The role of superintendents in Iceland during1975-1996 – the superintendancy today! Ólafur H. Jóhannsson and Börkur Hansen ENIRDELM Szeged, Hungary, 16.-18.

The role of superintendents in Iceland during1975-1996 – the superintendancy today!

Ólafur H. Jóhannsson and Börkur Hansen

ENIRDELMSzeged, Hungary, 16.-18. September, 2010

Doees Leadership Matter? Implications for Leadership Development and the School as a Learning Organization

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Context

1907-1974: ◦Ministry and compulsory schools

1974/5-1995/6 ◦Regional districts and

compulsory schools

1995/6-◦Municipalities and compulsory

schools2

Before 1974The ministry of education had

direct contact to every compulsory school.

Ministry of education ►240 schoolsCurriculum advisers during limited periodsLimited involvement of municipalities

◦This system was decentralized in 1974

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The period 1974/5-1995/6

Structure according to the 1974 Education Act◦ Regions (8)◦ Regional boards◦ Superintendents

Main tasks according to the law – Issues concerning :◦ compulsory mandate◦ curriculum management◦ psychological services◦ teaching development◦ staffing◦ etc

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Regions during 1974-1995

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Guiding questions

◦What were the main tasks of the superintendants 1974/5-1995/6?

◦What characterized their relationship with interest-groups; ministry of education, board of governors, school boards, principals, teachers?

◦What did they achive? How does it relate to the present situation?

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Collection of data

Data gathering during the years 2007-2008

InterviewsDocuments!Data analysis

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Superintents, an overview, those interviewed ar marked Bold

Regions Superintendents PeriodesReykjavík Kristján J. Gunnarsson

Áslaug BrynjólfsdóttirÞráinn Guðmundsson

1976–19821982–19961985–1986 (afleysingar)

Vesturland Snorri Þorsteinsson 1975–1996

Vestfirðir Sigurður Kg. SigurðssonPétur Bjarnason

1976–19831983–1996

Norðurland vestra Valgarður HaraldssonSveinn KjartanssonGuðmundur Ingi Leifsson

1975 (starfandi)1975–19821982–1996

Norðurland eystra Valgarður HaraldssonSturla KristjánssonIngólfur ÁrmannssonSverrir Thorsteinsen Ólafur GuðmundssonSigurður HallmarssonTrausti Þorsteinsson

1975–19771978–1981 og 1983–19871981–19831987 (afleysingar)19871987–19891989–1996

Austurland Kristján Ingólfsson Guðmundur Magnússon

1975–19771977–1996

Suðurland Jón R. HjálmarssonJón Hjartarson

1975–19901990–1996

Reykjanes Helgi Jónasson 1976–1996

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The superintendents – important tasks

◦ Build up their regional offices◦ Create processes regarding budgeting and

staffing◦ Establish linkages with politicians◦ Put educational issues in focus◦ Raise the educational level of teachers and

create provisions for staff development◦ Establish services for schools concerning

teaching and curriculum development special education students with psychological problems

◦ Enhance audit of schools9

Framework

Roles

Teacher scholar Provides educational leadership

Administrative chief Manages staff and other resources

Negotiator statesman Empowers and deals with conflicts

Social scientist Uses social science research strategically

Communicator Communicates effectively with schools and

their environment

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The role of superentendents

Administrative chief

Negotiator statesman

Teacher scholar

Communicator

Social scientist

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Achievements at the end of 1974/5-1995/6

BudgetingResources Curriculum implementationSpecial education servicesPsychological servicesTeacher support

◦ Advisors◦ In-service

Collaboration with principals

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The situation at the present

Municipal control and responsibility

Many munciplalities

Muncipalities of different sizes and strength

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Municipalities were 78 in 2009

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Note - More than 30 municipalities run only one school

The major benefits of the new system established in 1996

Municipal authorities have allocated more money than the state to the school system

Municipal authorities collaborate with schools concerning their education policies

The economic crisis! Many municipalities are bankrupt.

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Apples and oranges!

Reykjavík◦Inhabitants 118 000◦Schools 39, students 14 000 (age 6–

16)◦Reykjavík central-office well equipped

Húnaþing vestra◦Inhabitants 1116◦One school; 170 students (age 6–16)◦No central-office

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The future?The achivements during 1974-

1995 at stake!

◦Can the existing system assure equity between the schools and students

◦Do students and teachers receive necessary support in small municipalities?

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