designing the future: emerging models of leadership diane heritage, regional associate for...
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Designing the future:emerging models ofleadership
Diane Heritage, Regional Associate for Succession Planning and Models and Partnerships
East Riding 25 November 2010
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Coalition Policy on Education
Hands offLet the system sort itself outDe-centralisePut power into the hands of the consumerBig society...............................
“teachers and leaders are hindered by over-prescription, complicated inspection systems and bureaucratic procedures...”
“.....new approach based on trust, responsibility and freedom (which) requires a fundamental change in the relationship between schools and the Government, Ofsted and Local Authorities.”
Nick Gibb 23/9/10
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“This government’s determination is to give school leaders more power not only to drive improvement in their own schools, but across the education system...”
"We know that the best way of improving schools is by getting the professionals who have already done a brilliant job to spread their wings..."
Rt Hon Michael Gove MP 3
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‘Creating a self improving system’
David Hargreaves identifies four building blocks of a self improving system:
– clusters of schools– a local solutions approach – co-construction – system leaders
These building blocks, in combination with current and potential future models of leadership could generate improvement of the system from within.
www.nationalcollege.org.uk
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He argues that......
‘Increased decentralisation provides an opportunity for a new vision of school improvement that capitalises on the gains made in school leadership and in partnerships between schools. It would usher in a new era in which the school system becomes the major agent of its own improvement and does so at a rate and to a depth that has hitherto been no more than an aspiration.’
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System Leaders .....
One of school leaders’ new roles is increasingly to work with other schools and other school leaders, collaborating and developing relationships of interdependence and trust. System leaders, as they are being called, care about and work for the success of other schools as well as their own. Crucially they are willing to shoulder system leadership roles because they believe that in order to change the larger system you have to engage with it in a meaningful way.
(OECD, 2008: 9)
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Executive Headteacher
Head of School
National Leader of Education
Local Leader of Education
Locality ManagerExtended Services Manager
DCS
SIP
Professional Partner
Consultant Head
Trust Chief ExecutivePrincipal from Academy Chain
Lead Headteacher
National College Regional Associate
Leadership Partner School Headteacher
National Support Schools
Principal of Inclusive Learning Centre
Head of Community LearningMentor for new HT
Partnership Facilitator
Leadership Succession Consultants
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“In the savannah, when the watering hole begins to run
dry, the animals start to look at one another rather differently”
Professor Ben Levin
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What is stimulating new models?Models and partnerships are developing in response to a number of stimuli:
The drive to raise standards
Meeting the learning and well being needs of every student and member of
staff
The need to ensure sustainability of leadership of schools in all sectors
The drive for ‘efficiencies’ in the current economic climate
Securing effective governance of schools
The 0-19 agenda as well as 14-19 developments
Support and sustainability of small rural community primary schools
The particular needs of faith schools
Better cross agency delivery and the promotion of community cohesion
Locality issues and challenges
Capital Programmes
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Heads have always been older but never in these unique numbers…
In 1997 only 40% of heads were 50 years or older and only 13% were 55 or over
1977 1987 1997 2007
50+ 43.2 42.1 40.3 64
55+ 19.4 21.2 12.8 33
DCSF sourced data
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Impact on Standards – National College research
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Partnerships require local strategic support, a framework forpartnership working and the development of skills required
forleading partnerships, forming partnerships and running
partnerships.
Partnerships don’t want to be stifled by their local authority but do
welcome intelligent support, trust and engagement.
Achieving More Together , Robert Hill, 2009
Achieving More Together
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Enablers / Barriers
– Local Authorities – knowledge, willingness and ‘shared solution finding approaches’ or insecure / lacking in capacity. Done to us rather than with us.
– Governors willing to recognise the need for new models and ‘able’ to explore the options or not
– HTs who have the capacity to embrace new ways of working and recognise the potential benefits to children & young people or not (collective responsibility v hoarding)
– Positive motivations well directed and supported by information, advice & guidance or negative, inward looking (chemistry & knowing where to look)
– High expectations that collaboration has benefits and potential impact on ‘standards’ or not worth the trouble / cynicism
– Individuals & organisations who make things happen – even in adversity or individuals or organisation that feel threatened
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School Business Management
A quiet revolution - Geoff Southworth
90% of maintained secondary schools and30% of maintained primary schools have access to a School Business Manager. Most are part of the leadership teams.
Research suggests that where SBM support is available HTs cut their workload by 31% and reinvest 7% of the budget
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Developing a School Business Manager - investing to save?
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Investing to Save
The College intends to make up to around 200 grants available of up to £20,000 – with the aim of every local authority having at least one SBM Partnership. The College will part fund the Partnership’s contribution to the project, by supporting the group of schools (at least 75% primary) increased cost related to the appointment of an SBD or SBM for one year only.
NCSL/Mckinseys 2008
[email protected] or telephone 0115 872 2550SBM
Regional Advocate Morag Somerville [email protected]
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A ‘Typical ’ Local Authority
Youth services
Furthereducation
Social services
Police
Health services
14-19
PartnershipsPartnerships
ConfederationsConfederations
Federations Federations
Community & VA Community & VA
Academies and free schools
Academies and free schools
ECM ClustersECM Clusters
Through SchoolsThrough Schools
TrustsTrusts
CollaborationsCollaborations
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What are the differentmodels of leadership?NB. In all instances, this should be underpinned by a clear vision of how the chosen model will make a positive impact on the educational experience for pupils; it is this vision which will determine the resulting structure.
Single schoolsThis is the standard model with one school, one Headteacher and one governing body but shared headship is increasing as a new model of leadership
CollaborationsThis is a formal Partnership model using thecollaborative regulations to establish a strategic group across the Partnership.
FederationsThis is where two or more schools are governed collectively under a single governing body.
Mixed Federations andCollaborationsThis is where groups of schools apply both sets of regulations according to their local circumstances.
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What are the differentmodels of leadership?
PartnershipsIn this model, groups of schools establish formal andinformal agreements to work together outside the statutory framework.
TrustsThis is a strategic model encompassing one or more schools with partners (educational and non-educational) to deliver improved outcomes.
AcademiesThese schools are expected to have innovative leadership structures to help them tackle underachievement. The new academiesare expected to work with other schools to help raise standards.
Free SchoolsThese schools will be independent of Local Authority Control and may besponsored by parents, community groups and others.
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What are the differentmodels of leadership?
Chains of SchoolsThese may be Academies or other providing bodies where successful schools support others to develop the same systems. They are already in existence and may be expanded in the future.
These new models necessitate consideration of internal models of leadership such as
Executive Headship
consultant leadership
co-leadership structures
job share and other approaches to leadership
planning for succession
Local authority initiativesThis is where local authorities work with schools todevelop partnership working across the LA area. Dioceses also have a significant role in supporting the development of models of leadership for faith schools and others to work together.
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Ingleton Primary – Job Share
Mon Tues WedMon Tues Wed Wed Thur FriWed Thur Fri
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In September 2002, 7 schools in the Yewlands catchment area of North Sheffield…
Each with a leader and leadership team decide to collaborate informally to deliver a shared learning
agenda
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… Putting children at the centre of all we do we appointed shared curriculum
Directors for music, MFL and sport…
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We identified and developed further shared systems
and work streams including community engagement…
Curriculum DirectorsCurriculum Directors Leadership and Governance Leadership and Governance
SafeguardingSafeguarding
Learning & TeachingLearning & Teaching
Business ManagementBusiness Management
Community EngagementCommunity Engagement
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Over 7 years we have developed a federation within a collaboration impacting on the outcomes for our
community
Shared CPDShared CPD
Clear ‘Brand’ IdentityClear ‘Brand’ Identity
Family Leadership RolesFamily Leadership RolesSafeguardingSafeguarding
Curriculum DirectorsCurriculum Directors
Executive Head of two schools – forming a federation
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Our focus on staff development has built leadership succession for the family, but also provides a coherent learning journey for our
children 0-19+
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Joint 6th form confederationJoint 6th form confederation
Head of School (Dep head)
Head of School (Dep head) Head of School
(Dep head)Head of School
(Dep head)
Chief Exec STPC Chief Exec STPC
Collaboration with executive HT
Fair Oak and Hagley Park Schools
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Full 3 to 19 provisionFull 3 to 19 provision
St Matthew Academy
Community allianceCommunity allianceSingle leadership teamSingle leadership team
Shared system for inclusion
Shared system for inclusion
Innovative CurriculumInnovative Curriculum single budgetsingle budgetSingle GBSingle GB
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Short Heath Hard Federation
Leadership teamLeadership team
Mixed community and VA foundation model
Assistant Hd Ex Head.wmv
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BLEPB
Dunstable College
Trust partners plus associates
Trust partners
Trust
Harlington Area Schools Trust
Associate VA schoolAssociate VA school
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Public Public
The 21st Century Model?
Health services
Community groups
Youth services
PoliceVoluntary
groupsSocial
services
Hard FederationHard FederationCEOCEO
Campus ManagementCampus Management
Nurseries inc SureStartNurseries inc SureStart
PrivatePrivate
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What makes a group of schools a chain?
• Able leaders in their own right
• Expert proponents and guardians of teaching and learning model
• Deployment of a critical mass of leadership direction and energy to get a school moving
Deploying key leaders across the chainThis applies not just to heads and senior leaders but curriculum, special needs and support staff as well
R Hill Consulting
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What makes a group of schools a chain?
Model understood and applied consistently
Shared NQT & CPD sessions
Deployment of ASTs
Cross-chain lesson
observation
Sharing and comparing of
data
Monitoring and
intervention
A system for training leaders and other staff in applying the teaching and learning model:
R Hill Consulting
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“The future is
already
here: it is
just not
yet distributed
very well”William Gibson
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On-going work
Introductory booklet plus booklets on ‘Partnerships and Collaboration’ and ‘Federation’ already published. These and other resources are going online.
Exploring Models of Leadership Toolkit (downloadable and available to purchase
for £10)
Case Studies as a resource covering all models Commissioning research:-
Use of excellent leaders Non-QTS leaders Executive Headteachers Leadership in all-through schools
Models of Leadership website www.nationalcollege.org.uk/modelsofleadership
Email and telephone support from experts in the field
Regional event 30 November Royal Hotel, York
Regional Associate [email protected]
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Next Steps
To find out more about models and partnerships you can:
> Go to the Models and Partnerships websitewww.nationalcollege.org.uk/modelsandpartnerships
> Download the Exploring Models of Leadership Toolkitwww.nationalcollege.org.uk/publications
> Contact the Models and Partnerships consulting [email protected] / Telephone 01158 722169
> Attend a models and partnerships eventwww.nationalcollege.org.uk/modelsofleadership/events
Look out for our information resources
1 Introduction to Models of Leadership (available now)
2 Sharing a single headship *2 Collaborations & Partnerships (available now)3 Federations (available now)4 Trusts *5 Academies and ‘Free Schools’ *6 All through schools *7 Executive Heads *8 School Business Manager *9 Chains of schools *10 Local Authorities *11 Faith Schools *
* Presently being written
The new resources will be downloadable from the
National College website