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5) Sian Carr - NCSL
 

5) Sian Carr - NCSL

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5) Sian Carr - NCSL 5) Sian Carr - NCSL Presentation Transcript

  • Warwickshire Primary Heads Conference Leadership for the Future Sian Carr Operational Director – Stakeholders and Networks, NCSL 9 th February 2009
  • Future Leadership Roles From Victorian – 21 st Century
  • Leadership in a time of change Global Challenges National Challenges Local Challenges School-level challenges Credit Crunch, Sustainable Development, Globalisation, war on terror, new technologies and communication Inequality, ageing population, societal change, Generation Y, citizenship, recession Regeneration, crime and anti-social behaviour, health and well-being Personalised learning and raising standards, ECM/ Extended Schools, 14-19
  • The Children’s Plan vision…
    • “ The 21st century school is a school that…
    • provides an excellent education and…actively contributes to all aspects of a child’s life…
    • engages and listens to parents...
    • looks beyond the pupils on its roll, and works in partnership with other schools to ensure education in the local area is as good as it can be.
    • plays a central role in the wider community, opening its facilities for the benefit of families and others…
    • (is) an active partner in planning and delivery arrangements under Children’s Trusts, helping to define the priorities for their local area, and agreeing how the whole pattern of local services best fits together to meet need.”
    • The Children’s Plan , DCSF, 2007
  • Strategic leadership = sustainable leadership ‘ It is a dual approach really – how to get the staff to give the best deal possible to the kids today, but to get them to rethink the way it might be a different deal in the future!’ Headteacher in Leading the Strategically Focussed School – Success and Sustainability , Brent Davies, 2006 Without strategic leadership…‘the urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine, becomes the sole measure for leadership’. Hamel and Prahalad, Competing for the Future , 1994
  • School Leadership today
    • We have the best ever generation of school leaders…but the context is continually changing
    • The demands on school leaders have increased significantly since LMS, straining leadership capacity, but so has their autonomy and ability to make a difference
    • There are skills gaps in some areas
    • Recruitment difficulties are already hitting and succession planning is a priority
    • Schools are exploring a range of alternative models of leadership, but the key message is that one size will not fit all
    • Findings from PwC and other key sources
    • “ Evidence suggests many school leaders are too involved in operational and delivery matters and that this has been, to some extent, at the expense of embracing their more strategic imperatives.”
    • “ Longing for that mythical period of calm and stability is to misunderstand the nature of the world and of leadership.”
    " Independent study into school leadership" 1/07 www.dfes.gov.uk/research or www.teachernet.gov.uk/publications ref RR818A   Independent Review of School Leadership
  • Three themes for future leadership
    • Leadership for Personalised Learning and User Centred Leadership
    • Models of School Leadership
    • Change Leadership
  • Alternative models of leadership are emerging…
    • co-headships
    • executive heads
    • leadership of federations
    • community leadership
    • multi-agency leaders
    • academies, trusts
    • system leaders – leading beyond own school.
  • Key influences on pupils The task of school leaders is to mobilise the key resources available to secure better outcomes for children… parental engagement teaching and learning barriers to learning & wider outcomes
  • Narrowing the gap: making a reality of ECM and Extended Schools “ The schools with the most effective services had integrated the development of extended provision within their school improvement plans, with a clear focus on improving positive outcomes for children and young people.” Source: Ofsted quoted in ‘How Well are They Doing? The Impact of Children’s Centres and Extended Schools’, 2008
  • Narrowing the gap: 8 high leverage leadership actions ‘ ECM Premium Project’, University of Cambridge, NCSL, 2008 External Understanding and navigating the political arena Managing relationships with external partners Internal Engaging others in the vision for ECM Distributing leadership Workforce remodelling Establishing a ‘ student-centred’ ethos Promoting school-wide CPD Ensuring sustainability
    • 8 schools in the town, 1 Secondary and 7 Primary - with a history of informal collaboration…
    • Town services deal with every school individually…
    • The L.A. sees the town as the administrative unit, but the schools as discrete delivery units…
    Local Authority Perspective
    • The Secondary school agrees to act as ECM mobilser - and lead “whole town” shared ECM provision…
    • Services and Service leaders invited to participate in a “single service distributed campus”…
    • A new leadership team is appointed to manage the ECM provision…
    • Set up joint governance through a shared committee of delegated members from all the schools…
    • The Local Authority engages directly with the joint governance group as a new entity…
    New Local Authority Perspective
    • New entity; pools budgets, makes new appointments, has intervention authority, shared accountability, cross-service CPD, develop a Family Support Strategy etc…
    Pooled Budgets Makes New Appointments Intervention Authority Shared Accountability Cross-Service CPD Family Support
    • 2 of the Primary schools making plans to establish a Sure Start children’s centre, governed by ECM group…
    New Sure Start Centre
  • There are just 4 considerations for most partnerships…
    • Defining the Partnership
    • Kinds of shared provision
    • Form and location of leadership
    • Boundaries and form of governance
  • … and two other determinants
    • Shared purpose and vision – the drivers
    • Defining the Partnership
    • Kind of shared provision
    • Form and location of leadership
    • Boundaries and form of governance
    • Relationships and alliances b eyond the partnership
  • Or, in other words…
    • Why are we doing this..?
    • Who’s in / who’s out - who’s close by..?
    • What will we do together..?
    • Who’s in charge..?
    • Who keeps their eye on it..?
    • Where can we go now..?
  •  
  •  
  • Leadership for the future Some priorities… Encourage the best school leaders to support the rest within and across schools. Develop collaboration with accountability – at local and national level. Further equip school leaders to focus on leadership for learning. Develop models of leadership that lead outward and which engage parents and the community. Embed leadership development within schools and develop a more coherent approach to leadership development for children’s services. Use the demographic challenge as an opportunity to transform school leadership.