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The new learning leaders promote online and digital learning, personalized learning, competency-based learning, flipped learning, and empower teachers.
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One survey conducted by the Project Tomorrow and Blackboard educational initiatives, defines the profile of the new learning leaders: principals that promote online and digital learning, personalized learning and empower teachers.
The challenges imposed by technological transformations and the changing work environment demand potent schools guided by proactive leaders who promote the culture of education throughout life.
In this regard, Project Tomorrow researchers define six priorities that new educational leaders should have:
- Create an ecosystem that encourages digital learning in school.
- Modeling with professors the professional learning that stimulates constant updating, self-evaluation, experimentation and the use of new methodologies.
- Guarantee students access to learning at any time and in any place.
- Enable ubiquitous connectivity for students and teachers.
- Advocate for a diversity of strategies to influence students wherever they are.
- Communicate a shared vision within the school community, including parents.
According to the survey of more than 406,000 students, parents, educators and members of the American educational community, these are some of the characteristics of the new learning leaders:
- They promote mixed learning, competency-based learning and flipped learning in their educational institutions.
- They handle data to exercise their leadership; to inform objectives, give feedback to teachers, and show outcomes to parents, among others.
- They maintain high morale of teachers through training and support to adopt new strategies and digital materials.
- They are updated continuously by attending conferences, watching webinars and TED talks, as well as following Twitter experts.
- They continuously communicate with parents changes in school practices or educational innovations that they implement.
The importance of effective school leaders is undeniable. We cannot demand educational successes from teachers and students when the objectives are not clear and when there are no motivating actors in charge.
Educational institutions need leaders capable of sharing, influencing, mobilizing, motivating, planning and guiding processes. Also, they must develop social skills and exercise constant self-assessment.
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This article from Observatory of the Institute for the Future of Education may be shared under the terms of the license CC BY-NC-SA 4.0 
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Observatory IFE
Observatory IFE
Observatory IFE