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
Under the Federal Constitution of Switzerland (Article 62), the 26 cantons are responsible for the system of school education. The cantonal education law of the 26 cantons generally rests on the same foundations and is geared to the same objectives.
At the canton level, the following table provides terminologies utilized to refer to school leaders. For primary and lower secondary education in the German speaking part of Switzerland the term “Schulleiterin / Schulleiter” is used, while in the French speaking cantons “directeurs / directrices d’établissement” and in the Italian speaking part “direttore / direttrice” is used.
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Cantons |
Terms |
Official documents and websites |
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Zurich |
School principals (Schulleiterinnen und Schulleiter) |
2000 Teaching Staff Ordinance (Lehpersonalverordnung (LPVO)); |
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Head of the school; School principals (Schulleiterinnen und Schulleiter); Directors (directeurs ou directrices);
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1992 Elementary School Act; 2023 Document on Compulsory Schooling in French Speaking Region; |
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School principals (Schulleiterinnen und Schulleiter); school administration; school leaders |
2005 Salary Regulations for Teachers and School Professionals (amended in 2021) |
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School principals (Schulleiterinnen und Schulleiter); school management |
1998 Regulation on the School Act; 2022 Law on Schools and Education |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter) |
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Zug |
School principals (Schulleiterinnen und Schulleiter); rectors and vice-rectors |
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Directors (directeurs ou directrices); Executive assistants (adjoints et adjointes de direction) |
2014 Compulsory School Education Act; |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter); school administration; school leaders |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und schulleiter) |
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School principals (schulleiterinnen und Schulleiter) |
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School principals (Schulleiterinnen und Schulleiter); school management |
Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport); |
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School principals (Schulleiterinnen und Schulleiter) |
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Director and vice director (Direttore e vicedirettore) |
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Directors (directeurs ou directrices) |
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Valais |
School principals (Schulleiterinnen und Schulleiter); Deputy school principals; headmasters |
2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)); |
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Directors (directeurs ou directrices) |
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Directors (directeurs ou directrices) |
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Directors (directeurs ou directrices) |
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School principals (Schulleiterinnen und Schulleiter) |
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Switzerland's education system is organised on a federalist basis. The federal (national) level has no legislative power regarding primary and lower secondary education. That’s why at the federal level, there is no separate document for standardized framework for leadership competencies and defined roles for school principals. Official documents at the canton level define roles and responsibilities of school leaders as mentioned below.
In addition, the two associations of school principals, one for German speaking Switzerland and other for French/Italian speaking Switzerland, have guiding principles for the profession of school principals:
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Guidelines for the profession of school principals by the association of school principals Switzerland (VSLCH) and
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Roles and missions of school principles by the latin conference of school principals for compulsory education (CLACESO).
The two non-binding guidelines differ in detail, but both aim to clarify the tasks and competences of school principals in their relationships with teachers, parents and school authorities in line with cantonal legislation.
Roles
Setting expectations/objectives: The key roles and practices of school principals focusing on developing a school vision and setting performance expectations are addressed in the two guidelines by VSLCH and CLACESO. For example, the CLACESO guideline defines a school principal as a professional who identifies assets, plans development, initiates and supports projects and manages change.
Cantonal legislation defines the role of school principals in a more general way. For example, in the canton of Aargau, according to the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport), school principals are responsible for shaping and developing the school, ensuring high standards, managing staff, and handling organizational tasks. Furthermore, according to the 1981 School Law, school principals play a pivotal role in the management and operation of schools. They are primarily responsible for the operational management of the school, which includes ensuring internal quality assurance and development.
In the canton of Bern, according to the 2023 Document on Compulsory Schooling in French Speaking Region and 2022 Document on Compulsory Schooling in German Speaking Region, the head of the school is responsible for running the school.
In the canton of Uri, according to the 2008 Regulations on School Management (amended in 2019), the school management is accountable for involving the school team in creating and implementing the school's mission statement and program. Furthermore, they are responsible for preparing the annual school report for the school board, school supervision, and the public.
In the canton of Zug, according to the 1990 School Act, the school principal is primarily responsible for the operational management of the school. This includes overseeing the execution of laws and decisions made by cantonal school authorities and the municipal council. The principal ensures compliance and implements these directives effectively within the school environment.
Developing teaching and learning: The key roles and practices of school principals related to the development of teaching vary in each canton. For example, in the canton of Aargau, according to the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport), the role of school principals involves pedagogical leadership and quality development and assurance.
In the canton of Bern, according to the 2023 Document on Compulsory Schooling in French Speaking Region and 2022 Document on Compulsory Schooling in German Speaking Region, the head of the school is responsible for assigning children to individual classes and making decisions about the student's educational track.
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)), the school director plays a pivotal role in organizing support structures for students. They are responsible for organizing remedial courses outside of school hours, supervised study sessions, and specific support for non-native speakers.
In the canton of Zug, according to the 1990 School Act, the principal oversees the organization of school activities, including creating and adjusting class schedules. They are responsible for internal evaluations and implementing quality measures, ensuring that the school meets established educational standards and continuously improves.
Promoting collaboration: The key roles and practices of school principals related to building relationships with families and the community vary in each canton. For example, in the canton of Aargau, according to the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport), school principals are responsible for promoting collaboration.
In the canton of Uri, according to the 2008 Regulations on School Management (amended in 2019), the school management is accountable for promoting cooperation with school-related authorities and individuals.
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)) and the 2012 Regulation on the Management of Compulsory Schools, the school director facilitates collaboration between parents, students, teachers, and school authorities on all matters related to education, development, and student behaviour.
In the canton of Zug, according to the 1990 School Act, the principal acts as a liaison between the school and various stakeholders, including parents, local authorities, and the broader community. This role involves ensuring effective communication and collaboration with parent organizations and integrating their feedback into school management practices. The principal is also responsible for addressing and facilitating the educational needs of students through personalized and special education programs as necessary.
The CLACESO guideline sees a school principal as a promotor of school success who guarantees the learning, integration, progress and fulfilment of every student, and fosters a stimulating school climate.
Supporting staff development: The key roles and practices of school principals related to supporting staff development vary in each canton. For example, in the canton of Aargau, according to the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport), school principals are responsible for managing staff.
In the canton of Uri, according to the 2008 Regulations on School Management (amended in 2019), the school management is accountable for planning internal professional development activities.
In the canton of Zug, according to the 1990 School Act, school principals handle applications for intensive teacher training.
Acting in accordance with the ethical principles of the profession: The key practices of school principals related to integrity, respect, trust, fairness, transparency and honesty vary in each canton. For example, in the canton of Valais, according to the 2012 Regulation on the Management of Compulsory Schools, the school director is responsible for resolving any disputes in school in a fair and respectable way.
Others: In the canton of Valais, according to the 2012 Regulation on the Management of Compulsory Schools, for tasks of a non-educational nature, the local authority defines the municipal/inter-municipal part of the director's job description as provided for in the performance agreement. In accordance with the legal delegation authority, the director can be mainly involved in handling the infrastructure work; for example, school building: assessment of needs, proposal and collaboration in supervising the work, Furniture, equipment and teaching aids: assessment of needs, proposal, request for a subsidy, monitoring of orders and management of the stock.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
The criteria for appointment of school leaders vary among cantons.
For example, in the canton of Aargau, according to the 1981 School Law, candidates must possess relevant academic qualifications and substantial teaching experience to qualify for the school principal position.
In the canton of Fribourg, according to the 2014 Compulsory School Education Act (amended in 2024), school directors and inspectors are required to hold a teaching diploma and have several years of teaching experience and adequate additional training.
In the canton of Zürich, according to the 2000 Teaching Staff Ordinance (Lehpersonalverordnung (LPVO)) and 2023 Document on Salary Classification for School Principals (Lohneinstufung Schulleiterin/Schulleiter), when a new principal is appointed, the years of relevant experience are accounted for as follows:
- 100% credit for teaching activities in classes, special education, and school leadership roles in public, private, or special schools.
- 75% credit for other teaching activities with elementary students, school therapies, and teaching at the secondary level or in teacher training, provided these years are not already credited at 100%.
- 50% credit for other activities such as housework, childcare, study, and private sector work, provided these years are not already credited at 100% or 75%.
Appointment decision
Every canton in Switzerland has different procedures for hiring school principals.
For example, in the canton of Aargau, according to the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport) website, the municipal council is responsible for hiring school principals.
In the canton of Basel-Landschaft, according to the Directorate of Education, Culture and Sport website, the school board serves as the appointing authority for hiring school principals and acts as the second appeal authority for addressing complaints.
In the canton of Fribourg, according to the 2016 Regulations of the Compulsory Education Act (Règlement de la loi sur la scolarité obligatoire (RLS)), school directors are appointed by the school management, with prior notification to the school inspector and the relevant Service. Before finalizing the appointment, the management must inform the concerned municipalities of its decision. Directors operate under the authority of the school inspector. They are prohibited from holding the position of municipal councillor responsible for schools within their school circle. The school management may, at its discretion, appoint one or more assistants to aid in the administration of the school. The responsibilities of these assistants are outlined in a specification approved by the school management, which may also delegate decision-making authority to them. Executive assistants are governed by State personnel legislation unless specific or additional requirements are stipulated by implementing provisions. Their hiring is conducted by the school management, with prior consultation with the school management and the Service. They report to the school management and are required to possess a teaching diploma recognized by the Swiss Conference of Cantonal Directors of Public Education, several years of teaching experience, and appropriate additional training.
In the canton of Uri, according to the 2008 Regulations on School Management (amended in 2019), candidates must possess both professional and personal qualifications to be appointed as members of the school management. Professionally, applicants are generally expected to have experience in the educational field, specialized training for school management, and meet the requirements for school service. If candidates need more specialized training, they may still be employed provided they commit to completing the necessary training.
In the canton of Vaud, according to the 2011 Law on Compulsory Education, school directors are appointed by the Council of State based on a recommendation from the department responsible for education.
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)), the educational department or a similar governing body generally oversees the appointment of school directors. Furthermore, according to the 2012 Regulation on the Management of Compulsory Schools, in the event of the director's absence (holiday, illness, etc.), the local authority appoints a deputy to take over the director's place. The latter will pay the deputy's salary; the canton bears the cost of their teaching.
In the canton of Zug, according to the 1990 School Act, the municipal council (Gemeinderat) is responsible for appointing the principal, rector, vice-rector, and teachers. Furthermore, the council determines the employment conditions for prorectors, school leaders, and teachers. This includes approving the school's organisational structure and ensuring it meets strategic and operational needs.
Employment equity measures
At the federal level, official documents do not explicitly include measures to address the under-representation of minority groups in school principal positions.
Working conditions
In general, the salaries and financial incentives of school principals vary in each canton and depend on the qualifications of school principals.
For example, in the canton of Aargau, the 2006 Municipal Participation Decree outlines the financial responsibilities and incentives provided to school administration and leaders. The decree establishes that the municipalities cover a significant portion of the personnel costs, which include the salaries of teachers and school administrators, as well as costs related to professional development, school supervision, mentoring, and social insurance contributions. The decree mandates that 35% of these personnel costs are to be borne by the municipalities. The cantonal authorities primarily decide the financial incentives and their distribution. The Department of Education annually calculates the personnel costs per full-time equivalent (FTE) position, which are then used to determine the financial contributions required from each municipality. These calculations consider various categories such as kindergartens, primary schools, and secondary education levels. Additionally, the decree gives the government council (Regierungsrat) the authority to exclude certain functions or specific personnel costs from these calculations if it benefits the overall interests of the public schools. The final cost distribution is based on the number of full-time positions approved by the canton, ensuring that only necessary and justified expenses are included.
In the canton of Lucerne, according to the 2005 Salary Regulations for Teachers and School Professionals (amended in 2021), the job classification and experience level determine the salary. Additionally, factors such as the size of the school and the specific responsibilities of the role may influence the exact salary. Different salary ranges include base salary and potential allowances or bonuses for specific duties or qualifications.
In the canton of Uri, the 2008 Regulations on School Management (amended in 2019) stipulates a base workload allocation of 20% for fundamental tasks for the school management team members. A variable workload allocation of 4.1 to 5.9 percent per school department is also provided. The school board considers several criteria when determining the variable workload, including the number of teachers and students per department, management span, personnel composition, school site locations, task distribution between the school board and management, delegation of tasks to a secretariat, the school’s development situation, variety of school offerings, and the central function for other schools and communities. This variable model is reviewed and updated frequently every four years or more if significant changes occur. For quality management tasks, workload can also be assigned to non-management members with appropriate training, reducing the management's workload proportionally.
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)), the school director typically works full-time. They may cover the entire compulsory school period and are assisted by their deputy(s), to whom they delegate specific tasks.
In the canton of Zürich, according to the 2000 Teaching Staff Ordinance (Lehpersonalverordnung (LPVO)) and 2023 Document on Salary Classification for School Principals (Lohneinstufung Schulleiterin/Schulleiter), the salary classification for school principals is based on the type of teaching diploma held and relevant work experience. Principals with a teaching diploma are primarily classified according to their previous teaching position. They are transferred to salary category V if they have undergone principal training or to category IV if not. Additionally, external leadership experience can lead to a higher salary classification.
For principals without a teaching diploma, the same principles apply for classification. The classification increases by one salary level for those with a kindergarten or primary school teaching diploma and by two levels for those with a secondary school diploma.
The creditable years are fully counted for 100% activities, three-quarters for 75%, and half for 50%. Only completed years are considered for the final classification. External leadership experience is also credited, such as a leadership role with a direct reporting line or project management with full responsibility. Notable exceptions for credit include executive positions in governmental bodies or associations and extensive involvement in personnel or leadership roles but not family management roles. For those with a kindergarten, primary, or secondary teaching diploma, the classification is increased by one or two salary levels respectively. If principal training is completed, a switch from category IV to V occurs on the first of the month, maintaining the same level.
2.3. Leadership preparation and training
At the federal level, according to the 2022 Joint Eurydice-OECD data collection on salaries of teachers and school heads, continuous professional development activities are compulsory for teachers and school heads.
Professional development opportunities for school leaders vary among cantons. Most cantons do not distinguish between pre-service and in-service training opportunities. Furthermore, only a few explicitly mention the training's content, duration, and mandatory nature.
In the canton of Aargau, according to the 1981 School Law, continuous professional development and training are crucial for school principals. The canton can offer further training courses for members of municipal councils and school management teams. These training programs are designed to enhance the skills and competencies of school principals, ensuring they remain effective leaders and can adapt to the evolving demands of educational management. The costs for these training courses may be passed on to the respective municipalities or municipal associations.
Furthermore, according to the 2012 Ordinance on Elementary Schools, principals are mandated to undergo specific training, typically involving advanced degrees in education and leadership.
In the canton of Bern, on behalf of the Directorate of Education and Culture, the PHBern University of Teacher Education has launched the new "DAS Schools Lead (DAS Schulen Leiten) course. It is aimed at incumbent school principals, teachers, and career changers interested in management roles in schools. The practical, future-oriented, modular training aims to sharpen skills in school and personnel management, pedagogy, finance, law and organization.
In the canton of Uri, according to the 2008 Regulations on School Management (amended in 2019), members of the school management are required to engage in regular professional development to maintain and enhance their competencies.
In the canton of Zug, according to the 1990 School Act, professional development for school leaders is an integral part of their roles, with specific tasks including the approval of intensive training applications and the support for internal and external evaluations aimed at continuous quality improvement. The principal collaborates with educational bodies to set goals and content for teachers continuing education. The canton supports these professional development activities financially and through organizational support, ensuring leaders are well-prepared to fulfil their duties.
In the canton of Zürich, the 2002 Education Act emphasizes the importance of continuous professional development for school leaders. It mandates that the canton provides opportunities for principals to engage in ongoing education and training programs. These programs are designed to enhance their leadership skills, keep them abreast of the latest educational research and practices, and ensure they can effectively manage their schools.
3. Teachers, parents and students
3.1. School management committees and boards
School management committees and boards’ roles and composition vary in each canton.
For example, in the canton of Aargau, according to the 1981 School Law, the governance of schools in the Canton of Aargau occurs at the local level and involves several councils and management boards, each with distinct roles and compositions. These include Municipal Council (Gemeinderat), District School Board (Schulrat des Bezirks), Educational Council (Erziehungsrat), Grand Council (Grosser Rat), Regional School Associations (Kreisschulen). School principals are integral to the functioning of these councils and boards. Principals are often involved in operational decisions and quality assurance processes. For example, the educational council is comprised of 11 members, including the head of the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport), who is the chairperson. The cantonal conference proposes four members. Two members are school principals. The council is an advisory body to the government and the Department of Education on significant educational issues. It oversees public school examinations, school organization, and educational materials. The council also approves special educational projects and temporary school trials.
In the canton of Basel-Landschaft, the Directorate of Education, Culture and Sport website explicitly mentions the role of the school board; however, it does not mention the composition of the school board. The school board holds strategic responsibility and is tasked with approving the school program, which outlines the school's educational goals and development plans.
According to the 2021 Rules approved by the presidential committee, the school management conference comprises primary and special education school management teams, aiming to foster collaboration and share experiences across the canton while facilitating secondary school interactions. Working closely with the Office for Public Schools, the conference coordinates cross-school matters and contributes significantly to public education development. It provides input on various decrees related to primary education for the Department of Education, Culture, and Sports, informs management teams about ongoing and planned activities, and maintains contacts with other educational conferences, such as those for secondary schools, music schools, and special education institutions.
The executive committee consists of seven primary school managers elected by their respective districts for four-year terms, with the possibility of re-election. The committee is self-organizing, selecting a presidium, which can be a co-presidency or a presidency with a vice-presidency, and deciding on necessary administrative support. Members distribute tasks, manage resources, represent the conference in working groups, and oversee activities through a shared database. They ensure educational mandates are implemented, create agendas, and represent their districts' interests. The presidium oversees the executive committee, organizes annual conferences, coordinates activities, processes requests from the Department of Education, Culture, and Sports, and ensures communication with stakeholders. Attendance at the conference is mandatory for primary school management teams, with each school represented by at least one member.
In the canton of Bern, the 2023 Document on Compulsory Schooling in French Speaking Region and the 2022 Document on Compulsory Schooling in German Speaking Region do not explicitly mention the composition of the school management committee. However, the document details an explicit role of the school management committee, referred to as the school commission. According to the document, the school commission ensures that children's attendance in kindergarten and school complies with cantonal legislation and municipal requirements. This body plays a crucial role in monitoring adherence to educational laws and regulations, guaranteeing that all children receive the mandated level of education. In addition to its regulatory functions, the commission is responsible for making strategic decisions that shape the direction and priorities of the school.
In the canton of Fribourg, according to the 2014 Compulsory School Education Act, principals and school inspectors from each linguistic region form the school authority conferences (conférences des autorités scolaires). These conferences coordinate the activities of school authorities and aid in managing the school system. They are consulted by the school management on significant school matters and can be assigned special tasks or summoned as needed. Additionally, they review draft laws or regulations relevant to their interests. The Council of State is responsible for issuing necessary implementing provisions to support these conferences' functions.
Furthermore, the municipal councils may establish a school board and determine the composition, operation, and delegated powers. Where appropriate, the director participates with an advisory vote and the right to make proposals.
In the canton of Uri, the 2022 Law on Schools and Education does not mention the composition of the school board; however, it mentions its role, which includes organizing and managing the school strategically.
In the canton of Valais, according to the 1989 Regulations on the organisation and scope of duties of the Cantonal Secondary School Commission, the school commission comprises various stakeholders, including representatives from the local municipality, teachers, and parents. Their primary responsibilities include overseeing the implementation of educational policies, managing school budgets, ensuring the quality of education, and addressing the needs and concerns of the school community. The commission acts as a bridge between the school administration and the local government, ensuring that the educational standards set by the canton are met and maintained.
In the canton of Vaud, according to the 2011 Law on Compulsory Education, school management committees, known as the "conseil d'établissement," are crucial in integrating the school into the local community. These committees support all stakeholders in fulfilling their missions related to school life and ensure coherence in the student experience. They comprise at least 12 members representing communal authorities, parents, relevant organizations, and active school professionals. Members are appointed by their respective groups, ensuring a broad representation of interests.
In the canton of Zug, according to the 1990 School Act, the Schulkommission (School Commission) plays a crucial role in school governance. It establishes a quality development concept based on the framework conditions set by the Bildungsrat (Education Council) and ensures its implementation. The commission also manages school discipline and attendance policies and sets internal training schedules. The commission includes parents of school-age children, the principal, and a teaching staff representative with an advisory role, ensuring a comprehensive representation of the school community.
In the canton of Zürich, the 1999 Teaching Personnel Act (Lehrpersonalgesetz), 2002 Education Act, and 2005 Elementary Education Act established the formation of school management committees and boards, which play a crucial role in the governance of schools. These bodies typically include representatives from various stakeholders, including teachers, parents, and sometimes students. Their primary functions include overseeing educational policy implementation, ensuring school leadership's accountability, and facilitating community involvement in school affairs.
3.2. Middle leaders
In the canton of Aargau, according to the 1981 School Law, teachers participate in the Lehrerkonferenz (teachers' conference) within each school, which allows them to have a say in school management and communicate their concerns and suggestions to the relevant authorities. Additionally, teachers are represented at the Cantonal Conference, which discusses general school matters and provides recommendations to the Educational Council and the Department of Education.
In the canton of Basel-Landschaft, teachers are members of the Official Cantonal Conference of Teachers (AKK). Furthermore, they are also members of the Teachers’ Association (Lehrerinnen- und Lehrerverein Baselland).
In the canton of Bern, according to the 2023 Document on Compulsory Schooling in French Speaking Region and the 2022 Document on Compulsory Schooling in German Speaking Region, class teachers are primarily responsible for educational and organizational leadership within the classroom. This role encompasses overseeing the instructional strategies and managing the day-to-day operational aspects of the class. As the first point of contact, the class teacher addresses any questions and concerns related to a child's attendance and experiences in kindergarten and school.
In the canton of Valais, as mentioned in Subsection 3.1, teachers are members of the school commission.
In the canton of Zürich, according to the 2002 Education Act, members of the school synod include teachers from elementary schools, cantonal middle schools, and vocational schools. The synod is structured into separate teacher conferences for each educational level: elementary, middle, and vocational. The presidents of these teacher conferences collectively form the board of the school synod. The school synod holds the right to represent teachers in the education system's legal, content-related, and organizational aspects in consultation with the respective level organizations. One of its primary functions is to ensure a smooth flow of information between teachers and the directorate responsible for the education system. Additionally, the school synod plays an advisory role on significant issues concerning the Zurich education system and is responsible for submitting applications to the relevant authorities. It also nominates representatives to the Education Council and its committees. Moreover, orders issued by the school synod and the elementary, middle, and vocational school teacher conferences can be appealed to the directorate responsible for education.
3.3. Parents
In the canton of Basel-Landschaft, parents or legal guardians are members of the Conference of Presidents of School Boards. Furthermore, the legal guardians are involved in the educational process of their children through the schools. They receive information on issues concerning their children in personal discussions. The parents are responsible for the upbringing of their children, supporting and encouraging their children's educational process, and working together with the teachers.
In the canton of Bern, according to the 2023 Document on Compulsory Schooling in French Speaking Region and 2022 Document on Compulsory Schooling in German Speaking Region, many schools establish a parent council of one to two parent representatives per class. These representatives, who are themselves parents, are elected by their peers at the beginning of the school year. Their primary role involves collaborating closely with the class teacher to address class-specific issues and concerns. The parent council serves as a vital link between the broader parent community and the school administration. By maintaining open lines of communication, the council ensures that parents' perspectives and feedback are effectively conveyed to the school. Furthermore, according to the 2022 Document on Compulsory Schooling in the German Speaking Region, private parent-teacher meetings (standortgespräche) are essential for the cooperation between the school and parents.
In the canton of Fribourg, according to the 2014 Compulsory School Education Act, the parents' council plays a significant role in fostering collaboration between the school administration and the parents. It is an advisory body that discusses and provides feedback on various school-related matters, ensuring that the parents' perspectives are considered in decision-making processes. The council is composed of representatives elected from among the parents of the students, ensuring diverse representation and active participation in school affairs. This structure promotes transparency and strengthens the partnership between the school and the families it serves.
In the canton of Valais, as mentioned in Subsection 3.1, parents are members of the school commission.
In the canton of Zug, according to the 1990 School Act, parent organizations are actively involved in shaping school life and contributing to school development. The law supports their involvement and even provides for financial support from the canton for a canton-wide parent organization. The collaboration between schools, parents, and parents' organizations is regulated within the municipal school ordinance, ensuring a structured and cooperative approach to school management.
In the canton of Zürich, as mentioned in Subsection 3.1, parents are members of the school management committee.
3.4. Students
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)), students form the student council. In the canton of Zürich, as mentioned in Subsection 3.1, students are members of the school management committee.
4. Governance
4.1. Autonomy of school leaders
Autonomy and authority granted to school principals vary in cantons.
In the canton of Bern, according to the 2023 Document on Compulsory Schooling in French Speaking Region and 2022 Document on Compulsory Schooling in the German Speaking Region, the head of the school holds the authority to authorize planned absences for students under specific conditions. These conditions include celebrating significant religious holidays, participating in important family events, attending courses related to the child's native language and cultural heritage (LCO), or involvement in a trial apprenticeship. To ensure proper planning and minimal disruption to the student's educational progress, authorization for such absences must be obtained well in advance.
In addition, the head of the school is responsible for making final decisions regarding the student's educational trajectory. These decisions are communicated to the parents in writing, clearly explaining the rationale behind the decision. If the parents disagree with the decision, they can appeal to the school inspectorate (inspection scolaire) within 30 days of receiving the notification. This appeals process ensures parents have a formal mechanism to contest decisions and seek further review.
In the canton of Vaud, according to the 1984 Law on Schools, the school director is authorized to decide professional activities of teachers during school holidays.
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)), school directors are granted a certain level of autonomy to manage the daily operations of their schools effectively. This autonomy includes decision-making power over administrative matters, resource allocation, and implementation of school policies. However, they are expected to operate within the framework set by the educational department and adhere to standardized regulations and guidelines.
In the canton of Zug, according to the 1990 School Act, school principals have significant autonomy in operational management, including tasks such as internal evaluations, quality assurance, and implementation of educational goals set by the municipal council (Gemeinderat). They also make decisions on various administrative matters like promotion, school transfers, and special education needs.
In the canton of Zürich, according to the 2002 Education Act, school leaders have significant decision-making authority in curriculum implementation, staff management, and resource allocation.
4.2. Assessment and accountability of school leaders
Some cantons explicitly detail the procedures to carry out school principals' assessment at different educational levels.
In the canton of Aargau, according to the Departement Bildung, Kultur und Sport (Department of Education, Culture and Sport) website, the municipal council evaluates the school administration. Furthermore, according to the 2012 Ordinance on Elementary Schools, principals are assessed through regular performance evaluations, focusing on leadership effectiveness and educational outcomes.
Furthermore, according to the 1981 School Law, school principals are assessed based on their ability to manage and lead their schools effectively. This includes maintaining high standards of educational quality, ensuring compliance with regulations, and fostering a positive school environment. Their performance is evaluated by the relevant departmental and municipal authorities, who monitor various aspects of school management and educational outcomes.
In the canton of Valais, according to the 2009 Law on Orientation School (Gesetz über die Orientierungsschule (GOS)), the performance of school directors is regularly assessed to ensure they meet the expected standards of educational leadership and management. This assessment may involve evaluations by school inspectors, feedback from the school community, and reviews of the school’s performance metrics.
In the canton of Zug, according to the 1990 School Act, school principals' performance is periodically evaluated within the framework of employee discussions, ensuring accountability and continuous improvement in school leadership.
In the canton of Zürich, according to the 2000 Teaching Staff Ordinance (Lehpersonalverordnung (LPVO)), all school principals are assessed annually. In case of absence of school principals, assessments are carried out the following year.
4.3. Teacher assessment by school leaders
In the canton of Geneva, the 2015 Public Education Act outlines disciplinary sanctions against teachers who fail to meet their service obligations intentionally or negligently. These sanctions are categorized by severity. Initially, a hierarchical superior (for example, a school director) can issue a reprimand. For more severe infractions, the state councillor responsible for the department can suspend salary increases for a set period or reduce the salary within the function class. In the most severe cases, the state council can reassign a teacher to a different position, provided they have the necessary qualifications, or revoke their employment, particularly in violations incompatible with the educational mission. The revocation can be immediate if public interest necessitates it, overriding the standard three-month notice period.
Teacher assessment by school principals varies in cantons. For example, in the canton of Basel-Landschaft, according to the Directorate of Education, Culture and Sport website, the school management is the appointing authority for teachers with fixed-term employment and the first appeal authority in the event of complaints.
In the canton of Uri, according to the 2008 Regulations on School Management (amended in 2019), the school management is accountable for overseeing the evaluation of teaching staff.
In the canton of Zug, according to the 1990 School Act, the principal also plays a crucial role in advising the school board and making recommendations regarding appointing and assessing school teachers.
This profile has been reviewed by Melanie Stutz, Head of Staff, Finances, and Institutions in the Field of Education at FSO and Alexander Gerlings, Co-Head Information and Documentation Center IDES at EDK.
