Transcript Document

Leadership in the new world
Toby Greany
Director – Research and Development
June 2011
Job satisfaction is up!
It's a great
(2,268)
It’s ajob
great
job
66%
32%
2%
would
recommend
your
to your/other
staff
YouYou
would
recommend
your job
tojob
your/other
staff (2,268)
51%
40%
1%
7% 1%
You leadership
are given training
leadership
and development
You are given
and training
development
opportunities
opportunities
(2,268)
53%
34%
10% 2%
ur line
is supportive
of you progressing
to senior leadership
Yourmanager
line manager
is supportive
of you progressing
to senior
or headship ifleadership
applicable (1,115)
or headship if applicable
Agree strongly
2
Agree
Disagree
69%
Disagree strongly
Source: National College annual survey 2011. Bases shown:
2,268 = All respondents – heads, Middle leaders, deputy/assistant heads and SBMs (rows 1 – 3)
1,115 = Middle leaders and deputy/assistant heads only (row 4)
21%
Don't know
2%
4% 4%
“Our
schools should be engines of social mobility…(so) this
White Paper outlines the steps necessary to enact whole
system reform”
Michael Gove MP
Secretary of State
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Source: McKinsey&Co, 2010b
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The direction of travel…
From:
To:
State action
Decentralisation & the market
Targets and accountability to the centre
Data transparency creating local
accountability
Regulation as the best guarantor of
fairness
Autonomy and trust as the best
guarantor of fairness
Specific programmes to tackle issues
Accountability and incentives set to
create improvement
Identification of best practice and
guidance
Deregulation and reducing bureaucracy
Planning the system
Opening the system up
Moving to end field forces and
encourage lateral improvement
Complete the change – build capacity
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Source: The Role of the LA in School Improvement seminar, March 2011, unpublished
Learning through ‘the work’
Collaborative leadership
A self-improving system of schools
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Learning through ‘the work’
Collaborative leadership
A self-improving system of schools
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How do leaders learn?
% of high-performing principals citing each experience
as having a major impact on their development
Learning through experience
Learning from the experienced
74
Being identified as a potential leader
Opportunities to take on responsibility
70
Discussions with peers
65
58
Working as a deputy head
47
Coaching
Mentoring
Formal training
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Source: Survey of leaders across 8 top performing school systems in ‘Capturing the leadership premium’,
McKinsey&CO, 2010
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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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Learning through ‘the work’
Collaborative leadership
A self-improving system of schools
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“When the watering hole begins to shrink, the
animals start to look at each other rather
differently.”
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Learning through ‘the work’
Collaborative leadership
A self-improving system of schools
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3.2 Towards a self-improving system?
“There are four building blocks of a
self-improving system: clusters of
schools (the structure); the local
solutions approach and coconstruction (the two cultural
elements); and system leaders
(the key people). These are
already partially in place but need
to be strengthened so that
schools collaborate in more
effective forms of professional
development and school
improvement.”
David Hargreaves, September 2010
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New roles and approaches for LAs
A diverse system (with some emerging trends)
• An end to the standard solution for every authority of a DCS whose primary
•
•
•
•
•
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concern is children’s services as defined in the Children Act (2004),
A greater range and variety of responsibilities for the DCS with different
authorities taking significantly different approaches (DCS Plus)
Much closer integration of the DCS with the corporate team and greater
reliance on shared services (‘We are all one authority’)
A reduction in the number of senior officers, and a shift towards
commissioning, both internally and externally (Commissioning rules OK)
Increasing interest in turning LA services into mutuals and social enterprises
(Big Society)
Tentative exploration of the opportunities offered by sharing services across
LA boundaries (Working across LA boundaries)
Source: National College/ADCS survey of LAs, 2011
Design features for effective partnerships
clear leadership arrangements, with the ability to make decisions on behalf of
all
good governance arrangements, which reflect and welcome multiple
accountabilities
different schools offering different strengths and a ‘helicopter view’ of where
the strengths lie and where the support it needed
a commitment to the locality in which member schools operate, with the
capacity and skills to broker school to school support
a dedication to developing people at all levels, including new system leaders
(succession planning)
a dynamic approach which enables viral growth
openness to (external and peer) challenge and commitment to continuous
improvement.
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Teaching schools
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The role of teaching schools
As well as offering training and support for their alliance 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
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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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A draft maturity model for teaching schools?
Partnership dimension
Trust
Extent
Student and resource sharing
Monitoring and evaluation
Challenge and intervention
Distributed system leadership
CPD dimension
Distributed leadership
Talent identification and leadership development
Mentoring and coaching
Staff data sharing
Joint practice development
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