Leadership: Diversity and Community Cohesion

Leadership: Diversity and Community Cohesion Diversifying School Leadership Generating Public Value

Overview • Context: the role of NCSL • Diversifying School Leadership: the challenge • Diversifying School Leadership: the activity • Public Value: an organising principle? • What this means for leadership

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 • Context: the role of NCSL • Diversifying School Leadership: the challenge • Diversifying School Leadership : the activity • Public Value: an organising principle? • What this means for leadership

49 Classroom Deputies / Assistant Heads Heads % female 2 Women in school leadership Special Primary Secondary Source: DfES, McKinsey (NCSL), 2006 87% Primary, 61% Secondary, 75% All (and NQTs) - GTC Digest 0708 31% female teachers and 44% male teachers aspire to Headship (2008) 900 additional female Heads between 2001 and 2006

Ethnicity analysis (2007/2008) School leaders & teachers are not representative of pupils or popn? Local Context is all Unknowns are a problem 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) Sources: NCSL data (47LAs), 618g Report, DCFS Schools & Pupils in England Report, 2001 Census data

3 NCSL Diversity Projects Data Initial collection from LAs, to share back within SP packs – local context Equal Access to Promotion Aimed at BME Middle Leaders, builds strengths and strategies re barriers Guide to Good Practice Online 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, DCSF Joint work: OFSTED, NASUWT, NUT Research Joint with NASUWT. Leadership aspiration c.f. career paths – factors assisting or impeding progression into leadership HMI Shadowing 15 BME teachers with experience of middle and senior management per term, shadowing inspections at two different schools

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 • Context: the role of NCSL • Diversifying School Leadership: the challenge • Diversifying School Leadership : the activity • Public Value: an organising principle? • What this means for leadership

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

3 1 5 5 2 2 3 4 4 1 Managing resources internally, better teaching and learning, measured by educational attainments 5 5 2 Drawing in more resources from within the community to supplement and complement those allocated 3 Reaching out to immediate social networks / families to help them enhance performance, attendance and attitude 4 Investing resources in creating social capital and capacity in the community 5 Making resources available as the basis for community activities. Most value ‘escapes’ into the community 4 A Public Value approach Four key drivers? Five key tasks? Plateau in attainment improvement Stubborn social and economic equality Purpose of education in a transforming society and globe Evolving approach to system improvement

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?

5 What does it mean for leadership? Leadership focused on Vision and purpose Equity and Excellence Teaching and learning Extended Services Outward-facing Partnership Local context is all Change Distributed leadership Diversity strategy Growing future leaders … See www.ncsl.org.uk for public value research and community cohesion event materials from 26th November

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