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Professional educational management (FPL)


The implementation of the upper-secondary school reform in 2016, the purpose of which was to strengthen this level of education in Denmark, has created the need for greater focus on the development of educational practice in this area. This project (known as the “FPL” project in Danish) will help to support local initiatives in schools with a view to achieving the goals of the reform. The project has been launched by the National Agency for Quality and Supervision and is being carried out by the Centre for Teaching Development and Digital Media. 

Educational management is vital when it comes to developing educational quality – so it also plays an important role in developing and administering schools as professional learning communities. The latest research reports also indicate the need to develop the educational management of upper-secondary schools with particular focus on bringing the management closer to their staff and professional educational practice.

As a result, the management now need to focus to a far greater extent on professional educational development – for instance in allocating teaching tasks, following up on these tasks, collaboration and evaluation. Danish upper-secondary schools are also facing increasing demands and expectations in terms of having a strong culture of evaluation to ensure the quality of their educational practice. The management of each individual school need to navigate between political demands for quality improvements, a tight framework for financial control and complex regulations – as well as increasing the focus on professional and educational development at local level.

More specifically, the National Agency for Quality and Supervision wants to use this project to renew the focus on the development of a feedback concept to support educational management.


The purpose of the project is to strengthen professional educational management by developing a feedback concept to augment the familiar staff and group development dialogues. This feedback concept must be based on valid data about the qualitative and quantitative teaching practices of teachers, and must be organised in such a way that it can be anchored as firmly as possible in the schools taking part. In addition, the specific tools and techniques which are to be tested in schools during the project must make it possible to indicate how the feedback concept can be implemented broadly in other upper-secondary schools.

The project is designed to perform six sub-tasks:

  1. Developing the concept for the professional educational aspects of two main themes: staff and group development dialogues
  2. Holding start-up meetings with the selected schools that are taking part and the National Agency for Quality and Supervision
  3. Joint course activities both in the start-up phase and on an ongoing basis for the managers of the schools taking part
  4. Individual support to develop, launch and achieve management development at the 19 schools based on the development capacity of the schools concerned
  5. Ongoing presentation of relevant knowledge about the project – not only internally to the schools taking part, but also externally to the sector as a whole (after-work activities, videos, newsletters etc.)
  6. Evaluating the project and submitting recommendations to disseminate the initiatives throughout the sector