School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
The 1998 Education Law uses the term izglītības iestādes vadītājs or “head of the educational institution” for article 30, which defines the position and responsibilities associated. The term vadītājs can also be defined as a “host, manager, leader, or director.” For this profile, the term “head of the educational institution” or “school head” will be used. According to the law, the head of an educational institution is responsible for the operation of the educational institution and the results thereof... as well as for the rational use of intellectual, financial and material resources.”
The law then specifies the terminology for each level. “vadītājs” or heads is used for pre-school education institutions; “direktors” or directors is used for basic education, secondary education, colleges, vocational schools, or interest-related education institutions; and finally “rektors” or rectors is used for higher education institutions.
The 2011 Regulations Regarding the List of Teaching Professions and Positions issued by the cabinet of ministers also lists management and support staff in educational institutions who are not directly responsible for teaching but work in schools, higher education, and adult education. This includes heads (vadītājs/direktors) and deputy heads (vadītāja vietnieks/direktora vietnieks) of the education field.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The duties and responsibilities of the heads of educational institutions in Latvia are described in Article 30 of the 1998 Education Law. According to the 2021 Regulations 644 on the Procedures by which the Founder of the Educational Institution Assesses the Professional Activity of the Head of the Educational Institution (hereinafter referred to as “Regulation No. 644.”) school heads are primarily assessed on article 30 of the 1998 Education Law. The Cabinet of Ministers has also prepared the 2020 Regulation No. 618 Procedures for the Accreditation of Educational Institutions, Examination Centres, Other Institutions and Educational Programmes Specified in the Education Law and for the Assessment of the Professional Activities of Heads of Educational Institutions (hereinafter referred to as “Regulation No. 618.”). Appendix 2 of these regulations defines the performance indicators for the assessment of the professional activity of the head of the educational institution (hereinafter referred to as “Performance Indicators for the Head of the Educational Institution), updated in November 2023.
Roles
Setting expectations/objectives: In the educational institution, the mission, vision and values of the educational institution are defined with the cooperation of all target groups. Criterion 4.1 in the Performance Indicators for the Head of the Educational Institution in Appendix 2 of Regulation No. 618 focuses on administrative efficiency. A very good school head creates an effective system of strategic development, annual activity and daily work planning of the educational institution. The planning process considers the priorities set in the country, which are then reflected in the development vision, strategy, and in the annual priorities and work plan of the educational institution. During planning, school heads are expected to use quantitative and qualitative data to measure current progress and set goals for improvement.
Developing teaching and learning: According to Article 30 of the 1998 Education Law, the head of an educational institution is responsible for managing the rational use of intellectual and material resources. They also “create and develop the quality system of the educational institution and ensure annual self-assessment of the educational institution, including by analyzing data on the educational process, content, environment and management.” Criteria 4.2.4 of the Performance Indicators for the Head of the Educational Institution states that the school head knows “how to provide professional and growth-oriented feedback to his employees, including: (i) including potential improvement behavior options, (ii) modeling desirable or undesirable behavior/vision/emotions, etc., (iii) leading a conversation using coaching, supervision or facilitation approach
Promoting collaboration: Regulation No. 644 states that school heads are assessed on their cooperation with the parties involved in the educational process as well as the organization of cooperation of teachers. According to the Performance Indicators for the Head of the Educational Institution, the school head should consult with all those involved with the educational institution who are mentioned in the following criteria: criteria 4.3.1- cooperation with the founder/municipality; criteria 4.3.2- cooperation with the local community and/or industry organizations; criteria 4.3.5- cooperation with the parents of the students; criteria 4.3.7- ensuring the functioning of the school council and the representative institution of the student; and criteria 4.3.7- cooperation with higher education institutions. The school head democratically leads all these groups with their knowledge and competence in strategic communication, internal communication, crisis communication and intercultural communication.
Supporting staff development: The head of the educational institution works to support teachers in improving their professional competencies. According to the 2018 Regulations Regarding the Education and Professional Qualification Necessary for Teachers and the Procedures for the Improvement of the Professional Competence of Teachers, the head plans in cooperation with the teacher and encourages the teacher’s participation in conferences, seminars, master classes, internships in enterprises of the sector, participation in training for the promotion of the competitiveness of the teacher, and personal development. The head of the educational institution shall include the topics acquired in the improvement of the professional competence of a teacher outside the direct pedagogical work tasks (such as in Erasmus+ learning mobility programmes, participation in conferences, seminars, master classes, internships in enterprises of the sector, participation in training organised by employers' organisations for the promotion of the competitiveness of the teacher, personal development). These tasks must amount to less than 12 hours within three years School heads are also expected to improve the professional competence of their teachers according to the 2021 Regulations. The Performance Indicators for the Head of the Educational Institution states that the school head should cooperate with the founder or local municipality to “ensure targeted improvement of the professional competence of the staff, defining the personal responsibility and interest of educators in the improvement of their professional competence.”
Acting in accordance with the ethical principles of the profession: Criteria 4.2.5 of the Performance Indicators for the Head of the Educational Institution requires the activity of the school head to be highly ethical, their words and deeds should be aligned. The school head respects the values defined by the institution for cooperation but also has defined their personal values and/or principles and consistently acts in accordance with them.
Others: Regulation No. 644 asks school heads to be innovative, introducing new strategies to improve the school operations and the quality of the educational programme.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the 1998 Education Law, the head of an educational institution must have an impeccable reputation, be loyal to the Republic of Latvia and its constitution, know and use the official language, and have the necessary professional qualification. Heads of basic education institutions and secondary education institutions must also have a higher education degree in pedagogical education. According to the OECD-Eurydice Data, the minimum qualification required for school heads is ISCED 6. 2018 Regulation No. 569 Regarding the Education and Professional Qualification Necessary for Teachers and the Procedures for the Improvement of Professional Competence of Teachers states that school heads and deputy heads must have one of the following requirements: a higher education degree in pedagogy or educational sciences; higher education, pedagogical education, or a study programme related to pedagogy of at least 72 hours; higher education or professional competence programme in pedagogy.
Appointment decision
According to the 1998 Education Law, the local government is responsible for hiring and dismissing the heads of general education institutions. The 1999 General Education Law states that the founder of the educational institution hires and dismisses the head of the general education institution. The appointment of directors takes place on a competitive basis. After that, the local government must wait for an opinion from the Ministry of Education and Science on whether the selected candidate corresponds to the position of director.
Employment equity measures
No information was found.
Working conditions
The 1998 Education Law states that bonuses and cash prizes may be given to school heads based on their mandated assessments which take place every six years. Salaries are determined by the Terms of remuneration of teachers, which updates yearly. The amount that a school head receives depends on the size of their school, rather than experience. A school head at the smallest school with less than 150 students earns 1680 Euros per month. A school head at a school with over 3001 students earns 3073 Euros per month. School heads may join the Trade Union of Education and Science Employees of Latvia.
2.3. Leadership preparation and training
Pre-service training
Heads of Educational Institutions do not necessarily need to go through specialized pre-service training. They do, however, need to get a relevant higher education degree. Only half of school leaders complete a training course or programme for school heads before taking up their positions. According to Regulation No. 618, all newly appointed principals are required to take a 60 hour state-ensured programme for the improvement of professional competence alongside a 40 hour internship with a school head with more than five years experience.
Induction and in-service training
Regulation No. 618 also calls for at least 36 hours of professional development in a state-provided programme during every assessment period of six years. According to the Performance Indicators for the Head of the Educational Institution, school heads should self-assess their own work and the educational institution. They should also work on their own professional development. School heads are required to follow a continuous professional development programme (72 hours). The 2021-2027 Education Development Guidelines, “Future Skills for Future Society,” includes several developmental goals focused on the competency of school leaders and effective management of the education system and resources. The guidelines emphasize qualitative and quantitative retraining of pedagogues and academic staff.
3. Teachers, parents and students
3.1. School management committees and boards
Article 21 of the 1998 Education Law states that society shall participate in the organisation and development of education by “promoting all types of education, performing education and promoting the improvement of the quality of education, creating educational programmes, protecting the rights and interests of educatees and teachers in the process of acquisition and work of education, establishing educational and education support institutions, associations and foundations.” State and local government education administration institutions work to support this mission. According to Article 30, the head of an educational institution has an obligation to ensure the establishment and operation of the council of the educational institution.
Article 31 of the 1998 Education Law outlines the establishment of the council and defines it as “a collegial institution of a pre-school, basic education, secondary education or vocationally oriented educational institution.” Members include: 1) representatives delegated by educatees (students), except for educatees in pre-school education programmes; 2) representatives delegated by parents of educatees (persons who exercise custody); 3) representatives delegated by teachers and other employees of the educational institution. School heads may be members. Parent representatives are to be the majority in the council. The council of the educational institution's responsibilities include: providing proposals for the development of the educational institution; participating in the discussion of the educational process and the results thereof, taking into account the proposals of teachers, educatees, and their parents, and providing for the improvement of the operation of the educational institution and the quality of education; provide proposals on issues regarding the rights and obligations of educatees and employees of the educational institution; provide proposals to the head of the educational institution regarding the organisation of the work of the institution, the division of the budget and the implementation of educational programmes; decide on the conformity of the methods and information to be used in the learning and upbringing process, including teaching aids and materials; solve organisational issues; promote the co-operation of the educational institution with the public; and more. They can also help support the creation of interest groups and institutions for parents and educatees (students).
3.2. Middle leaders
There are three quality levels of the professional activity of teachers based on the 2017 Regulations Regarding Remuneration of Teachers and the Procedures for the Organisation of the Quality Assessment of the Professional Activity of Teachers. Teachers are assessed based on following areas: the planning and managing of teaching process, and evaluation of the results of activity of the teacher (efficiency, purposefulness, result of teaching process); the contribution of the teacher in the development of individual abilities of a student and meeting the needs of the student; the contribution of the teacher in the development of the educational institution; the cooperation of the teacher, accumulation and transfer of experience. The head of an educational institution, within the scope of the financing allocated to the educational institution and upon an internal legal act, determines the amount of the supplement up to the quality level 1, 2, and 3 which has been acquired from 10 August 2017 for workload which corresponds to the monthly salary rate. A supplement in proportion to the workload of a teacher is determined to the teachers who from 10 August 2017 have acquired a quality level in accordance with the procedures laid down in the laws and regulations regarding the organisation of the quality assessment of the professional activity of teachers. The allocation of additional duties is subject to negotiations between the school leader and the teacher.
The directors of general education institutions, vocational education institutions, and interest-related education institutions and their deputies, heads of structural units, education methodologists, sports organizers, librarians of educational institutions, heads of pre-school education institutions, their deputies, and pre-school education methodologists, if their workload in their positions corresponds to one salary rate, may undertake, in addition to their duties of the position, other pedagogical work up to seven hours per week, receiving additional payment for that.
3.3. Parents
Article 31 states that the school council “is entitled to establish interest groups and institutions of [parents (persons who exercise custody), educatees] by involving educatees of the relevant educational institution and their parents (persons who exercise custody).” Schools may choose to establish their own parent council (vecāku padomes). For example, Riga Secondary School No. 69 Rules of Procedure of the Parents’ Council establishes the Parents’ Council in order to “promote cooperation between class parents and school administration through involvement school development planning.” The Parents’ Council should comprise of one parent from each class with a chairman and deputy chairman who are voted into their positions. Tasks include the preparation of proposals to be submitted to the school board regarding issues such as raising financial resources, improving the educational process, and individual learning accessories provided for the pupils.
3.4. Students
Criteria 4.3.6 of the Performance Indicators for the Head of the Educational Institution states that the school head has the responsibility to insure student self-management through the development of a representative body, allowing them to be involved in achieving the educational institution’s priorities. As mentioned in 3.1. (please see above), representatives of the students are involved also in the work of the council of education institution.
4. Governance
4.1. Autonomy of school leaders
Article 21 of the 1998 Education Law states that an “educational institution shall be independent in the development and implementation of educational programmes, the selection of employees, financial, economic and other activities.” The head of the educational institution approves the subject or course programmes which the school implements. The 1999 General Education Law explicitly states that the head of a general education institution is responsible for the implementation of education programmes and the provision of teachers to the educational institution.
4.2. Assessment and accountability of school leaders
The 1998 Education Law stipulates that the professional activity of heads of educational institutions be evaluated by the State Education Quality Service in accordance with the procedures stipulated by the Cabinet at least once every six years. The school heads who have newly taken their position are to be assessed within their first two years. The decision on the suitability of the head of the educational institution for the position held shall be taken based on the assessment results. If the professional activity of the head of the educational institution has been assessed as unsatisfactory, the person is prohibited from holding the position of the head of the educational institution.
The 2021 Regulations 644 on the Procedures by which the Founder of the Educational Institution Assesses the Professional Activity of the Head of the Educational Institution states that the school head should be assessed once every three years by the Founder. The school head and founder set the goals and objectives to be assessed for the professional activity of the school head. A month before the end of the assessment period, the school head submits a self-assessment of their professional activity alongside plans for the next assessment period. The founder may involve representatives of the educational institution, educational experts, co-operation partners of the educational institution, professional organisations of teachers, or representatives of the local government in the determination of the objectives of the professional activity of the head and the assessment of professional activity. This is aligned with the most recent 2024 Regulation of the Cabinet of Ministers No. 325. According to these regulations, if after evaluating the documents and information from the self-assessment reports, the State Service of Education Quality finds significant deficiencies in the operation of the educational institution or the professional activity of the head of the educational institution, it organizes for further evaluation of the head by an expert commission. The commission has the right to request documents from the head; review questionnaires/surveys provided to students, parents, teachers, and employers; observe classes; and become acquainted with various aspects of the school head’s working life. The report is sent to the head, the founder, and the State Service of Education Quality. School heads are ranked from Level I- insufficient to level V- excellent.
4.3. Teacher assessment by school leaders
According to Article 30 of the 1998 Education Law, the head of an educational institution is obligated to organize the assessment of the quality of the professional activity of teachers. The head of an educational institution, within the scope of the financing allocated to the educational institution and upon an internal legal act, determines the amount of the supplement up to the quality level 1, 2, and 3 which has been acquired from 10 August 2017 for workload which corresponds to the monthly salary rate.
This profile was reviewed by Viktors Kravčenko and Aļona Babiča of the Latvian Ministry of Education and Science.
