Study: School inspectorate wants to provide greater support for quality improvement in schools – but there is often a lack of time for this in day-to-day work

“Our study provides, for the first time, a comprehensive picture of the tasks, challenges and needs of school supervisory authorities across several federal states. It thus lays an important foundation for better understanding, further refining and strengthening the role of school supervision as a key supporter of quality development in schools,” says Professor Kathrin Dedering, the study’s scientific head.

Majority without systematic induction, clear need for professional development 

57.6 per cent of school inspectors have not received any systematic induction. Further education and professional development take place primarily through informal exchanges. Just under 70 per cent of respondents would like to see additional professional development opportunities. They have a particular need to develop their expertise in internal and school-based quality development, as well as in legal matters. 

Martin Fugmann, Managing Director of the Heraeus Education Foundation, says: “The desire for more in-service further education and professional development is a clear signal: school inspectors want to actively fulfil their role in school and teaching development. We will need to assess which specific programmes are suitable for the respective training needs. In this way, we aim to provide targeted support to school inspectors so that they can guide schools in their development on a sound professional basis.” 

And Dr Markus Warnke, managing director of the Wübben Education Foundation, explains: “We need school supervisors to ensure better education for all children and young people. Only if they can act effectively can we achieve sustainable improvements in school quality.”