Transcript Slide 1

Welcome from
Essex Learning Partnership - ELP
Driving school Improvement for Essex Learners
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Facilitator’s introduction
Regional events, March 2011
In partnership with
White paper key aims
The key aims of the government’s plans for schools are to:
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raise the bar on teacher quality
improve behaviour
free teachers from constraint and improve their professional status
raise the standards set by the curriculum and qualifications
increase freedom and autonomy
hold schools to account
support the school system to become self-improving
ensure there is more funding for the most disadvantaged
The white paper and the letter from the Secretary of State
provide clarity on the College’s broad remit and role
“I recognise the need for the College to continue to
operate in a way that commands the confidence of leaders
in schools and children’s services.”
“I expect the College to play a central role in supporting
excellent leaders to drive improvement in the school
system and to foster a decentralised culture of selfimprovement in schools.”
Secretary of State’s letter to the National College, November 2010
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The College’s broad remit and role
• Enable the best leaders to lead school and system improvement:
- expand national and local leaders of education
- create a new designation for specialist leaders of education
• Designate and de-designate national network of teaching schools
- includes talent management/succession planning
- expand middle leadership clusters ‘through the teaching schools
network’
• Review NPQH and make it available from a range of providers
• Provide training/support for leaders of children’s centres
• Provide training/support for chairs of governors
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Teaching schools
Specialist leaders of education
Redesign of NPQH
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Agenda for today
Morning Consultation
9:00
Coffee and tea
9:30 -10:40
Teaching Schools
10: 40 – 11:00
Break
11:00 – 12:00
NPQH
End
Afternoon Consultation
1:00
Coffee and tea
1:30 – 2:40
Teaching Schools
2:40 – 3:00
Break
3:00 – 4:00
NPQH
End
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Teaching schools and specialist leaders of
education
Di Barnes
Operational Director, National College
Regional events, March 2011
In partnership with
Learning through ‘the work’
Collaborative Leadership
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Learning through ‘the work’
Collaborative Leadership
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• Support from credible peers, through mentoring and
coaching
• Opportunity to access and to observe excellent practice
• Time for reflection
• Access to high quality research
• Opportunities to discuss with peers and to work with
them on common issues
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“80% of middle leaders suggest that training in a
cluster based environment offers additional value
compared to traditionally delivered training
programmes.”
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Learning through ‘the work’
Collaborative Leadership
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School to school support: impact
Between 2008 and 2010:
• Primary schools supported by NLEs/NSSs improved their KS2 results
by 7% while the results of those who had not been involved
remained stable.
• The rate of improvement in the percentage achieving five or more
A*-C grade GCSEs (including English and maths) for secondary
schools supported by NLEs/NSSs is close to twice that compared
to those who had not had this support.
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School to school support: mutual benefits
“Partnerships provided the national leaders of
education with good opportunities to share and
refine their own skills. Their staff gained additional
and valuable experiences of leadership through
working in another school, often in a very
different context.”
Developing Leadership: National Support Schools,
OFSTED December 2010
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School to school support: a real risk?
“When the watering hole begins to shrink, the
animals start to look at each other rather
differently.”
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• Schools themselves are learning communities
• CPD is school-based and classroom focussed
• Talent development and distributed leadership are the
norm
• Schools have ‘local knowledge’ and understand the value
of reciprocal support
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The role of teaching schools
As well as offering training and support themselves, teaching schools will
identify and co-ordinate expertise in partner schools, using the best
leaders and teachers to:
• train new entrants to the profession alongside other partners,
including universities
• lead peer to peer learning
• spot and nurture leadership potential
• provide support for other schools, including those facing
challenging circumstances
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Who can become a teaching school?
Designation is open to:
• any phase of school: nursery, primary, middle, secondary,
6th form college (tbc), special or PRUs/short stay
• any type of school including independent, academy, federated,
faith school, free school or part of a chain
• smaller schools, such as small primaries, as the model will be set
up in such a way that will enable them some flexibility to share
the role
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Who can become a teaching school?
Designation criteria:
• a clear track-record of successful collaboration with partner
schools
• Ofsted outstanding for overall effectiveness, teaching and
learning and leadership and management
• consistently high levels of pupil performance or continued
improvement
• an outstanding headteacher with at least three years headship
experience, and outstanding senior and middle leaders with capacity
to support others
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Specialist leaders of education (SLEs)
• New designation acknowledging the important role of middle and
senior leaders in supporting system improvement
• Excellent professionals in leadership positions below the
headteacher, with the capacity, capability and commitment to work
beyond their own school
• Outstanding in a particular area, for example: a subject
specialism; inclusion; ITT mentoring; performance management;
behaviour; school business management
• Designated and brokered by teaching schools, but may be
from any school
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Factors to consider when designating the first
tranche of Teaching Schools:
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geographic spread
the need to reflect the broad socio-economic mix of schools
nationally
the representation of secondary, primary, special and cross
applications
the strength and quality of current NLEs/NSS and Training Schools
locally
Identified demand for services of a teaching school, including the
demographic challenge of ensuing the supply of new heads
“As for the future, our job is not to foresee it, but
to enable it.”
Antoine de Saint-Exupery
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Key questions to consider
Q1 What factors would encourage schools to work with teaching
schools? And what would discourage schools? How could we
overcome these potential barriers?
Q2 What is your view of specialist leaders of education (SLEs)? What
are the issues to be aware of? How would you see SLEs being
identified and deployed across a local area?
Q3 How will we know when teaching schools have been successful:
a) at the level of an individual teaching school?
b) across the schools system as a whole?
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National Professional Qualification for Headship
(NPQH)
Aidan Melling
Operational Director, National College
Regional events, March 2011
In partnership with
Redesign of the NPQH
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“We will ask the National College to review the
content of the NPQH, to make sure that it meets
the highest standards for leadership
development set in other countries and in other
sectors of the economy”
The Importance of Teaching, White Paper, November 2010
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School leaders from across the sectors have told
us that the new NPQH should have the following
characteristics:
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Be the ‘qualification of choice’
Be seen as reliable, credible and relevant
Include both strategic and operational learning
Combine academic rigour and practical experience (including
learning from successful leaders)
• Be flexible to individual and contextual needs and offer elements
of choice
• Be part of an ongoing professional development journey
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They also told us that it should have the following
structure:
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Rigorous up-front entry criteria with a ‘high bar’ to access
An emphasis on high quality and well focussed placements
Essential and elective modules
Links to the National College’s training for chairs of governors
Cohort / peer learning
A challenging final assessment
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Key questions to consider
Q1 How can we best ensure that the new NPQH is a
‘qualification of choice’ that secures a strong supply of
high quality headteachers for the system?
Q2 How can we ensure that trainee headteachers are able
to learn from the very best leaders? How can we improve
preparation for headship through learning on the job?
Q3 How can we enhance the academic rigour of the
qualification without losing its focus on developing and
assessing practical leadership skills? Do you agree that
completing modules in Leading Teaching and Learning
and Developing your Leadership Potential should be
essential for all participants?
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Q1 How can we best ensure that the new NPQH is a
‘qualification of choice’ that secures a strong supply of
high quality headteachers for the system?
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Q2 How can we ensure that trainee headteachers are able
to learn from the very best leaders? How can we
improve preparation for headship through learning on
the job?
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Q3 How can we enhance the academic rigour of the
qualification without losing its focus on developing and
assessing practical leadership skills? Do you agree that
completing modules in Leading Teaching and Learning
and Developing your Leadership Potential should be
essential for all participants?
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Key questions to consider
Q1 How can we best ensure that the new NPQH is a
‘qualification of choice’ that secures a strong supply of
high quality headteachers for the system?
Q2 How can we ensure that trainee headteachers are able
to learn from the very best leaders? How can we improve
preparation for headship through learning on the job?
Q3 How can we enhance the academic rigour of the
qualification without losing its focus on developing and
assessing practical leadership skills? Do you agree that
completing modules in Leading Teaching and Learning
and Developing your Leadership Potential should be
essential for all participants?
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Further consultation opportunities
A consultation report will be published online at the end of May, after
the final event. Please continue to engage with the consultation by:
• completing one of the ‘Dear Steve’ cards on your table
• taking part in an online discussion at:
http://www.nationalcollege.org.uk/consultations
Discussions include:
• What factors would encourage schools to work with teaching
schools?
• How can we improve NPQH?
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