End date:
2024-10-02
Place:
Hotel Rila, Borovetsz, Bulharsko
Participants:
Ivaylo Usagelov, Director of the National Natural Sciences and Mathematics High School "Acad. Lyubomir Chakalov," Sofia
Alexander Chakmakov, Director of the First English High School, Sofia
Petya Yosifova, Director of Kindergarten No. 48 "Brothers Grimm," Sofia
Rositsa Alexieva, Director of Kindergarten No. 50 "Zaychko Quiqui," Sofia
Tanya Kechova, Director of Kindergarten No. 91 "Sunny Corner," Sofia
Simeon Angelov, Deputy Director of Primary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Stoyan Dimitrov, Deputy Director of Secondary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Alexander Chakmakov, Director of the First English High School, Sofia
Petya Yosifova, Director of Kindergarten No. 48 "Brothers Grimm," Sofia
Rositsa Alexieva, Director of Kindergarten No. 50 "Zaychko Quiqui," Sofia
Tanya Kechova, Director of Kindergarten No. 91 "Sunny Corner," Sofia
Simeon Angelov, Deputy Director of Primary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Stoyan Dimitrov, Deputy Director of Secondary Education, 119 Secondary School "Academician Mihail Arnaudov," Sofia
Number of meetings:
1
Circle Objective:
The purpose of the meeting was to create a space for in-depth discussion and exchange of experiences related to the principles of effective delegation of responsibilities and the development of a culture of shared decision-making in the school environment. Participants had the opportunity to reflect on their role as leaders and explore good practices for motivating and engaging the entire teaching staff in the management process.
Description of topic:
The topic of the meeting, “Division of labour and synergistic decision-making,” is the third module of the Leadership academy Handbook. At its core lies the concept that modern school leadership is not based on a hierarchical structure and centralized management, but rather on distributed responsibility and collective wisdom.
In today’s dynamic educational landscape, successful schools are those where principals are able to build functional teams that encourage autonomy, accountability, and shared participation in decision-making processes. During the discussion, current challenges were explored, such as the lack of clarity in the organizational structure, limited communication between levels of the team, and the need to support the development of middle management staff.
The topic was discussed in a medium-term context (until the end of the 2025/2026 academic year), considering the ongoing need to adapt to new educational requirements and changes in regulatory frameworks.
In today’s dynamic educational landscape, successful schools are those where principals are able to build functional teams that encourage autonomy, accountability, and shared participation in decision-making processes. During the discussion, current challenges were explored, such as the lack of clarity in the organizational structure, limited communication between levels of the team, and the need to support the development of middle management staff.
The topic was discussed in a medium-term context (until the end of the 2025/2026 academic year), considering the ongoing need to adapt to new educational requirements and changes in regulatory frameworks.
Key points of discussion:
• Examination of different leadership styles depending on the maturity and needs of the team.
• Discussion on the importance of establishing clear organizational structures, including defined roles and areas of responsibility.
• Exploration of effective delegation practices – choosing the right people for specific tasks, setting goals, and providing support.
• Sharing of experiences related to conducting evaluation interviews aimed at developing teachers' potential and career paths.
• Emphasis on cultivating a culture of trust, open communication, and transparency in leadership processes.
• Discussion on the importance of establishing clear organizational structures, including defined roles and areas of responsibility.
• Exploration of effective delegation practices – choosing the right people for specific tasks, setting goals, and providing support.
• Sharing of experiences related to conducting evaluation interviews aimed at developing teachers' potential and career paths.
• Emphasis on cultivating a culture of trust, open communication, and transparency in leadership processes.
Conclusions and recommendations:
1. Develop a clear and functional organizational structure that covers both administrative and pedagogical responsibilities.
2. Apply Boyle’s Matrix to determine the type of support and/or intervention each team member needs.
3. Introduce a practice of annual evaluation meetings where expectations are discussed, and individual goals are agreed upon.
4. Develop an internal delegation protocol with clearly defined criteria and responsibilities.
5. Organize training sessions and facilitated workshops to build skills in team leadership.
6. Encourage the participation of the entire team through mechanisms for collaborative discussion and consultation on key school policies.
2. Apply Boyle’s Matrix to determine the type of support and/or intervention each team member needs.
3. Introduce a practice of annual evaluation meetings where expectations are discussed, and individual goals are agreed upon.
4. Develop an internal delegation protocol with clearly defined criteria and responsibilities.
5. Organize training sessions and facilitated workshops to build skills in team leadership.
6. Encourage the participation of the entire team through mechanisms for collaborative discussion and consultation on key school policies.
Proposed solutions:
• Implement rotational leadership within projects or initiatives as a means to build leadership capacity.
• Establish an internal forum and/or suggestion tool where teachers can share ideas and participate in prioritizing them.
• Introduce practices such as 360-degree feedback and the 'I See – I Hear' protocol for observation and reflection.
Communication:
• Hold regular operational meetings with a pre-shared agenda and opportunities for participation by the whole team.
• Establish an internal newsletter or digital platform to share information on ongoing processes, initiatives, and decisions.
• Provide anonymous feedback and suggestion channels for teachers and other staff.
• Establish an internal forum and/or suggestion tool where teachers can share ideas and participate in prioritizing them.
• Introduce practices such as 360-degree feedback and the 'I See – I Hear' protocol for observation and reflection.
Communication:
• Hold regular operational meetings with a pre-shared agenda and opportunities for participation by the whole team.
• Establish an internal newsletter or digital platform to share information on ongoing processes, initiatives, and decisions.
• Provide anonymous feedback and suggestion channels for teachers and other staff.
Threats/risks identified:
• Resistance from more conservative teachers.
• Lack of experience or confidence among staff in taking on leadership roles.
• Insufficient transparency and communication from the leadership, leading to confusion or mistrust.
• Risk of overburdening active team members without a real redistribution of tasks.
• Presence of team members who demonstrate incapacity and unwillingness to change.
• Lack of experience or confidence among staff in taking on leadership roles.
• Insufficient transparency and communication from the leadership, leading to confusion or mistrust.
• Risk of overburdening active team members without a real redistribution of tasks.
• Presence of team members who demonstrate incapacity and unwillingness to change.