International evidence on effective leadership Workshop: Saturday 26 th April 2014

1. Sub-brand to go here International evidence on effective leadershipWorkshop: Saturday 26th April 2014 Professor Toby Greany

2. Effective school leadership is key to improving outcomes Source: Marzano, Waters and McNulty (2005) from meta-analysis of 69 studies, involving over 14,000 teachers and 1.4 million pupils

3. “Eight pillars of greatness” World class teaching and learning Effective leadership Shared vision, values, and culture Stimulating and inclusive environment Broad and balanced curriculum High quality partnerships Rigorous self evaluation and review Exceptional CPD in a prof’nal learning community Adapted from Professor Chris Husbands, IOE, 2013

4. “Eight pillars of greatness” World class teaching and learning Shared vision, values, and culture Effective leadership Stimulating and inclusive environment Broad and balanced curriculum High quality partnerships Rigorous self evaluation and review Exceptional CPD in a prof learning community Adapted from Professor Chris Husbands, IOE, 2013

5. In pairs: 5 minutes • What do you see as the qualities and skills of effective school leaders? • What do the most effective leaders say and do differently from their less effective peers?

6. Effective school leadership – behaviours • Optimistic, enthusiastic and curious – evidence • Committed to social justice, equity and excellence • Belief in others – growth mind set • Resilient – not stuck in the imprint of the past • Persistent in the pursuit of excellence • Vigilant and visible – the small things matter • Outward looking, connected and inclusive • A learner – feedback / reflection / challenge and support • OFSTED outstanding schools series, 2009/10; Capturing the • leadership premium, McKinsey, 2010; Future of school leadership, Glatter, 2008

7. Eight key dimensions of successful leadership Defining Vision, Values & Direction Redesigning and Enriching the Curriculum Enhancing Teaching & Learning Restructuring the Organisation: Redesigning Roles & Responsibilities Student Learning Well Being & Achievement Building Relationships Inside the School Community Enhancing Teacher Quality (including Succession Planning) Building Relationships Outside the School Community High Expectations Building Trust 10 strong claims about successful school leadership, Day et al, NCSL, 2010

8. Ontario Alberta New York New Zealand Netherlands Singapore Victoria McKinsey&Co (2010) researched leadership/leadership development in eight high-performing systems, plus England

9. Source: Capturing the leadership premium, Barber and Whelan, McKinsey’s&Co, 2010

10. High performing systems are more likely to: • Spot and develop talent from early in teachers’ careers • Actively manage the career development of tomorrow’s leaders through both on the job experiences and formal programmes • Assess the potential of future heads over an extended period of time, with heads and others taking formal responsibility for ensuring and assuring their quality, alongside mandatory and non-mandatory qualifications; and • Invest in school networks and clusters as a means to drive improvement and develop talent. Source: Capturing the leadership premium, Barber and Whelan, McKinsey’s&Co, 2010

11. Whole school strategies might include… • Quality teaching and learning, consistent across the school, supported by strong CPD culture, observation/moderation and coaching • Pupil level tracking, assessment and monitoring • Inclusive and positive school culture, underpinned by values and ‘moral purpose’ that all pupils will achieve • Effective senior leadership team with ambition, vision, and high expectations of staff and all pupils WHOLE SCHOOL STRATEGIES ...which benefit all pupils

12. Targeted strategies for under-performing and other pupils might include... • Early intervention and targeted learning interventions • One-to-one support and other ‘catch-up’ provision • Targeted parental engagements, including raising aspirations and developing parenting skills • Developing confidence and self-esteem through pupil voice, empowering student mentors, sport, or music WHOLE SCHOOL STRATEGIES ...which benefit all pupils STRATEGIES FOR UNDER-PERFORMING PUPILS …which benefit FSM and other under-achieving pupils

13. Targeted strategies for pupils eligible for Free School Meals might include… • Explicit school-level strategy to identify and support FSM pupils e.g. through targeted funding • Incentives and targeting of extended services and parental support • Subsidising school trips and other learning resources • Dedicated senior leadership champion or lead worker WHOLE SCHOOL STRATEGIES ...which benefit all pupils STRATEGIES FOR UNDER-PERFORMING PUPILS …which benefit FSM and other under-achieving pupils TARGETED STRATEGIES FOR PUPILS ELIGIBLE FOR FSM …which specifically benefit FSM pupils