The purpose of NSLE programme of initial headteacher training is to implement the Headship Licence Programme. Slovenian legislation regulates that all head teachers are required to participate in the training programme leading to the Headship Licence. The participants are headteacher candidates, i.e. newly appointed headteachers or aspiring headteachers. The programme is implemented in small groups of around 20 participants, by which different forms of active work are made possible, such as workshops, group work, case studies, role playing, shadowing, exchange of participants’ experiences, presentations of particular organizations, face-to-face meetings with experienced headteachers etc. The goal of the Headship Licence Program is to train participants for the tasks of school and kindergarten leadership and management as defined within education legislation, as well as to develop skills and competences contributing to personal and organisational efficiency. The programme for Headship Licence consists of 6 compulsory modules:

  • Introductory module: headteacher as a manager and as a leader, team work, change management, trends in education
  • Organizational theory and leadership: organisational theory, models of school organisation, school leadership
  • Planning and decision making: vision, planning, approaches to decision-making
  • Head teachers’ skills: managing conflicts, running meetings, communication skills, observing lessons
  • Human resources: culture, motivation, professional development, teaching and learning
  • Legislation

The main objectives of the programme are:

  • to qualify the participants for leadership and management tasks defined in Slovenian education legislation,
  • to develop knowledge and skills that contribute to personal efficiency and organizational effectiveness,
  • to prepare the participants for the Headship Licence.

The mentoring programme for newly appointed head teachers is intended for the systematic support and assistance for head teachers in the first term of headrship.

The program is implemented in the form of five one-day meetings of newly appointed head teachers and mentors to head teachers. Following every meeting, intermediate activities take place, as well as individual collaboration between the mentor (experienced head teacher) and the newly appointed head teacher. This program strives to offer systematic support to head teachers at the beginning of their mandate and enable effective engagement of newly appointed head teachers in the process of leadership and headship. The new head teachers acquire knowledge and skills in the area of leadership in education, thereby continuing their professional development and life-long training as head teachers.

The programme is currently funded by the European Social Fund within the framework of the Lifelong Learning of head teachers.

The training programme Headship Development is designed for head teachers after two mandates of headship. After ten plus years of headship, a need emerges to acquire additional knowledge and skills, which the individual has started to develop within the programmes of the NSLE. The Head Teachers Development Program thus systematically promotes life-long learning of head teachers and introduces new forms of networking.

The program is composed of four intertwined methods of work: three three-day modules, one one-day elective activities, mutual advisory work and project work.

The goals of the program include:

  • Deepen knowledge and develop individual skills for the educational leadership of school;
  • Understand the role of the head teacher and modern trends, the needs of political, economic, social, legislative and culturally altered environment in which schools operate;
  • Develop skills for self-evaluation and assessment of one’s own work, as well as for professional development planning with main focus on the efficiency of school leadership;
  • Deepen the understanding and develop a critical view of innovations happening within the school and of participating in local and global trends, consequently ensuring flexibility and comparability of pupils;
  • Train participants in order to be able to use, by means of modern analytical methods, the relevant data and research in their planning and decision-making;
  • Confront one’s own practice with others in professional communities and search for new solutions for leadership in schools.

The program is based on the theory and practice of the approach for continual improvement in learning communities. Within this program, special development teams are formed that train for determining priority tasks for problem solving in a collaborative way. The programme is carried out at the level of development teams and at the level of school, with the entire staff. In a collaborative way, they define developmental and priority tasks, thus implementing the improvement at the level of school.

Part of the training in the Network of Learning Schools and Kindergartens presents professional discussions with colleagues, sharing practices and team problem solving.

The programme is designed to train teaching staff to identify the grounds for improvement in a cooperative way and to plan, implement and evaluate these improvements.

Training takes place on three levels:

  • at the level of developmental teams, implemented in the School of Leadership,
  • at the overall teaching and learning level, which is being implemented in schools and kindergartens by developmental teams,
  • during the workshops conducted at the School of Leadership together with the head teachers.

In Slovenia, schools have had for many years official positions of middle leaders termed subject or group leaders; however, their role, status, position and training have largely been ignored. The programme Training for Middle Leadership 1 is a pioneering programme in Slovenia intended for subject and group leaders in kindergartens, primary and secondary schools. The main aims of the programme are to enhance leadership knowledge and skills, to exchange good middle leadership practices, to encourage reflection and to promote networking among subject and group leaders. The training is structured around five core themes: middle leadership challenges (role, tasks, responsibilities, status, influence), leading meetings and problem solving, change management and improvement process, distributed leadership, professional learning and personal career. The course comprises 40 lessons and consists of five face-to-face meetings and two networking activities. The methods and techniques employed by the trainers include numerous experiential, reflective, coaching and NLP techniques

Through a new ESF project (Strengthening teachers' and headteachers' competences for leading innovative learning environments 2016 – 2017) we are also piloting a 2-day programme Training for Middle Leadership 2, which strives to actively involve the decision makers into the training and the establishment of the competency “profile” of subject/group leaders at the system level.

The Leadership for Learning programme is intended for headteachers who want to systematically dedicate themselves to the development of leadership for learning. Headteachers are aware of the fact that obtaining leadership skills for teaching and learning can increase the efficiency of their schools. Thus they encourage the teachers to participate in activities improving teaching and learning while making an important contribution to a better and deeper knowledge of students. The main aims of the programme are:

  • to plan, implement, monitor and evaluate an improvement task related to leadership for learning,
  • exchange experience and good practice.

The programme enables headteachers to work in groups of 8 to 12 participants. It is up to the headteachers to choose the improvement task to be implemented and evaluated. During the one-year programme the participants engage in the improvement tasks and professional discussions on leadership for learning. The results and achievements of the programme are presented to other head teachers at professional conferences and in scientific articles.

The overall purpose of the proposed programme is to design a model of comprehensive support to head teachers in pedagogical leadership and management and thus develop the head teachers' capacities for critical thinking, problem learning, innovation, reflexion and cooperative learning. Strengthening and development of pedagogical leadership and management will provide the conditions for creating innovative learning environments and consequently the conditions for the development of quality in educational institutions.   

The model of comprehensive support to head teachers in pedagogical leadership and management will be developed in three fields:

  • consultancy;
  • distributed leadership
  • managing head teachers' career.

The learning methods, compliant with the principles of innovative learning will be applied in the implementation of the programme activities:  cooperative forms of learning, strengthening digital abilities with the use of technologically advanced forms of learning, development of critical and creative thinking, own research, networking (also among different levels of educational system) and exchange of knowledge.

All three fields form expert groundwork for designing a model of comprehensive support to head teachers in educational institutions which will be supplemented by guidelines and recommendations for permanent implementation at the level of the system.  The final result of the programme will be a developed and tested model of support to head teachers, available to all head teachers and directors of educational institutions, as it will be integrated into the activities of the national School for Leadership in Education along with the relevant system solutions.

The Programme is co-financed by European Social Funds (1.1.2016 – 31.8.2019).

The main aim of the programme is to define the commomn concept of quality in preschool, primary and secondary education in Slovenia. Based on current regulation, different approaches, mechanisms and instruments related primarily to school self-evaluation (see more in OECD Review on Evaluation and Assessment Frameworks for Improving Schools Outcomes: Country Background Report; 2011, Slovenia. PDF) the goals are:

  • To establish a referential network of developmental and piloting schools
  • To define a common set of quality indicators/referential frameworks in areas such as teaching and learning (eg. progress of preschool childrens, studensts' achievement, professional development of teachers, social climate) and leadership (leading school, leading quality system)
  • To define common guildelines on how to run school improvement and self-evaluation processes in schools
  • To establih 'professional cores' at National School for Leadership in Education, Center for Vocational Education, National Examination Centre and National Education Institute (programme consortium) in terms of systemic support for schools
  • To build slef-evaluation capacity at individual, school and system level

The Programme is co-financed by European Social Funds (1.1.2016 – 1.8. 2018).

Leadership support programme was developed for staff in schools and kindergartens to encourage learning communities and develop knowledge and skills in some areas of their work. The programme has fourty hours of contact lessons, the themes of the trainings are divided into three parts:

  1. Interpersonal communication
  2. Professional ethics in schools and kindergartens
  3. Lifelong career guidance

The aims of the programme are:

  • developing knowledge and skills in the above mentioned areas,
  • improving work  of schools and kindergartens,
  • Exchanging experience and good practice,
  • Encourage learning communities practice.

 The Programme is co-financed by European Social Funds (2016 – 2018).

Current projects

Completed projects

  • ICSL – International Cooperation for School Leadership (2011-2012)
  • OECD Improving school leadership Activity (2006-2008)
  • SteLLLa – Stimulation e-Learning for LifeLong Learning of Adults (2006-2008)
  • Daphne II – Bullying at school (2006-2007)
  • Collier – Collaborative Learning for Visionary Leadership (2005-2007)
  • Capacity building in the area of educational management and leadership in Tuzla canton (2003 – 2006)
  • Preparation of the concept of the network of learning communities, the activity plan and the training programs (2006)
  • Professionalization and certification of school directors in Macedonia (2004 – 2005)
  • ESIST – Evaluation Strategies for Improving School Leaders’ Training Programs – A European Perspective (2002 – 2005)
  • SALT – School Action Learning teams, Project of learning schools (2001-2003)
  • Joint project Phare Distance Education (1998-1999)

International Associations

Membership of the NSLE in International Associations:

  • ATEE (Association of Teacher Education in Europe)
  • ENIRDELM (European Network for Improving research and Development in Educational Leadership na Management)
  • ICSEI (International Congress for School Effectiveness and Improvement)
  • AEA (American Evaluation Association)
  • EES (European Evaluation Society)