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 1953 State Education Law mentions and uses the term “school principal”; however, no explicit definition of the term is provided.
The 1969 School Supervision Law mentions the term “education worker (עובד חינוך)” and defines it as “a person who works in a school and whose main occupation is teaching or education, as well as a person who works in the supervision of teaching or education”. Furthermore, the 1969 School Supervision Law uses the term “school principal”; however, no explicit definition of the term is provided.
The 2019 official document by the Ministry of Aliyah and Integration mentions the terms “school principal” and “assistant school principal”; however, no explicit definition of the terms is provided.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
The Israeli Institute for School Leadership (Avney Rosha, ראשה אבני), established by the Ministry of Education, defines a conceptual and practical framework for the role of the school principal in a report titled “Perception of the Principal's Role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”. The framework is based on three working principles: overall perception, priorities and functionality.
Roles
Setting expectations/objectives: According to the report titled Perception of the Principal's Role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”, a key responsibility of the school principal is to develop the school’s future vision. This involves defining the school’s pedagogical, educational, and ethical identities, establishing methods for data collection and trend monitoring to anticipate potential shifts, and formulating a vision rooted in current realities and community aspirations. The principal must then translate this vision into actionable plans across pedagogical, organizational, and budgetary areas, continuously evaluating and adapting these plans in response to evolving circumstances and emerging trends.
Developing teaching and learning: According to the report titled “Perception of the Principal's Role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”, a crucial role of the school principal is to act as an educational and pedagogic leader to improve teaching and learning for all students. This involves leading evaluation, reflection, feedback, and assessment initiatives to enhance teaching methodologies, improve learning experiences, and boost academic performance. Additionally, principals are responsible for setting educational and academic goals based on the needs of students and the school community, continuously monitoring progress and refining processes and methodologies to ensure effectiveness.
Promoting collaboration: According to the report titled “Perception of the Principal's Role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”, the school principal plays a pivotal role in fostering positive relationships and productive collaborations within the school community. This involves initiating and nurturing cooperation between parents, faculty, and the school and formalizing partnerships with cultural and educational institutions to enhance student development. Additionally, the principal identifies and responds to community needs by actively engaging staff and students while managing potential pressures and conflicts. By designing educational experiences that are deeply rooted in experiential and community contexts, the principal fosters a school culture that not only values but also leverages the cultural diversity of the community. This approach helps to develop social capital among school members, enhancing their collective engagement and growth.
Supporting staff development: According to the report titled “Perception of the Principal's Role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”, leading the staff and fostering its professional development is a critical role of the school principal. This includes implementing effective recruitment strategies to attract high-caliber personnel, providing personalized support and professional development opportunities, and establishing structured mentorship frameworks for new teachers to ensure their smooth integration. Creating an environment that encourages innovative teaching methods and nurturing a cohesive, excellence-driven professional community is essential. Additionally, principals must empower teacher leadership and facilitate inclusive decision-making processes.
Acting in accordance with the ethical principles of the profession: According to the report titled “Perception of the Principal's Role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”, the school principal is required to show respect and transparency in establishing a professional school community.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to the New Training Program for School Principals of the Israeli Institute for School Leadership (Avney Rosha, ראשה אבני), teachers aspiring to assume school principal roles are mandated to fulfil specific eligibility criteria for management positions. These prerequisites encompass holding a teaching certification, accumulating at least five years of teaching experience, attaining a master's degree, and completing a designated training program.
Beginning last year, completing a designated training program is no longer a prerequisite for becoming a principal. Instead, principals are now selected based on having a master's degree and are required to participate in a training program during their first year on the job.
Appointment decision
According to the 1953 State Education Law, the Council for Religious State Education holds the right to appoint principals, inspectors, or teachers at religious state educational institutions. Furthermore, individuals may be disqualified from assuming or continuing roles as principals, inspectors, or teachers at religious state educational institutions by the Council for Religious State Education based on religious considerations. If a member of the Council raises objections to a disqualification decision, the decision is deemed ineffective.
Employment equity measures
Official documents do not explicitly include measures to address the under-representation of minority groups in school principal positions.
Working conditions
The contract type and salary scale for school principals are not explicitly outlined in official documents. However, the two reforms, 2007 Ofek Hadash (New Horizon, חדש אופק) and 2011 Oz Latmura (Courage to Change, לתמורה עוז), provide new guidelines for the appraisal of teachers and school principals.
2.3. Leadership preparation and training
Pre-service training
According to the New Training Program for School Principals of the Israeli Institute for School Leadership (Avney Rosha, ראשה אבני), began in 2023, upon securing the tender, before assuming their official roles, the newly appointed principals are mandated to take pre-service training. The training program's content includes an orientation to Israel's education system and delves into local dynamics, covering school environment, staff dynamics, community engagement, and district intricacies. Practical aspects like security protocols, personnel management, budgeting, and legal considerations are addressed in collaboration with district authorities. School principals also learn about current education policies and education initiatives at the central level. Leadership and team management skills are emphasized, along with strategies for professional development and building effective partnerships with parents. Finally, the program focuses on creating resilient managerial structures to navigate challenges and sustain success. Upon securing the tender, before assuming their official roles, the newly appointed principals are promptly paired with a learning specialist to provide them with invaluable guidance and support.
Induction and in-service training
According to the New Training Program for School Principals of the Israeli Institute for School Leadership (Avney Rosha, ראשה אבני), the induction program for new principals comprises a comprehensive one-year group training, commencing with an intensive week in the latter part of August and extending throughout their initial year in their management roles. The initial phase of the training focuses on imparting critical knowledge and essential tools necessary for successfully initiating their roles. Subsequently, the training facilitates the direct application of acquired knowledge to real-life scenarios principals encounter in their daily responsibilities. This segment is designed to address the immediate challenges faced within the school environment. Furthermore, principals engage in small peer groups in addition to the more extensive collective sessions to ensure personalized and targeted assistance.
The training program for principals incorporates several essential elements to enhance the learning environment: Principals participate in district learning groups to strengthen connections and address educational needs, while newly appointed principals receive ongoing support from a learning specialist for three years. The program also features a common platform for setting shared goals and fostering collaboration, coordinated activities with district managers to address immediate needs, and a data-driven system for assessing and evaluating the program's success. Additionally, open communication is emphasized to resolve conflicts and support principals' professional development.
3. Teachers, parents and students
3.1. School management committees and boards
According to the 2019 official document by the Ministry of Aliyah and Integration, at the primary school level, there is an education committee. The committee is responsible for choosing a wide range of supplementary subjects. However, the document does not set out rules for the composition of the committee.
The placement committee, comprised of special-education experts and lay representatives such as paediatricians, psychologists, and social workers, collaborates with parents to evaluate the necessity for a special-education program and the specific type best suited to meet the child's needs. This committee assesses the eligibility of students aged 3-21 who cannot adequately thrive in a standard educational setting and require specialized placement. These placements can range from enrollment in a special-education kindergarten or primary school to inclusion in a special-needs classroom within a mainstream educational environment, among other options.
Until the 2018 school year, students were placed in special education frameworks based on decisions made by the placement committee. However, starting with the 2019 school year, the placement committee was replaced by a characterization and eligibility committee to oversee this process.
Furthermore, the principal in primary schools leads an "integration committee" (va'adat shiluv), which assesses students' eligibility for special education services. This determination is made by professionals like psychologists or physicians, considering input from parents and students.
The integration committee was responsible for determining the eligibility of a child with special needs to receive additional support and assistance within a regular education framework. However, starting with the 2019 school year, these integration committees have been replaced by multi-professional teams in all educational institutions.
3.2. Middle leaders
According to the 1953 State Education Law, teachers who are members of the teachers’ federation are members of the education committee, established by the Ministry of Education. At religious state educational institutions, teachers are also members of the Council for Religious State Education. Furthermore, according to the 1953 State Education Law, teachers cannot propaganda for a party or other political organization among students.
According to the 2019 official document by the Ministry of Aliyah and Integration, teachers are members of teachers’ unions.
3.3. Parents
Centralized policies and legislative frameworks for parent-teacher associations are absent.
However, as mentioned in Subsection 3.1, parents are members of the placement committee. Furthermore, according to the 2019 official document by the Ministry of Aliyah and Integration, two or three parents are elected by their peers to serve on the parents' committee (va'ad horim). The specific duties of committee members can vary depending on the class and school but may involve organizing special events, collecting contributions from other parents for teacher gifts, and more.
These individual parents’ committees collectively form the school’s parents’ council. Selected members from this council then collaborate with the principal on the parents’ committee. This joint committee addresses various organizational and educational matters. Furthermore, the parents’ committee selects representatives to join the national parents’ council (va'ad horim artzi). This national council advocates for the interests of parents and students, representing them to governmental bodies such as the Ministry of Education, the teachers’ union, and other relevant authorities.
3.4. Students
As per the 2000 Students' Rights Law (amended in 2004 and 2007), a "student union" is officially defined as a democratically elected body. In accordance with the act, higher education institutions facilitate elections for the student union at a designated time in coordination with the administration.
Subsequently, the higher education institution or the student union, acting on behalf of the higher education institution, issues a student card, referred to as a student card, to each enrolled student. This card serves as the official identification for students to exercise their rights within the institution. Additionally, the student unions, in collaboration with faculty representatives, play a crucial role as appeals committee members. In cases where a student union is absent, representatives from the institution's student body serve on this committee. This ensures fair representation and adherence to the rights of students within the institution.
Furthermore, according to the 2019 official document by the Ministry of Aliyah and Integration, at schools, each class forms its committee through elections, and collectively, these committees select representatives to serve on a student council, which represents the entire student body. The student council is responsible for coordinating events, publishing the student newspaper, and advocating for student interests to the administration.
4. Governance
4.1. Autonomy of school leaders
According to the 2019 official document by the Ministry of Aliyah and Integration, the school principal is responsible for informing parents about any assistance from the Ministry of Education and overseeing the appropriate allocation of these funds. The amount of aid provided is determined by factors such as the educational level, the duration of the student's residency in Israel, and their country of origin.
Furthermore, the principal is authorized to notify parents and students of their entitlement to file a written appeal against the decision within 14 days of receiving notification of the expulsion.
According to the 2021 Resolution on the Plan for Administrative Flexibility in the Education System, the government launched a program intended to enhance the administrative autonomy of school principals, with the goal of transforming Israel's education system into a leading, efficient model that supports the advancement of all students according to their individual needs.
As part of the decision, it was established that, beginning with the 2022/23 school year, a dedicated budget known as the “flexible basket” would be allocated to all elementary and middle schools participating in the program. This budget will be distributed based on student numbers and allocated differentially according to socio-economic criteria, specifically the school improvement index. The funds from the flexible basket will be made directly available to schools, with the transfer mechanism agreed upon by the Ministry of Education and the Ministry of Finance. The budget for this flexible basket will be sourced from a combination of pooled Ministry of Education funds and supplementary funding from the Ministry of Finance. The program's framework allows for flexible budget allocation to educational institutions, adhering to the principles outlined in the resolution.
The resolution assigns differential powers to school principals, ensuring that decisions are made by management teams closest to the students. These powers are divided into three components: (1) budgetary authority, granting principals the ability to determine how to use the school's flexible basket; (2) authority to make adjustments to the school program to better align with the goals of the Ministry of Education and the needs of the students; and (3) authority to organize studies within the framework of existing resources, in a manner that meets the school's needs, goals, and regulatory requirements. The resolution further mandates that the Ministry of Education will categorize participating institutions into up to four groups, ranked from highest to lowest, based on their administrative capabilities and educational outcomes relative to other schools with similar characteristics. Accordingly, the granting of powers will be tiered, with principals in the highest-ranking group receiving the most authority, and those in lower-ranking groups receiving proportionately less.
4.2. Assessment and accountability of school leaders
According to the New Training Program for School Principals of the Israeli Institute for School Leadership (Avney Rosha, ראשה אבני), at the outset of their tenure, every school principal undergoes a structured process of guidance and evaluation conducted by their mentor/learning specialist, irrespective of prior training. This formative assessment entails a dialogue between the principal and the mentor/learning specialist, aimed at pinpointing areas for development within the school context and devising tailored support strategies. Grounded in the evaluation index, this assessment incorporates the principal's self-evaluation. At the culmination of their first year in the role, a comprehensive evaluation is conducted to document the principal's progress in key areas of the training program as mentioned in Subsection 2.3. Aligning training assessments and mentor/learning specialist evaluations is crucial to ensure coherence and consistency in assessing the principal's performance and growth.
External inspections, conducted by regional inspectors appointed by the Ministry of Education, play a crucial role in assessing school principals.
Futhermore, the principal's evaluation is conducted primarily in preparation for granting tenure after three years in the position.
4.3. Teacher assessment by school leaders
According to the report titled “Perception of the Principal's role in the State of Israel by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education”, the evaluation of teacher performance is one of the critical roles of school principals.
According to the 1969 School Supervision Law, a license holder or school principal is authorized to suspend a service employee (those who work in a school but are not education employees) in cases involving suspected sexual offences or severe crimes of violence against minors or helpless individuals upon receipt of a written directive from the general director of the Ministry of Education. The general director may waive this suspension if persuaded by compelling reasons that retaining the employee poses no risk of harm to minors. The CEO's instructions from 2014 state that the principal evaluation process will begin in October and end by mid-April for permanent candidates, and by the end of May for promotion candidates.
The 2021 CEO's instructions deal with the evaluation of teaching staff. The evaluation of teaching staff is carried out in a consistent and regular manner and is used to improve the work of the teaching staff, to evaluate the end of the internship year, to receive tenure and to increase in rank.
This profile was reviewed by Prof. Haim Shaked.
