Leadership in the new world Toby Greany Director – Research and Development June 2011

1. Leadership in the new worldToby Greany Director – Research and Development June 2011

2. Job satisfaction is up! It’s a great job You would recommend your job to your/other staff You are given leadership training and development opportunities Your line manager is supportive of you progressing to senior leadership or headship if applicable 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)

3. “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

4. Source: McKinsey&Co, 2010b

5. The direction of travel… Source: The Role of the LA in School Improvement seminar, March 2011, unpublished

6. Learning through ‘the work’Collaborative leadershipA self-improving system of schools

7. Learning through ‘the work’Collaborative leadershipA self-improving system of schools

8. Learning through experience • Learning from the experienced How do leaders learn? % of high-performing principals citing each experience as having a major impact on their development Being identified as a potential leader Opportunities to take on responsibility Discussions with peers Working as a deputy head Coaching Mentoring Formal training Source: Survey of leaders across 8 top performing school systems in ‘Capturing the leadership premium’, McKinsey&CO, 2010

9. 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

10. Learning through ‘the work’Collaborative leadershipA self-improving system of schools

11. “When the watering hole begins to shrink, the animals start to look at each other rather differently.”

12. Learning through ‘the work’Collaborative leadershipA self-improving system of schools

13. 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 co-construction (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

14. 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 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

15. 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.

16. Teaching schools

17. 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 professionalongside other partners, including universities lead peer to peer learning spot and nurture leadership potential provide support for other schools

18. 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 brokeredby teaching schools, but may be from any school

19. A draft maturity model for teaching schools? Partnership dimensionTrustExtentStudent and resource sharingMonitoring and evaluationChallenge and interventionDistributed system leadershipCPD dimensionDistributed leadershipTalent identification and leadership developmentMentoring and coachingStaff data sharingJoint practice development