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Identifying and developing the leaders of the future 

This article discusses the importance of identifying and developing future leaders in the education sector. It covers topics such as talent spotting, succession planning, capacity building, and skill development. It also highlights the current trends and challenges in education leadership.

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Identifying and developing the leaders of the future 

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  1. Identifying and developing the leaders of the future  Stephen Jones, Director, South and Midlands Ambition School Leadership

  2. Translating Vison into Reality Part 1 - What capacity and skills do you need to achieve your vision? Part 2 - How can you talent spot and succession? Part 3 – How can you develop your talent?

  3. Political, Economic and Social Change 2016 - 2018 2018 - ? Changes to Accountability NQT training- Moving from 1 to 2 Years Grammar School Expansion - £50m Fund Workload Opportunity Areas Teaching & leadership Evidence Technical education Uncertainty!

  4. Current Sector Trends Structural change (MATs, local partnerships, TSAs) New levels of leadership (Executive Heads/CEO) Changes to performance measures and accountability Curriculum and assessment Funding (and apprenticeship levy) Teacher and leader supply Mental health and wellbeing Oversight (Ofsted, RSCs)

  5. Recruitment and Retention Challenges 3-5 years/RQT 73% NQTs in teaching five years later 28% of headteachers said they were planning to leave headship within five years (TES/The Future Leaders Trust; 2015 survey) 86.8% of school leaders in 2015 believed headship was less attractive as a career choice than it was in 2010 (The Key; 2015) More than a quarter of the teachers of working age who left the profession between 2008 and 2012 were women aged 30 to 39 - some 6,000 a year (Policy Exchange) 1.4% Headteachers BAME and 38% Headteachers female Headship Flexible working Diversity

  6. We need future leaders who can: Do more with less – People and Money Navigate increased change complexity and ambiguity Own increased expectations and accountability

  7. What does it feel like?

  8. Visions – Start with Why There are nuanced differences in the clarity, specificity and focus of MAT visions. High specificity Ensure that all our schools rank in the top 20% by comparison with students in similar schools by their first inspection following conversion Developing and sustaining outstanding leadership with a view to raising outcomes for children and young people Focused on outcomes (academic and non-academic) with a strong focus on careers education Every school is the very best they possibly can be All of our children should have a fully rounded, enriched education Low specificity Examples of MAT visions Holistic outcomes Academic outcomes

  9. The leadership journey in the UK system Traditional route non-education roles New education roles CEO Executive Head Regional Director CFO Director of School Performance Headteacher Head of School HR Director of Professional Development Director of School Improvement Senior leader ITT Director Comms Middle leader Phase Leader Director of Primary Standards

  10. Discussion 1 What’s your vision? What roles might you need in the next 1-3 years? What skill sets and types of leaders and will you need to achieve your vision?

  11. Case Study

  12. What we believe is the best way to help us achieve or mission? ‘

  13. Who is behind our programmes? Who aligns with our vision and Mission? Matt Hood- Chief Education Officer Matt is a former economics teacher, school leader, government policy advisor and North East Director at Teach First. Matt is also a trustee at The Brilliant Club, an alumnus of Teach First and a Winston Churchill Memorial Trust Fellow.. Marie Hamer – Executive Director Learning Design and Teaching Former teacher, school leader, Head of Ark Teacher Training and Dean at IfT. On DfE expert advisory group for early career teacher development. Sir David Carter - Executive Director, Executive Leadership Former National Schools Commissioner, Regional Schools Commissioner and MAT CEO Peps Mccrea – Dean, Learning Design Former teacher and university lecturer. Author of Memorable Teaching who has overseen creation of Masters and Fellowship Programmes Professor Sam Twiselton OBE - Academic Advisory Group Chair Founding Director of the Sheffield Institute of Education at Sheffield Hallam University and member of the Carter Review of ITT advisory panel. Ed Vainker - Schools Advisory Group Chair Co-founder and Principal of Reach Academy Feltham, co-founder of Reach Hub, a member of the DfE Early Years stakeholder group and the Royal Foundation Steering Group on Early Life. Dame Rachel de Souza - Executive Advisory Group Chair Dame Rachel Mary de Souza DBE is a British educationalist, and former head teacher. Chief executive of the Inspiration Trust.

  14. Identifying Talent and Succession Planning “All the effective leaders I have encountered – both those I worked with and those I merely watched – knew four simple things: a leader is someone who has followers; popularity is not leadership, results are; leaders are highly visible, they set examples; leadership is not rank, privilege, titles or money, it is responsibility.” – Peter Drucker

  15. Approaches for identifying and developing talent Develop an agreed language around your vision for high performance and what potential looks like

  16. Map your current state - Nine-box model

  17. Discussion 2 What approaches do you use in your school to talent manage for future leadership roles? How effective are they?

  18. “Employees generally leave their organisation for one of two reasons: Their immediate manager or The lack of opportunity to develop and grow” Ruth Malloy, Global Managing Director, Hay Group Leadership and Talent Practice

  19. Utilise a range of development opportunities

  20. Build a compelling talent management offer

  21. Evidence Base – Start and Stop 85% of schools above average Progress 8 in Areas 5 and 6: In Areas 5 and 6, 85% of schools led by a Future Leader for two of more years have Progress 8 results above their Local Authority average. 44.9% disadvantaged pupils gaining A*-C English and maths: 44.9% of disadvantaged pupils achieved A*-C in English and maths GCSE in schools led by a Future Leader, compared to 42.8% in similar schools. 6 percentage points above national average in reading, writing and maths: 44% of disadvantaged pupils in primary schools that have been led by a Future Leader headteacher for three or more years reached the expected standard in reading, writing and maths – compared to the average of 37% in Areas 5 and 6 and 38% nationally.

  22. Discussion 3 What do you do in your school to develop talent that’s working well? How do you know its working well?

  23. Summary • Ensure a clarity of vison that permeates through all levels of your school • Be clear on the roles, skill sets and leadership capacity you need to achieve your vision • Map your current state and build the ability to talent spot across the school • Build a compelling evidence based development offer

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