School Supervision and School Leadership for Future-Oriented Education

In a modern educational landscape, collaboration between school supervision and school leadership, as well as the development of leadership skills, is increasingly coming into focus.

The Standing Conference of the Ministers of Education and Cultural Affairs (KMK) has adopted two key resolutions:

The “Target Vision for the Role and Work of School Supervision” (Resolution of the Conference of Ministers of Education dated October 16, 2025) defines modern school supervision as a cooperative, communicative, and supportive partner for schools. Its role is not only to monitor but primarily to strengthen schools in their quality development and promote their autonomy.

The focus is increasingly on shaping the future of schools and supporting the implementation of educational policy initiatives. The target vision describes school supervision both as an institution and as an acting individual.

It is based on four pillars: attitude, tasks, competencies, and instruments. At the center is close cooperation with school leadership and support systems, clear division of responsibilities, and adequate resources. Additionally, school supervision staff should receive regular training - even before taking office. Data and digital technologies should also help guide schools in their development.

In parallel, the “Framework for the Qualification of School Leaders” (dated December 13, 2024) emphasizes the central role of school leaders as executives. It outlines a comprehensive qualification profile that includes pedagogical, administrative, social, and personal competencies. In close coordination with school supervision, school leaders are responsible for personnel development, shaping school development processes, and ensuring educational success for all students.

Effective collaboration between both sides - based on trust, transparency, and mutual appreciation - is crucial for successfully fulfilling the educational mission.