Succession Planning: why it matters Sian Carr Operational Director NCSL ASHE Summer Conference 6 June 2008

1. Succession Planning: why it mattersSian CarrOperational Director NCSLASHE Summer Conference6 June 2008 Nick, many thanks and can I add, on behalf of the National College, a warm welcome to all of you and for making the time to attend this important conference. My role today is to set out the national context and in the time which I have this morning I want to cover three areas:Nick, many thanks and can I add, on behalf of the National College, a warm welcome to all of you and for making the time to attend this important conference. My role today is to set out the national context and in the time which I have this morning I want to cover three areas:

2. Finding, developing and keeping school leaders Three main topics: why succession planning matters what the College has been doing about it and the story so far First, why succession planning is an issue for all of us; second what the College has been doing to help solve the problem and third a flavour of the story so far � what seems to be going well and where we will need to focus our energies in the future. Can I also emphasise right at the outset the importance of partnership in this context. Our pilot work last year (in 11 areas across the country and with 1 national organisation) confirmed that succession planning is only likely to be solved locally through effective partnerships and although the College can provide a national framework and a range of associated support, it is the work of schools, dioceses and local authorities working singly and together which will make the difference. First, why succession planning is an issue for all of us; second what the College has been doing to help solve the problem and third a flavour of the story so far � what seems to be going well and where we will need to focus our energies in the future. Can I also emphasise right at the outset the importance of partnership in this context. Our pilot work last year (in 11 areas across the country and with 1 national organisation) confirmed that succession planning is only likely to be solved locally through effective partnerships and although the College can provide a national framework and a range of associated support, it is the work of schools, dioceses and local authorities working singly and together which will make the difference.

3. Most of our heads are over 50 The first issue is demographics, the human �time-bomb� � the baby boomers are coming up to retirement � an issue shared with other professions and in most Western countries. This slide shows the overall profile of the teaching profession in relation to age and seniority. It tells us that about 60% of our heads are over 50, of which about half are over 55 - not surprising given the widely held view about the length of apprenticeship needed before someone is deemed ready to step up for headship. Another key blockage is the perception, as much entrenched in the minds of prospective heads as it is with many governors and parents, about how long an apprenticeship is needed before someone can run a school. In teaching the average is close on 20 years though it is beginning to reduce. This is not the case in other professions where typically someone might become a hospital consultant and a partner in a legal practice within 10, perhaps 15 years. This is not to suggest that we should compromise on quality but what we need to put in place are processes and programmes enabling both candidates and governing bodies to believe that appointing candidates with less experience than is been traditionally viewed as necessary is a viable option and not an unnecessary risk. Let�s also reaffirm why all this matters. Good schools need good leaders. If we want to improve standards, if we want our schools to continue to thrive and meet the challenges of the 21st century, we need an adequate supply of effective school leaders � it is as simple as that.The first issue is demographics, the human �time-bomb� � the baby boomers are coming up to retirement � an issue shared with other professions and in most Western countries. This slide shows the overall profile of the teaching profession in relation to age and seniority. It tells us that about 60% of our heads are over 50, of which about half are over 55 - not surprising given the widely held view about the length of apprenticeship needed before someone is deemed ready to step up for headship. Another key blockage is the perception, as much entrenched in the minds of prospective heads as it is with many governors and parents, about how long an apprenticeship is needed before someone can run a school. In teaching the average is close on 20 years though it is beginning to reduce. This is not the case in other professions where typically someone might become a hospital consultant and a partner in a legal practice within 10, perhaps 15 years. This is not to suggest that we should compromise on quality but what we need to put in place are processes and programmes enabling both candidates and governing bodies to believe that appointing candidates with less experience than is been traditionally viewed as necessary is a viable option and not an unnecessary risk. Let�s also reaffirm why all this matters. Good schools need good leaders. If we want to improve standards, if we want our schools to continue to thrive and meet the challenges of the 21st century, we need an adequate supply of effective school leaders � it is as simple as that.

4. Headteachers� view of their role differs sharply from other teachers� But it�s not just demographics. As we saw in the last slide, there has been an increase in those taking their pensions early. All of which might be ok if there were a sufficient pool of talented replacements coming up behind. But that does not appear to be the case. A major issue we face is the perception about headship and the job�s do-ability from those who we expect to be our next generation of heads. This slide shows the contrast between what heads say about the job and the perceptions that the next generation of heads have of the role. It tells a fascinating story. Firstly, as is reflected in a wide range of studies, heads are overwhelmingly positive about their role. They feel confident and respected and the vast majority really enjoy the job but somehow this gets lost in translation. The �mood music� from headteachers appears to discourage rather than encourage their immediate peers to aspire to headship in sufficient numbers. The table on the right shows the negative perceptions of the job from deputies and middle leaders. And as you can see as teachers move from middle leaders (the dark blue) to deputies, generally speaking their perceptions become less negative but even so, at present there are insufficient numbers of deputies putting themselves forward. So perhaps one thing we can do is ask heads to talk more publicly about their role and to say to colleagues what they appear to say in surveys from the privacy of their office. This is not to give a �rose-tinted spectacles� view but to speak honestly about the rewards which most feel. It is for that reason that the College has developed a range of materials (as have others) which talk openly about the rewards of headship. Materials such as Go for it or the recent publication from the Catholic Education Society entitled Leading a Catholic School, the best job in the world are all attempts to redress this imbalance between what heads think about their role and how others perceive it.But it�s not just demographics. As we saw in the last slide, there has been an increase in those taking their pensions early. All of which might be ok if there were a sufficient pool of talented replacements coming up behind. But that does not appear to be the case. A major issue we face is the perception about headship and the job�s do-ability from those who we expect to be our next generation of heads. This slide shows the contrast between what heads say about the job and the perceptions that the next generation of heads have of the role. It tells a fascinating story. Firstly, as is reflected in a wide range of studies, heads are overwhelmingly positive about their role. They feel confident and respected and the vast majority really enjoy the job but somehow this gets lost in translation. The �mood music� from headteachers appears to discourage rather than encourage their immediate peers to aspire to headship in sufficient numbers. The table on the right shows the negative perceptions of the job from deputies and middle leaders. And as you can see as teachers move from middle leaders (the dark blue) to deputies, generally speaking their perceptions become less negative but even so, at present there are insufficient numbers of deputies putting themselves forward. So perhaps one thing we can do is ask heads to talk more publicly about their role and to say to colleagues what they appear to say in surveys from the privacy of their office. This is not to give a �rose-tinted spectacles� view but to speak honestly about the rewards which most feel. It is for that reason that the College has developed a range of materials (as have others) which talk openly about the rewards of headship. Materials such as Go for it or the recent publication from the Catholic Education Society entitled Leading a Catholic School, the best job in the world are all attempts to redress this imbalance between what heads think about their role and how others perceive it.

5. Traditional model has been effective for a long time and will continue to be But the challenges are different and change is already happening I now want to spend a few minutes talking leadership itself and about the emerging models of school leadership because the next generation of school leaders will have to work in a rapidly changing educational context. But in doing so, I want to be very careful in defining what I am suggesting and what I am not. NCSL is not endorsing a particular model of leadership but it is recognising that new forms of leadership are beginning to emerge and are doing so organically rather than genetically. Which means that we do not know yet which of these emerging models (if any) are likely to take root and flourish. But it is critical for all of us to be alert to them, and to learn about and from them. I also want to be clear that NCSL is not suggesting that the traditional model of headship is broken or somehow that the other models are better. It is not, and they are not necessarily. The traditional model will continue to be the preferred model for many, if not most, schools. What I am saying is that there are pressures on the traditional model in terms of expectations, accountabilities and outcomes and that we have to make the job achievable and do-able � and in fact I would argue that we are already seeing the traditional model adjust and adapt to new circumstances. We also have to reduce the fear of failure which leads some heads to feel that they have to take on everything as they are accountable for everything. I now want to spend a few minutes talking leadership itself and about the emerging models of school leadership because the next generation of school leaders will have to work in a rapidly changing educational context. But in doing so, I want to be very careful in defining what I am suggesting and what I am not. NCSL is not endorsing a particular model of leadership but it is recognising that new forms of leadership are beginning to emerge and are doing so organically rather than genetically. Which means that we do not know yet which of these emerging models (if any) are likely to take root and flourish. But it is critical for all of us to be alert to them, and to learn about and from them. I also want to be clear that NCSL is not suggesting that the traditional model of headship is broken or somehow that the other models are better. It is not, and they are not necessarily. The traditional model will continue to be the preferred model for many, if not most, schools. What I am saying is that there are pressures on the traditional model in terms of expectations, accountabilities and outcomes and that we have to make the job achievable and do-able � and in fact I would argue that we are already seeing the traditional model adjust and adapt to new circumstances. We also have to reduce the fear of failure which leads some heads to feel that they have to take on everything as they are accountable for everything.

6. The pilot and our research has confirmed that local solutions and collaboration are key So what conclusions can we draw from this? First and overwhelmingly solutions must be developed locally within a national framework; second that every school has a role to play but not by working in isolation. Collaboration and the opportunities provided through collaboration will ensure that our future leaders can develop the necessary skills and extend their experience across a variety of schools and thus be more prepared for the challenge of leadership. This isn�t to say that our current leaders are not effective but we now have to be more systematic and explicit about how we develop our leaders. We simply cannot leave developing good leaders to happenstance anymore. So what conclusions can we draw from this? First and overwhelmingly solutions must be developed locally within a national framework; second that every school has a role to play but not by working in isolation. Collaboration and the opportunities provided through collaboration will ensure that our future leaders can develop the necessary skills and extend their experience across a variety of schools and thus be more prepared for the challenge of leadership. This isn�t to say that our current leaders are not effective but we now have to be more systematic and explicit about how we develop our leaders. We simply cannot leave developing good leaders to happenstance anymore.

7. Action taken or sponsored by NCSL Communications high profile PR campaign extensive Tomorrow�s Leaders� Today website wide range of materials and guidance Talk2talk sessions case studies (from pilot and other sources) And how we are doing this? By a campaign to raise awareness across the sector and beyond, this includes the website By developing a range of tools, advice and case studies By emphasising the importance of local solutions through supporting with grant aid LAs and faith groups Through the work of our National Succession Consultants Through the appointment of 2 diversity advisers to support our work in terms of recruiting school leaders reflective of the workforce and our schools We have also supported a growing range of collaborative work between mostly LAs but in some regions with Dioceses as well. And finally a project now available to about 50% of LAs with a high numbers of hard to fill headships, designed specifically for NPQH graduates aimed at helping them in those final few steps to headship, a project which is proving very successful.And how we are doing this? By a campaign to raise awareness across the sector and beyond, this includes the website By developing a range of tools, advice and case studies By emphasising the importance of local solutions through supporting with grant aid LAs and faith groups Through the work of our National Succession Consultants Through the appointment of 2 diversity advisers to support our work in terms of recruiting school leaders reflective of the workforce and our schools We have also supported a growing range of collaborative work between mostly LAs but in some regions with Dioceses as well. And finally a project now available to about 50% of LAs with a high numbers of hard to fill headships, designed specifically for NPQH graduates aimed at helping them in those final few steps to headship, a project which is proving very successful.

8. Local action is most effective when the following link together So has it made any difference? Well it is too early to say in quantitative terms but there are already some encouraging signs. We already know the kind of links that need to be made by LAs to be effective as well as the key activities and the key people. So from a Local Authority perspective, are we talking to the right people, is the focus on the 3 core activities of finding, developing and keeping leaders and are we engaging with the right services (including school improvement, governance and HR)? And we also are beginning to recognise the signs that suggest effective good practice; so, for example, is there a good data analysis showing the number of likely retirements? Do we know which schools are likely to be affected? what do we know about the re-advertising rates and how well recruitment is done? and also what about the profile of our deputies and our NPQH graduates? Almost all LAs now have succession strategy groups and many of these have sought to include VA schools or Dioceses. There are some good strategies in place which show clearly what needs to be done and crucially how the issues are to be addressed. Most LAs have undertaken briefings for heads and deputies and governors; and there is good evidence of strong buy-in from school leaders and from governors.So has it made any difference? Well it is too early to say in quantitative terms but there are already some encouraging signs. We already know the kind of links that need to be made by LAs to be effective as well as the key activities and the key people. So from a Local Authority perspective, are we talking to the right people, is the focus on the 3 core activities of finding, developing and keeping leaders and are we engaging with the right services (including school improvement, governance and HR)? And we also are beginning to recognise the signs that suggest effective good practice; so, for example, is there a good data analysis showing the number of likely retirements? Do we know which schools are likely to be affected? what do we know about the re-advertising rates and how well recruitment is done? and also what about the profile of our deputies and our NPQH graduates? Almost all LAs now have succession strategy groups and many of these have sought to include VA schools or Dioceses. There are some good strategies in place which show clearly what needs to be done and crucially how the issues are to be addressed. Most LAs have undertaken briefings for heads and deputies and governors; and there is good evidence of strong buy-in from school leaders and from governors.

9. Shropshire Succession Planning Strategy Three strands: Recruitment Using HTI�s Leadership Journey programme in partnership with Edge Hill University with 4 key groups : Aspiring leaders in early stages of their career More experienced teachers , taken a career break who want to accelerate progress towards leadership Existing middle leaders aspiring to senior leadership posts Existing senior leaders who are NPQH graduates Retention Headteacher workload workshops Appropriate CPD opportunities for longer serving headteachers Strong induction programme for new headteachers Strong mentor programme for headteachers Headteacher Support group development Research NLE to lead members of the Headteacher Support group in research used to inform medium and longer term strategy in succession planning

10. Warwickshire Succession Planning Strategy Successful practice: Start early! See in-post identification of leadership as a mixture of formal and informal processes Know what you are looking for in developing leadership potential Offer opportunities for aspiring and developing leaders to take a lead and/or step up within school Provide systems such as buddying, mentoring, coaching, shadowing or team working to support professional growth Provide local solutions for leadership development in collaboration with others Promote an ethos that invests in individuals

12. Black Country Pilot Programmefor aspiring leaders Local Questionnaire � perceptions of headship Deputy Headteacher programme Middle Manager programme Headteacher coaches and champions Governor toolkit / training Sharing practice across 4 partner LAs Postcards � celebrating / valuing and tracking (initial quick wins / potentially sustainable)

14. Redesigned NPQH Provides: Rigorous and consistent national assessment framework 2 stage entry readiness test: application form with supporter�s statement two day assessment and development event Graduation process: attendance at Graduation Board to assess readiness for headship Personalised pathways � so trainee headteachers can: Build on their strengths and address gaps Engage and learn with other trainee headteachers Be influenced by positive role models Raise their aspirations about the possibilities of headship

15. Timelines

16. Personalised NPQH Pathways

18. Graduation Process Graduation Board � panel of three, including at least one serving headteacher Trainee headteacher to present for graduation between four and 12 months from start of NPQH Approx 1.5 hour event for each trainee head Trainee to demonstrate readiness for headship, including a review of learning on NPQH

20. Serving Headteachers � Contributing to NPQH Working as assessors at Entry Stage Providing coaching for NPQH trainee heads Participating as an NPQH Leadership Development School Panel member for NPQH Graduation Board Offering an online learning opportunity to trainee headteachers e.g. Web-Ex seminars Please contact npqh@ncsl.org.uk if you are interested in any of the above