Gloucestershire vision

Ensuring every child thrives and reaches their potential

National challenges – local solutions

Working in partnership

Gloucestershire County Council is working in partnership with local organisations across the private, public and voluntary sectors to improve outcomes for all children and young people.

One team – one focus, helping every child thrive and reach their potential

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2020 Vision

Report of the Teaching and Learning in 2020 Review Group

5 key drivers:

Demographic

Technological

Environmental

Economic

Social

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Personalised learning

Professional teaching

Networking collaboration

Intelligent accountability

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Making Good Progress Pilot

School Improvement Partners

Early Years

Disciplined Innovation

14-19 Partnerships

Succession Planning

Success by Design packages

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7 partnership elements

4 key levers

Teaching and Learning in 2020 - 5 key drivers

leadership building capacity

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We define moral purpose as a compelling drive to do right for and by students, serving them

through professional behaviours that ‘raise the bar and narrow the gap’ and through so doing demonstrate an intent to learn with and from each other as we live together in this world.

The G100 Communique

Tomorrow’s Leaders Today

“Succession Planning”

GGA/LA

October 1st 2007

The Succession Planning Challenge

Global workforce trends

Shifts in Education sector

Key drivers at national, local and school level

Demographics

Source: DFES

0

5

10

15

20

25

30

35

40

Under25

25-29 30-34 35-39 40-44 45-49 50-54 55-59 60 andover

Pe

rce

nta

ge

of

tea

ch

ers

in

ea

ch

gra

de

Heads Deputies and Assistants Classroom and others

Average age of first headship:

• Primary 42• Secondary 45

Perceptions of headshipMiddle leaders Assistant/

Deputy HeadsHead teachers

(general motivation)

Head teachers(decision to apply/ leave)

High standards

Dynamic role

Collegiality

Make a difference

Governors support risks

×Less teaching ×Personal priorities

×Negative media image

×Administration

×Inspection/ accountability

×Little impact on school

×Restricted autonomy

×Lack of challenge

Shared values

New challenges

×Less pupil contact

×Stress

Job satisfaction

Re-advertisements

• Trend increasing over

time• Recent improvements

for secondaries• Recent difficulties for

specials

0%

5%

10%

15%

20%

25%

30%

35%

40%

1997 1998 1999 2000 2001 2002 2003 2004 2005

Primary

Secondary

Special

Source: Hay

‘Hard to fill’ posts

Likely factors• Location• Faith• Deprivation• Performance (at both

ends of the spectrum)

Possible factors• Urban location• Small schools

Source: Hay

Most hard to recruit schools are “average”

• 75% of ‘hard to recruit’ primary vacancies are in community schools outside high cost Government Office Regions

• We need a system-wide response not just a targeted one

The ‘supply’ side3,000 NPQH graduates seeking headship

47% already applied forheadship

29% intend within 1 year

21% intend in over 1 year

Their support requirements:Interview skills

MentoringCoaching Internships

Our response – investing in local solutions

enough good leaders in the right places

adequate supply

better recruitment in difficult

areas

governors’ recruitment effective &

open

more women seek

leadership

talented staff get on

rapidly

more BME aspirants

wider supply (e.g.

bursars)

headship seen to

be positive

positive stories about

headship

more NPQH holders

seek headship

GB LA &c give good

support

talent and career

manage-ment

paths to earlier

leadership

remodelled and

distributed leadership

more use of Trusts,

Federations

improved ambition

and quality

collabora-tive

growing of leaders

better retention

fewer good HTs retire early

Sustaina-ble use of leaders by gnt & LAs

pensions support retention

better support

from governors

Strategic response

Diversity

“We, the following organisations, agree to work together to increase the diversity of school leaders in order to make full use of the talents of all members of the workforce. Our first priorities will be gender and ethnicity. We will also consider disability, sexual orientation, age and religious belief.”

National College for School Leadership, Training & Development Agency for Schools, General Teaching Council for England, London Centre for Leadership in Learning, National Union of Teachers, Association of Teachers and Lecturers, National Association of Head Teachers, Specialist Schools and Academies Trust, National Governors’ Association, the Church of England Education Service and the Catholic Education Service.

NQTIdentification of

career plan

ASPIRANT LEADER

Opportunities for Business &

International Placements

Leading school based projects

SUPPORTING LEADER

Creating capacityOpportunities to

‘Play with the train set’

SCHOOL LEADERModels of

Successful school leadership

SYSTEM LEADER

Portfolio of System Leaders –

increasing capacity

GOVERNORSVision to support enabling models

of leadership

SUBJECT LEADER

Curriculum leadership of one specific area of the curriculum

CURRICULUM LEADER/DEPARTMEN

T LEADERTeam & curriculum

leadership in one or more specific areas of the

curriculumADVANCED

SKILLS TEACHER

System Leadership of

specific curriculum area

PUPILSImproved quality of

Learning…preparation for lifelong learning

PARENTS – Opportunities to speak & listen

GREAT LEARNING LEADERS

– Growing Leaders & capacity

Improved quality of Learning…preparation for lifelong learning

© Debbie Innes – September 2007

ActivityAim: To promote the need for a local solution for

Succession Planning & ensure the commitment of Governors.

5 minutes

Using the placemat – place the cards in your envelope on the placement in the quadrant of the circle that you think is most appropriate

10minutes

Discussion of areas where we are with Succession Planning

5 minutes

Where next?

http://www.ncsl.org.uk/mediastore/image2/tomorrowsleaderstoday/governersindex.htm

Quick linksLive now: David Bell asks for your views on work-life balance

Recruiting head teachers and senior leaders (PDF, 316kb) Retaining school leaders: A guide to keeping talented leaders engaged (PDF, 266kb, 48 pages)

Leadership succession- overview (PDF, 183kb)

Turning heads(PDF, 291kb)

Greenhouse schools(PDF, 280kb)

NGA/NCSL discussion paper (PDF, 67kb) NGA conference letter (Word, 296kb)

NGA presentation (Powerpoint, 2,264kb)