Future candidates for directors of educational institutions will need to fully understand how to manage, motivate and encourage cooperation among employees, be familiar with educational policies, and also make suggestions for improving work in schools.
This is stated in the document "Description of criteria and competencies and scoring system for assessing candidates in the selection process for directors of public educational institutions", which was published yesterday by the Ministry of Education, Science and Innovation (MESI). The document ranks most segments of the knowledge required of future school leaders with a score of one to five, with one point meaning that the candidate is not satisfactory, and five that he or she stands out.
With the amendments to the General Law on Education and Upbringing, which was passed last September, the election and dismissal of school and kindergarten directors are once again in the hands of the Minister of Education. Candidates for this position, however, must pass both written and oral tests, which are conducted by commissions. The law stipulates that a person with at least five years of teaching experience may be elected as the director of an institution. The competition for the election of the director, the document states, must be announced three months before the expiration of the current manager's term of office.
In a document published yesterday by the department Anđele Jakšić-Stojanović It lists several criteria that candidates for school principals must meet.
A candidate will not do well if, during the written part of the test, which relates to strategic planning, he or she “does not demonstrate an understanding of the goals of education and the role of the educational institution”.
"...He does not make proposals or makes proposals that are irrelevant and not in accordance with the director's responsibilities. He partially determines priorities in strategic planning, partially knows the goals of education and the role of the educational institution, and therefore makes unacceptable proposals," the document states.
Satisfactory grades, according to the scoring system, will be awarded to a candidate who "recognizes priorities and defines strategic goals for the development of the institution."
"He knows how to define them, significantly recognizes obstacles and provides quality proposals, defines the mission and vision of the institution... He fully recognizes priorities and defines strategic goals, knows how to manage the process of institutional development, clearly and precisely defines priorities, precisely identifies obstacles and offers solutions for overcoming them," it is stated.
According to the document, a candidate will not be given a good grade if he does not demonstrate knowledge about improving the educational process.
"Does not demonstrate an understanding of the area of determining the quality of OV work, does not use data from external and internal evaluations of OV work, does not know or incorrectly performs a SWOT analysis (analysis of strengths, weaknesses, opportunities, threats to a system). If it does not have a clearly defined mission and vision of the institution and does not have clear measures for improving work in the areas of resources, staff and teaching," the criteria specify.
Positive grades (eight and ten) will be awarded to a candidate who demonstrates understanding in the area of determining the quality of educational work.
When it comes to the oral part of the exam, a candidate will not pass the test if he or she does not demonstrate "strategic vision, or if he or she does not know how to delegate work" during the interview.
"...Does not give clear instructions. The candidate is preoccupied with his own responsibility, does not delegate work properly, does not know how to motivate people. Has a limited knowledge of modern concepts of educational policies," the document specifies what will not be evaluated well.
Positive and high grades will be given to candidates who, among other things, encourage positive communication and solve problems.
"They create an organizational culture that is motivating, delegate work well... They influence team members to achieve organizational goals, motivate, are well-versed in modern educational policy concepts, encourage teamwork, and maintain good interpersonal relationships...", the MoE document emphasizes.
According to the criteria, a bad candidate for school principal is someone who "has difficulty establishing cooperation with colleagues, does not use two-way communication but only issues assignments, does not listen actively..."
The candidate who stands out with the highest score is, however, ready to work in a multiethnic environment that respects diversity.
"... And is capable of dealing with stressful situations that are common in managing a public institution. He is familiar with modern trends and good practices in management. He easily establishes relationships with others, listens actively, and knows how to express his opinion without causing conflicts...", the guidelines state.
The fact that communication is an important criterion is also confirmed by the requirement that the candidate must be prepared for a clear, precise and convincing exchange of information. He will receive an unsatisfactory grade if "his communication is not based on respect, appreciation and understanding".
A candidate who is aware of the importance of feedback and regular team meetings, according to the guidelines, meets the requirements for the position of director of an OV institution.
"Encourages team members to master communication skills and public speaking. Uses various methods and channels of communication to achieve set goals...", the document states.
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