Recognizing LEA Officials’ Translator Competences When Implementing New Policy Directives for Documentation of Schools’ Systematic Quality Work

Abstract

This article aims to deepen our knowledge about the work and competences of local education authority (LEA) officials when implementing new policy directives for documentation in the decentralized Swedish school system. The results show that the LEA officials used strategies and actions that improved relevance for principals and schools through changes in what was documented and how they understood results, supported by continuing professional development. In their brokering position the LEA officials proved to be key actors, contributing to empowerment, confidence and trust. Hence, the results indicate the importance of LEAs finding balance between steering and supporting in policy implementation.

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