000			02092caa a22002658i 4500
001			5jlr5798b937-en
003			FR-PaOEC
005			20210419170559.0
006			a o d i
007			cr || |||m|n||
008			171201s2016 ||| o i|0| 0 eng d
035			_a(FR-PaOEC)
040			_aFR-PaOEC
110	2		_aOrganisation for Economic Co-operation and Development.
245	1	0	_aSchool leadership for developing professional learning communities _h[electronic resource] / _cOrganisation for Economic Co-operation and Development
260			_aParis : _bOECD Publishing, _c2016.
300			_a4 p. ; _c21 x 29.7cm.
490	1		_aTeaching in Focus, _x23039280 ; _vno.15
520	3		_aInstructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice. In most countries and economies, the majority of principals act as instructional leaders, though one-third rarely engage in any of this type of action. Distributed leadership is the ability of schools to incorporate different stakeholders in their decisionmaking processes. This type of leadership appears to advance the creation of a shared sense of purpose within schools. Nearly all schools involve their staff in decision-making processes, but they differ concerning the opportunities that are offered to students and their parents/guardians to be involved in school decisions. Principals who acquired instructional leadership competencies through training, or in a separate course, are more engaged in instructional leadership actions in their school than principals who have not participated in such training.
650		4	_aEducation
775	0		_tLa direction d'établissement : un atout pour le développement des communautés d'apprentissage professionnel _efre _w(FR-PaOEC)
830		0	_aTeaching in Focus, _x23039280 ; _vno.15.
856	4	0	_aoecd-ilibrary.org _uhttps://s443-doi-org.br.lsproxy.net/10.1787/5jlr5798b937-en
942			_2ddc _cW-PAPER
999			_c361892 _d320454