leadership: diversity and community cohesion diversifying school leadership generating public value

Leadership: Diversity and Community CohesionDiversifying School LeadershipGenerating Public Value

2Confidential / Proprietary

Overview

1. Context: the role of NCSL2. Diversifying School Leadership: the

challenge3. Diversifying School Leadership: the

activity4. Public Value: an organising principle?5. What this means for leadership


Overview





1 Context

• NCSL purpose and style: inspiring leaders, improving children’s lives; learn, collaborate, develop, influence, empower

• Diversity is a significant issue for school leadership: both the diversity of school leaders, and leadership for and of diversity

• Schools reflect society: women, BME, disabled face the same challenges as we see in other sectors and wider society

• We should not settle for this: moral, legal, demography and cohesion, business reasons to address diversity – and schools are unique

• Local solutions: while we are National, we seek to enable local capacity, to ensure contextual sensitivity


Overview


challenge3. Diversifying School Leadership : the



2 Women in school leadership

Source: DfES, McKinsey (NCSL), 2006

71

57

88

64

42

76

49

34

65

Primary Secondary Special

% female

ClassroomDeputies / Assistant Heads

Heads

31% female teachers and 44% male teachers aspire to Headship (2008)

900 additional female Heads between 2001 and 2006

87% Primary, 61% Secondary, 75% All (and NQTs) - GTC Digest 0708


Ethnicity analysis (2007/2008)

Sources: NCSL data (47LAs), 618g Report, DCFS Schools & Pupils in England Report, 2001 Census data

Ethnicity by population segment: School staff ing does not represent its pupil or community populations how ever the volume of 'Not Stated' presents issues

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Head AH/DH Teachers Pupils Population

White

Mixed

Asian/Asian British

Black/Black British

Chinese/Other Ethnic

Not Stated

Non-White proportions:The leadership team for each phase does not represent the pupil population how ever the volume of 'Not Stated' presents issues

0%

5%

10%

15%

20%

25%

Head AH/DH Pupils

Primary

Secondary

Special

Not Stated

Non-White proportions:Generally the leadership team does not represent the teacher population how ever the volume of 'Not Stated' presents issues

0%3%6%9%

12%15%18%

East M

idlan

ds

East o

f Eng

land

Lond

on

North

Eas

t

North

West

South

Eas

t

South

Wes

t

West

Mid

lands

Yorks

hire

& H

umbe

rside

Not S

tate

d

Head

AH/DH

Teachers

'Not Stated' ethnicity is an issue particularly in the East of England & South West for National statistics providers & mirrors w hat w e have seen at NCSL

0%5%

10%15%20%25%30%35%

East M

idlan

ds

East o

f Eng

land

Lond

on

North

Eas

t

North

West

South

Eas

t

South

Wes

t

West

Mid

lands

Yorks

hire

& H

umbe

rside

Between 2002 and 2006, an average of 2% of head teachers appointed to the role were from BME backgrounds. (source: Source: EDS, NAHT_ASCL data, 2002 – 2006)

Local Context is allUnknowns are a

problem

School leaders & teachers are not representative of pupils or popn?


Overview





3 NCSL Diversity Projects

HMI Shadowing15 BME teachers with

experience of middle and senior management per term,shadowing inspections at two

different schools

DataInitial collection from LAs,

to share back within SP packs – local context

ResearchJoint with NASUWT.

Leadership aspiration c.f. careerpaths – factors assisting or impeding progression into

leadership

Equal Access to Promotion

Aimed at BME Middle Leaders, builds strengths and

strategies re barriers

Guide to Good PracticeOnline toolkit built

around eight key actions and ten key

questions

Influencing and Working in partnership

Panel members: CES, CEES, GTC, NAHT, NASUWT, NGA, NUT,

TDA, SSAT, DCSFJoint work: OFSTED, NASUWT, NUT


3 Equal Access to Promotion

• Jointly developed with the NUT• Aimed at BME teachers in middle leadership• Professional development to support into senior leadership• Module within Leadership Pathways, but also standalone• Enhance strengths and extend strategies to overcome

barriers• Boost knowledge of leadership development opportunities• Raise influence of leaders within schools• No official assessment, but description of learning and

outcomes• Opportunity to network• Delivered by BME leaders


3 Guide to Good Practice


Overview


challenge3. Diversifying School Leadership : the



4 What is Public Value?

• Coined by Mark Moore in 1995, although many definitions

• NCSL research and learning (see website for report)

• Defines public value as:– developed when public services not only provide

services but also create social outcomes that are also valued

– created when educational settings work to improve the wider range of outcomes for their young people by engaging with families and communities in places and processes characterised by equal esteem and equitable authority


4 A Public Value approach

Purpose of education in a transforming

society and globe

Stubborn social and economic

equality

Plateau in attainment

improvement

Evolving approach to system

improvement

1

1 Managing resources internally, better teaching and learning, measured by educational attainments

22

2 Drawing in more resources from within the community to supplement and complement those allocated

3

3

3 Reaching out to immediate social networks / families to help them enhance performance, attendance and attitude

4 4

4 Investing resources in creating social capital and capacity in the community

5 5

5 5

5 Making resources available as the basis for community activities. Most value ‘escapes’ into the community

Four key drivers? Five key tasks?


4 Public Value: Some key issues

• How does a leader know when, where and how to work with a community?

• Whose needs in the community are to be addressed?

• How is this wider work to be organised, lead and held to account?

• What kinds of working practices, skills and people does this demand?

• Is wider community work merely a means to the end of higher attainment scores?

• What framework of measurement should be used to value this wider work within the community?

• How should investment in these practices be traded off against investment within the organisation?


Overview





Vision and purpose Leadership focused on

5 What does it mean for leadership?

Outward-facing

Change

Partnership

Equity and ExcellenceExtended Services

Distributed leadership

Growing future leaders

Local context is all

Teaching and learning

See www.ncsl.org.uk for public value research and community cohesion event materials from

26th November

Diversity strategy…


5 NPQH Unit 6 Strengthening Community• Collaboration with parents and carers

– Working with parents and carers (why, support and intervention)– Building productive partnerships (collaboration)

• The school in the community– Building social capital (community to school, extended schools)– Deepening engagement (pupils, other schools)

• Agencies and local services– Safeguarding children (policy / legislation, leading multi-d teams– More than the sum (role of local services)

• Knowing your community– Celebrating diversity (identity and difference, changing

communities)– Diverse communities (demographics)

• Evaluating impact and moving to action– Evaluating impact on school (case-study)– Evaluating impact on self (your learning, graduation assessment)

• Continuous review and improvement

leadership: diversity and community cohesion diversifying school leadership generating public value

Documents

leadership slide

school leadership source

leadership aspiration

diversity of school

leadership equal access

role of ncsl

public value slide

ncsl data