4, October, pp477-495
  • Aini-Kristiina Jäppinen & Irmeli Maunonen-Eskelinen, "Organisational transition challenges in the Finnish vocational education – perspective of distributed pedagogical leadership", Educational Studies, Vol 38, n°1, February, pp39-50
  • Hans W. Klar, "Fostering Distributed Instructional Leadership: A Sociocultural Perspective of Leadership Development in Urban High Schools", Leadership and Policy in Schools, Vol 11, n°4, October, pp365-390
  • Hans W. Klar,, "Fostering department chair instructional leadership capacity: laying the groundwork for distributed instructional leadership", International Journal of Leadership in Education, Vol 15, n°2, June, pp175-197
  • Cheng-Yong Tan, "Instructional leadership: toward a contextualised knowledge creation model", School Leadership & Management, Vol 32, n°2, April, pp183-194

• 2013,
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  • Alfred Bambie, Clive Smith, Raj Mestry, "Roleplayers’ experiences and perceptions of heads of departments’ instructional leadership role in secondary schools", Education as Change, Vol 17, n°1, December, pp163-176
  • Darren A. Bryant, Philip Hallinger, "Accelerating knowledge production on educational leadership and management in East Asia: a strategic analysis", School Leadership & Management, Vol 33, n°3, July, pp202-223
  • Tony Bush, "Instructional leadership and leadership for learning: global and South African perspectives", Education as Change, Vol 17, Supplement 1, December, pp5-20
  • Derek Cheung, Edith Lai, "Implementing a new senior secondary curriculum in Hong Kong: instructional leadership practices and qualities of school principals", School Leadership & Management, Vol 33, n°4, September, pp322-353
  • Lloyd Conley, Bennie Grobler, "The relationship between emotional competence and instructional leadership and their association with learner achievement", Education as Change, Vol 17, n°1, December, pp201-223
  • Ty-Ron Douglas, Christopher Dunbar, Muhammad Khalif, "Derrick Bell, CRT, and educational leadership 1995–present", Race Ethnicity and Education, Vol 16, n°4, September, pp489-513
  • Ann Hassenpflug, "How to Improve Instructional Leadership: High School Principal Selection Process versus Evaluation Process", The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Vol 86, n°3, May, pp90-92
  • Coert Loock, "Using examination and assessment scores as an aspect of instructional leadership in the school", Education as Change, Vol 17, n°1, December, pp151-161
  • Allan R. Morrison, "Educational leadership and change: structural challenges in the implementation of a shifting paradigm", School Leadership & Management, Vol 33, n°4, September, pp12-424
  • Lejf Moos, "Comparing Educational Leadership Research", Leadership and Policy in Schools, Vol 12, n°3, July, pp282-299
  • Inbanathan Naicker, Vitallis Chikoko & Siphiwe Eric Mthiyane, "Instructional leadership practices in challenging school contexts", Education as Change, Vol 17, Supplement 1, December, pp137-150
  • Thanda I Ngubane, Labby Ramrathan, "Instructional leadership in multi-grade classrooms: What can mono-grade teachers learn from their resilience?", Education as Change, Vol 17, n°1, December, pp93-105
  • Ted Purinton, "Is instructional leadership possible? What leadership in other knowledge professions tells us about contemporary constructs of school leadership", International Journal of Leadership in Education, Vol 16, n°3, September, pp279-300

• 2014,
  • Andre Brown, Emily R. Crawford, Noelle Witherspoon Arnold, "From preservice leaders to advocacy leaders: exploring intersections in standards for advocacy in educational leadership and school counselling", International Journal of Leadership in Education, Vol 17, n°4, October, pp481-502
  • Kenneth M. Burke, "Evidence-based instructional leadership in community colleges: a conceptual approach", Educational Action Research, Vol 22, n°2, April, pp221-234
  • Roger Harris, Michele Simons, "Educational leadership in Australian private VET organisations: how is it understood and enacted?", Research in Post-Compulsory Education, Vol 19, n°3, July, pp245-260
  • Andrew Laing, Jonas Nordquist, "Spaces for learning – A neglected area in curriculum change and strategic educational leadership", Medical Teacher, Vol 36, n°7, July, pp555-556

• 2015,
  • Tony Bush, Maria Kaparou, "Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools", School Leadership & Management, Vol 35, n°3, May, pp321-345
  • Eugenie Samier, "Emirati women's higher educational leadership formation under globalisation: culture, religion, politics, and the dialectics of modernisation", Gender and Education, Vol 27, n°3, April, pp239-254
  • Foo Seong David Ng, Thanh Dong Nguyen, Koon Siak Benjamin Wong & Kim Weng William Choy, "Instructional leadership practices in Singapore", School Leadership & Management, Vol 35, n°4, August, pp388-407

• 2016, James Ryan, "Strategic activism, educational leadership and social justice", International Journal of Leadership in Education, Vol 19, n°1, January, pp87-100

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