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LT4 ROOM. Developing a self-improving system . Creating a Self Improving System. Sarah Heesom – Teaching School Director Rebecca Meredith – NLE & Executive Headteacher Peter Brown – Academy Principal Steve Cox – Operations Director. The National Context.
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LT4 ROOM Developing a self-improving system
Creating a Self Improving System Sarah Heesom – Teaching School Director Rebecca Meredith – NLE & Executive Headteacher Peter Brown – Academy Principal Steve Cox – Operations Director
The National Context National College of Teaching and Leadership (NCTL) have developed a vision of a self-improving system, ‘where schools and academies take collective responsibility for leading sustainable school improvement’ In this system, leaders: • care about and have the skills and capacity to work for the success of other children beyond their own school • collaborate with other leads to share and develop common solutions • make effective use of resources to raise standards • shape thinking, policy and practice • will be school and academy based by 2016
The National Context • David Hargreaves was commissioned in 2010 by NCTL to explore the conditions necessary to achieve a sustainable, self-improving school system • He focused on the development of school clusters and the associated provision of cluster leaders • He chose a time horizon of 5 years in his thinking • These documents have subsequently informed the evolution of Teaching Schools
Round 2 TSA – Established in May 2012 • Grown from an initial 10 schoolsto 45 schools • Primary, Secondary, Special, Early Years – City & County • Outward looking – public and private sector partners • Everyone contributes • Values-led • School-led
School-led • Leadership Committee – schools and partners - provides overall strategy • Whole Alliance Days – provides themed strategy • Research & Action Learning Groups • Working Groups • NLEs, LLEs, SLEs, OFPs – Building Capacity • Aspiring Leaders - Talent Management underpins growth
Working Groups • Focused working groups lead Alliance priorities • Needs-led – gaps identified and priorities agreed by schools • Each group operate within core Alliance values • Each group has Headteacher involvement • Each group agrees outcomes • Each group feeds back to the whole Alliance
Working Groups SEND ICT & Computing Outstanding Facilitators Talent Management School to School Support Data Specialist Leaders of Education Leadership for Learning The Arts Primary Curriculum Initial Teacher Training
Vision for Teaching School Alliances Play a fundamental role in a self-sustaining system where: • Trainees, teachers and leaders learn from the best, supported by a culture of coaching and mentoring; • Professional development is school-led and high quality – with improvement through exposure to excellent practice, through observation, mentoring, coaching, practice, reflection, sharing with peers; • Talent development and distributed leadership are the norm – staff are encouraged to lead and are given structure and stretching opportunities to grow and develop; • Leaders have local knowledge and can identify where key resources and expertise lie
School to School Support Mission “As partners we embrace opportunities within Transform to transfer best practice from our own organisations to support others. Being a partner also requires us to maintain the best as part of our collective endeavour for children”
Values and principles • Partnership of equals • Trusted relationships between schools • Peer review • Shared and deliberate focus with clear purpose • Shared accountability • Partnership work • A balance between taking from and giving to
Commitment • Every partner will work collaboratively with another partner over the course of each year • We will open ourselves up to honest, supportive and challenging conversation across the Alliance about data in our own schools • We will develop a range of provision so local leaders can identify and access key resources and expertise to support school improvement • We accept that all school to school support will be quality assured
Pilots • Support + impact of support • Process and protocols • Peer led health checks • 2 other pilots in development
Remit of the Working Group • To continue to develop and oversee the S2S Support programme • To determine where support is best deployed • To question and challenge the appropriateness of the support brokered • To receive updates on progress and impact • To oversee quality assurance • To capture evidence of impact & progress
“…it enables us to look outside [our school], otherwise we can all be a bit parochial and left behind” “…easy decision to join [Transform]” “…very solid values and foundations” “We feel a lot of trust within the Alliance” “[Transform] brings good people together and provides blue skies thinking as a way of driving school improvement” “No-one is there to point the finger; it’s about support and doing it together” “We feel part of something special” “Headteachers value the peer to peer support….as we value the knowledge of our own peers” “…feel incredibly strong”
“…very solid values and foundations” “We feel a lot of trust within the Alliance” “We feel part of something special”
“…very solid values and foundations” “We feel a lot of trust within the Alliance” “We feel part of something special”
The establishing and sharing of these “very solid values and foundations” engenders trust and reciprocity, and suggests that the self-sustaining TSA has longevity built in “When this is a truly commercial model, will it sustain itself?“ “…because it has worked so well for us, [Transform] should be around for a long time”
Where now? • Continual review of values and commitment of members • Pro-actively growing the system – creating the right conditions - aspiration • Talent Management & Succession Planning • Constantly looking for opportunities • Pushing ourselves and boundaries • Reflection built in - all stakeholders
