School leadership

1. Terminology

2. School principals

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

3.2. Middle leaders

3.3. Parents

3.4. Students

4. Governance

4.1. Autonomy of school leaders

4.2. Assessment and accountability of school leaders

4.3. Teacher assessment by school leaders

 

1. Terminology

The 1969 Compulsory Education Act mentions the term "head" and defines the term as "the person who is charged with the management of the school or the institution".  

The Primary Education Act identifies the term "director" within the term "staff". The Primary Education Act defines/characterizes the term "staff" as "the appointed director, the staff assigned to a teaching position, the staff assigned to a position other than teaching, the staff appointed to perform work for more than one school or more than one school as referred to in the Expertise Centers Act, including the members of the board of those schools who have been appointed by a supervisory board as referred in the Expertise Centers Act, insofar as those members are also appointed based on an employment contract or a deed of appointment". The Primary Education Act also uses the term "deputy director".  
 
Similarly, the 2020 Secondary Education Act defines the term "staff" as "the appointed rector, director, deputy principal, deputy director or teacher, and other persons designated to a position other than teaching, including the members of the board of a school who have been appointed by a supervisory board, insofar as those members are also appointed based on an employment contract". 

Furthermore, there is no official definition of school leader. The 2021 National Standards for School Leadership in Secondary Education defines the term "school leader" as "a school leader in secondary education provides educational and/or organizational leadership and bears personal responsibility in school, corresponding to salary scales 11 to 16 in the Dutch Official Job Grading System (Fuwasys)". Additionally, the 2020 National Standard for School Leadership in Primary Education defines "school leadership" as "the ability to influence the organization's employees and other stakeholders to realize the vision and goals of this organization, which is to provide quality education to children".  

 

2. School principals
 

2.1. Leadership standards and roles

Competency standards and leadership frameworks and guidelines

In the context of primary education, the Netherlands has a long history of developing professional standards for school leaders. In 2002, school leaders in primary education established their professional standards. The current National Standards for School Leadership in Primary Education dates from 2020. According to the Primary Education Act, there are competency requirements for activities of a managerial nature that are closely related to the pedagogical-didactic climate at the school or that include educational leadership. The competence requirements aim at acting in the teaching-learning process, general professional acting and working within an educational organization, and have pedagogical knowledge, insight and skills, and professional competence requirements. 

In the context of secondary education, prepared in consultation with the Council for Secondary Education and published by the Dutch Registry of School Leaders in Secondary Education (Schoolleidersregister Voortgezet Onderwijs (SRVO)), the 2021 National Standards for School Leadership in Secondary Education capitalizes on the 2014 National Standards for School Leadership in Secondary Education. The 2021 National Standards for School Leadership in Secondary Education apply to many job titles that satisfy the criteria in the chosen definition of school leader, including team leaders, department heads, principals, deputy principals, site principals, staff management unit directors and administration and finance directors.  

The 2021 National Standards for School Leadership in Secondary Education is not mandatory. The collective labour agreement in primary education requires school leaders to register and re-register with the School Leader Register Primary Education. The certification of training provided by the School Leaders Register is based on the 2020 National Standard for School Leadership in Primary Education.In the Netherlands, the Association of School Leaders (AVS) has developed national standards that govern program certification from which individuals or their organizations may choose. The Association of School Leaders (AVS) has also published the various leadership practices discussed to inspire school leaders for vocational and primary education. 

Roles

The 2020 National Standard for School Leadership in Primary Education identifies five leadership practices: a) vision-driven approach; b) human resources development; c) developing the organization; d) guiding/managing the quality of education; e) investing in good relationships with the community, and four personal qualities (based on the Big Five Personality Test and the HEXACO model): social, conceptual, technical, ethical. 

The 2021 National Standards for School Leadership in Secondary Education contains five leadership practices: a) taking the lead on vision-directed working; b) taking the lead on staff development; c) taking the lead on school development; d) taking the lead on quality in education; e) taking the lead on relationships with the outside world, and four personal qualities: cognitive, psychological, social, interpretive about the profession of school leaders. 

Setting expectations/objectives: According to the 2021 National Standards for School Leadership in Secondary Education, school leaders' critical practices related to setting objectives include stimulating research in preparation to boost the quality of the primary process; ensuring appropriate staff allocation and transparent agreements on tasks and responsibilities; preparing policy, setting out strategy and management concerning business operations, including staffing, finances and accommodation; keeping up with and considering local, national and broader social developments by taking a helicopter view; putting vertical and horizontal accountability into practice. 

Developing teaching and learning: According to the 2021 National Standards for School Leadership in Secondary Education, school leaders' critical practices related to teaching and learning development focus on students' learning process, permanently fixed on the ultimate objective; develop and design a coherent and up-to-date curriculum; monitor and cyclical reviews of the education provided, focused on achieving the vision and quality standards; accomplish the vision and quality standards. 

Promoting collaboration: According to the 2021 National Standards for School Leadership in Secondary Education, school leaders' critical practices related to promoting collaboration include ensuring useful links and effective working relationships with various stakeholders and associated organizations; working together with parents by approaching learning from a family perspective; exploiting networks at all levels to share knowledge and gain feedback; allowing scope for entrepreneurship.  

Supporting staff development: According to the 2021 National Standards for School Leadership in Secondary Education, school leaders' critical practices related to staff development focus on encouraging teachers to reflect critically on their actions and formulate professional development goals (about school objectives); supporting teachers in providing education and organising feedback; maintaining plans for their professional development (concerning school objectives); protecting teachers from interruptions to their work. 

Acting in accordance with the ethical principles of the profession: According to the 2021 National Standards for School Leadership in Secondary Education, building a culture of respect, trust and openness to share and increase knowledge is a prominent school leaders' critical practice.

2.2. Selection and working conditions

Degree requirements and prior teaching experience

At the primary level, according to the Primary Education Act, the eligibility criteria for prospective candidates to be appointed directors and deputy directors are clearly defined. They must meet specific qualifications and adhere to certain standards: 

• They must possess a statement regarding conduct issued following the Judicial and Criminal Procedure Data Act. 

• They should hold a certificate issued under the Higher Education and Scientific Research Act, or possess recognition of professional qualifications as outlined in the General Act on Recognition of EU Professional Qualifications. 

• Candidates must satisfy additional conditions if the position involves activities with established competence requirements. These may include holding a certificate demonstrating compliance with the specified requirements or possessing recognition of professional qualifications about the activities in question. Alternatively, they may provide evidence of demonstrated competence by regulations established by order in the council. 

• Due to a court decision, individuals must not have been excluded from carrying out the intended work. 

• Individuals appointed or employed as directors or deputy directors before the implementation of the Education Professions Act and did not possess the certificate as specified above at the time of their appointment or employment are eligible to continue in their roles as directors or deputy directors.  

Furthermore, the Primary Education Act emphasises the need for a particular set of competencies for directors and deputy directors who are authorized to provide education.  

According to the 2023-2024 Collective Labour Agreement for Childcare, childcare workers need specific voorschoolse educatie (VE) training, language requirements, and general childcare practitioner training. For instance, vocational training in pedagogy/childcare at the ISCED 3 level is the minimum requirement to become a childcare worker or something equivalent to this level. Such vocational upper-secondary education programs in the Netherlands include Pedagogisch Medewerker Kinderopvang (ISCED Level 3) and Gespecialiseerd Pedagogisch Medewerker (ISCED Level 4). All childcare organizations must deploy a pedagogical policy officer (applicable from January 1, 2019), and the training for pedagogical policy staff must be at least ISCED level 6 with a focus on pedagogy.  

At the secondary level, according to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, candidates seeking appointment as head or deputy head of a secondary school must hold: 

• a certificate of good conduct;  

• a teaching certificate qualifying them to teach one of the subjects taught at the school. This requirement does not apply to the chairperson and members of a school’s central management board. 

The competent authority of a school without a central management board may depart from this requirement in respect of no more than half of the members of the school’s management team. If the position involves management duties for which standards of competence have been set, candidates must also hold a certificate showing that they satisfy those requirements. 

Appointment decision

The decision-making power for hiring principals in the Netherlands rests at the school board level. The school, school board or committee are responsible for hiring principals, and have full autonomy in the decision-making process.  

Employment equity measures

According to the Primary Education Act, the Minister of Education, Culture and Science may grant the authority (also, can set conditions and restrictions) to provide school education to persons who are in possession of a certificate obtained outside the European Economic Area or Switzerland demonstrating competence.  

According to the Primary Education Act, the competent authority strives for proportional representation of women in leadership positions.

Working conditions

According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, the average annual gross salary in public schools varies across different ISCED levels. The minimum salary of school heads, at ISCED 01 and ISCED 02 levels, is EUR 41, 213. At ISCED 24 and 34 Levels, the minimum salary is EUR 41,993. The maximum salary, at ISCED 01 and ISCED 02 levels, is EUR 75,993. At ISCED 24 and 34 levels, the salary is EUR 84,721.  
 
According to the 2023-24 Collective Labour Agreement for Primary Education, the salary for directors and deputy directors varies at different steps. For example, the salary for a director at Step D11 amounts to EUR 3,186, while a deputy director at Step A10 receives EUR 3,031.  
 
According to the 2023-24 Collective Labour Agreement for Secondary Education, with effect from 1 January 2024, the minimum salary for employees in the secondary education sector is EUR 2,135.88. 
 
As per the negotiated agreement finalised on September 12, 2023, primary education staff are entitled to a one-time payment in November, with higher amounts allocated to those in lower salary brackets. For full-time employees, the one-time payment is set at €1,000 for those in salary scales 1 to 5, €600 for those in scales 6 to 9, and €350 for other employees. Additionally, enhancements to the commuting scheme will take effect starting January 1, 2024. This includes an increase in compensation to €0.17 per kilometre travelled, up from the previous rate of €0.12. Furthermore, the reimbursement will cover actual travel days, with the maximum travel distance eligible for reimbursement raised to 25 km one way, up from the previous limit of 21.5 km one way. The Netherlands prescribes the "other (public servant) status" as the employment status for school principals.  

 
To improve teachers' and school leaders' professional development and career prospects, the 2020 Teacher Action Plan introduces a diversified system of posts and salaries so that teachers and school leaders can develop the opportunity to be promoted to more senior posts with higher salaries professionally. Consequently, the 2020 Teacher Action Plan has been succeeded by the 2022 Education Agreement and Work Agenda. The collective labour agreements for each education sector specify which salary scales and steps are available. The various employers' associations in the education sector contain detailed information about the (financial) employment conditions per sector: PO Council - collective labour agreement for primary education; VO council - collective labor agreement for secondary education; MBO Council - CAO MBO; Association of Universities of Applied Sciences - collective labor agreement for higher professional education; VSNU - Collective Labor Agreement for Universities. 

2.3. Leadership preparation and training

Pre-service training

The Netherlands does not have pre-service education programmes to develop the leadership skills of school principals.

Induction and in-service training

The Netherlands emphasizes in-service education programmes to develop the leadership skills of school principals in its various official documents.  

One of the various processes to improve the professional quality of teachers and school leaders to achieve the best possible quality of education described in the 2020 Teacher Action Plan and subsequent the 2022 Education Agreement, is to improve training courses.  

According to the 2023-2024 Collective Labour Agreement for Childcare, teachers working in primary education are required to complete teacher training.  

There are ways to ensure training in the Netherlands without making it mandatory. School owners are responsible for ensuring competencies, and universities are expected to assist in developing training options responding to needs. 

Furthermore, training institutes offer orientation courses to attract potential candidates to leadership without the high cost of training programmes to allow teachers interested in leadership functions to discover whether they have the required capabilities. One example of such a course is Orientation Towards Management, a brief training given by the Association of School Leaders for the Sectoral Board for the Education Labour Market (a fund of employers and employee organisations in the educational sector). School boards, upper school managers and leaders of schools are asked to select candidates from their schools. These candidates first participate in an information session, filling in a survey form that provides insight into their leadership talents and affinity with leadership. They then participate in a two-day training course which covers various leadership topics. After this, candidates draw up a personal development plan based on a competence analysis. The course then moves on to further training for interested and suitable candidates.  

Some training opportunities in the Netherlands for primary and secondary education school leaders stimulate cooperation between education and business sectors. For instance, in 2023, the establishment of educational regions began. Several stakeholders are working together to ensure an ample supply of well-trained teaching staff. Rather than competing for teachers and staff, these stakeholders are collaborating and defining regional responsibilities for recruiting, matching, training, supervising, and professionalizing staff within the education regions. This collaborative effort aims to make working in education in the region more attractive.  

According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, the government has entered into a voluntary agreement with schools on the professional development and supervision of primary and secondary school staff, and has earmarked funds to this end. Schools may use this money to enable head teachers to attend a postgraduate management course, for instance. This course is not compulsory. 

 

3. Teachers, parents and students
 

The Primary Education Act, the Expertise Centers Act, the Participation in Schools Act, the 2020 Secondary Education Act and the Education Supervision Act define the roles of teachers, parents and students who also exercise leadership in schools. 

3.1. School management committees and boards

In the Netherlands, school boards are pretty varied and can be volunteer, professional or a combination of both, while they hold most final accountability for schools. 

According to the Primary Education Act, each school has one or two directors responsible for educational, organizational and domestic management under the responsibility of the competent authority. The director of a school may also be the director of another school or of a school as referred to in the Expertise Centers Act. Furthermore, according to the Act, the competent authority may also appoint or employ personnel who perform activities for more than one school as referred to in the the Expertise Centers Act, without an appointment, including members of the board of those schools insofar as the internal supervision is exercised by a supervisory board (as referred to in Article 17c, third paragraph of the Primary Education Act).  

According to the Participation in Schools Act, the participation council of a school (or of a central service) consists of at least four members (consisting of members from the staff, parents and students). When the competent authority maintains more than one school, as referred to in the Primary Education Act, the Expertise Centers Act or the 2020 Secondary Education Act, in that case, the competent authority will establish a joint participation council for schools. The competent authority may set up one joint participation council if the consent of two-thirds of the members of the relevant participation councils has been obtained. When it comes to general duties, the participation council is responsible for promoting openness and mutual consultation in the school to the best of its ability, guarding the school against discrimination on any grounds and promoting equal treatment, in particular, the equal treatment of men and women as well as the employment of the disabled and ethnic minority employees. 

3.2. Middle leaders

Many legal instruments in the Netherlands identify roles other than teaching for teachers, ranging from acting as principals to examiners. According to the Primary Education Act, one or more teachers may also be appointed deputy principal or employed without appointment. According to the 2020 Secondary Education Act, the rector or director and the examiners administer the final examination under the responsibility of the competent authority. Examiners may include the school's deputy principal, deputy principal, members of the central management and teachers. 

3.3. Parents

According to the 2005 Childcare Act, establishing a parents' committee is mandatory; which has statutory advisory authority concerning the quality of care, food and education, opening hours, safety and health, play and development activities, education policy and adjustments in the price of the daycare. The parents' committee also discusses every inspection report from the Municipal Health Services (GGD).  

The 2020 Secondary Education Act does not mention parent-teacher associations or parents' committees. However, it provides many provisions to involve parents in many learning and student development consultation processes. The Participation in Schools Act regulates the participation of staff, parents and students in education. 

In the area of developing a student development perspective, according to Article 2.44 of the 2020 Secondary Education Act, the competent authority, after consultation with parents (defined as parents, guardians or caretakers entrusted with authority over a student), establishes a development perspective for pupils who follow practical training; or need extra support. The part of the development perspective related to individual guidance is determined after an agreement between the competent authority and the parents, as soon as possible but within six weeks after the student's registration. Parents are also involved in the evaluation (at least once per year) and readjustment processes of the established development perspective. 

In granting exceptions from and offering education programmes, the competent authority, after consultation with parents, may grant exemption to students from parts of the education programme, as referred to in the 2020 Secondary Education Act. In that case, the competent authority determines the alternative education program for those program components.  

In the area of admission, according to the 2020 Secondary Education Act, the competent authority of the practical education school decides, after consultation with students' parents, on the admission of students who has been declared admissible to practical education (Article 2.30).  

In the area of training, according to the 2020 Secondary Education Act, there is a requirement to conclude a written agreement by the competent authority with students or their parents and the internship provider when it comes to providing community internships (Article 2.32). Furthermore, according to the 2020 Secondary Education Act, parents' consultation is of utmost importance to the competent authority in deciding whether learning support education is offered to students who need an ortho-pedagogical approach (Article 2.42).  

In the area of learning evaluation, according to the 2020 Secondary Education Act, consultation with parents is essential to add an additional student educational report by the competent authority (Article 2.43).  

According to the Participation in Schools Act, members of a participation council are chosen from and by parents insofar as it concerns a primary school or a special school for primary education. The Participation Council has the right to give advice or consent and to submit proposals to the School Board.  

3.4. Students

According to the Participation in Schools Act, members of a participation council are partly chosen from and by students who have reached the age of thirteen, insofar as it concerns a school for special education, a school for special and secondary special education, then an institution for special and secondary special education.  

 

4. Governance
 

4.1. Autonomy of school leaders

The Primary Education Act provides some autonomy and authority to the school directors in overseeing student guidance activities. The director, operating under the authority of the competent governing body, organizes and coordinates activities related to student guidance by the teaching staff. Such activities are conducted in alignment with the school's staff and, where applicable, in collaboration with relevant training institutions. Additionally, in cases involving students preparing for state examinations to meet competency requirements, the director ensures alignment with the directives of the state examination board. Furthermore, according to the Primary Education Act, the director drafts educational reports for students transitioning out of the school after thoroughly consulting the teaching staff, ensuring they accurately reflect the student's educational journey and achievements. Additionally, the Primary Education Act and the Secondary Education Act state that each school must have a management statute that describes the division of tasks between the board and the principal. 

In the Netherlands, there is an established autonomy regarding budget planning, approval, and personnel management. According to the Primary Education Act, at the primary education level, government funding flows through the school Boards and municipal governments. Furthermore, school boards can hire and fire teachers at the primary education level. According to the 2020 Secondary Education Act, at the secondary education level, schools receive a block grant based on per-student expenditures, and each school has autonomy over the use of the resources under the order of the director.  

However, the legal instruments as mentioned above do not mention the level of autonomy of school leaders concerning the choice of pedagogical approaches in schools. Nevertheless, depending on the school board, school leaders may have varying degrees of autonomy in determining the pedagogical approach. However, this autonomy is constrained by the management statute. 

4.2. Assessment and accountability of school leaders

According to the Primary Education Act and Secondary Education Act, when mismanagement by directors or supervisors in a school arises, the Minister of Education holds the authority to intervene. This intervention takes the form of directives issued to the entity accountable for maintaining the school. These directives, referred to as instructions, outline corrective measures to address the identified issues. Mismanagement covers a spectrum of infractions, including financial mismanagement, unlawful behaviour, and significant neglect of duty. These include instances where the fair treatment of individuals within the school community is compromised, such as intimidation or threats directed at staff, students, or parents. 

When the Minister issues instructions, they must provide detailed justifications, specifying the instances of mismanagement and the corresponding measures for correction. Before issuing these instructions, a systematic process ensures thorough assessment and procedural fairness. Initially, the Education Inspectorate conducts an inquiry as per the Education Inspection Act. This inquiry aims to gather relevant information and evidence regarding the alleged mismanagement involving directors or supervisors within the educational institution. Once the investigation concludes, the Education Inspectorate compiles its findings into a comprehensive inspection report, offering a detailed analysis of the identified issues and deficiencies within the school's management framework. Following this, the Minister provides four weeks for the responsible legal entity or partnership to offer their perspectives and responses to the findings outlined in the inspection report. 

4.3. Teacher assessment by school leaders

The 2020 Secondary Education Act does not mention teacher evaluation as an explicit role of school principals. does not mention teacher evaluation as an explicit role of school principals. However, according to the Act, the suitability assessment is carried out by the board of institutions for individuals who have taught at teacher training colleges and teachers in the relevant subject area who are not affiliated with the examining authority. It comprises several vital components at the secondary education level. Firstly, it evaluates whether the individual's prior training social, or professional experience aligns adequately with the intended role within a school setting. Secondly, it assesses the person's suitability for a teaching position, considering their knowledge, insight, and skills in meeting quality educational standards, particularly those entering teaching through non-traditional pathways. Additionally, the assessment considers the necessary training and guidance required for the person to participate in it successfully.  

According to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, school boards are mainly responsible for staff evaluations, with head teachers having a role in discussing teachers performance during job performance interviews. It also states that heads also like to have measurable indicators of the performance of individual teachers and their staff as a whole. 

 

This profile was reviewed by Thom Ter Borg, Policy Officer at the Permanent Delegation of the Kingdom of the Netherlands to UNESCO.