System Leadership What if …….? Michel Laurent-Régisse
The Three Fields of Knowledge What We Know  Knowledge of those involved. What we bring to the table What Is Known   Knowle...
What if ….? <ul><li>...schools weren't organised in traditional ways?  </li></ul><ul><li>...leadership was pooled across s...
<ul><li>Across the country today, the landscape of school leadership is being transformed </li></ul><ul><li>One of the mos...
System Leadership enables the system to: <ul><li>spread high quality leadership across several schools  </li></ul><ul><li>...
Task 1 – what’s the picture? <ul><li>Look at Baseboard 1 – please do not write onto the board! </li></ul><ul><li>Think fro...
Task 2 – what’s the picture? <ul><li>Look at Baseboard 2 – please do not write onto the board! </li></ul><ul><li>Think fro...
Leading more than one school <ul><li>Co-leading in partnerships and federations;  </li></ul><ul><li>leading schools in clo...
Why leadership beyond a single institution?  <ul><li>Why isn’t ‘current practice’ good enough? </li></ul><ul><li>How has t...
Some issues <ul><li>Contours and boundaries of current best practices </li></ul><ul><li>Establishing a conceptual frame/ty...
Forms and contours of current best practice Polestar Educational Consultancy Shared Leadership User-driven Leadership Lead...
A radical new future <ul><li>Most radically, perhaps, we are beginning to glimpse a future in which the whole idea of 'sch...
New thinking and new practice <ul><li>&quot;Our proposed new system of governance has three distinct layers -  a strategic...
Horizon scanning –  four domains of focus <ul><li>Leadership of institutions which deliver or provide access to  multiple ...
A direction for travel Polestar Educational Consultancy <ul><li>A typology and a range of next practice models that have t...
Next practice <ul><li>‘ Practice that is aware of conventional 'good' practice, its strengths and its limitations; and whi...
In practice means? <ul><li>Conducted by very able, informed practitioners </li></ul><ul><li>Informed by scanning of the en...
Entails reviewing <ul><li>STRUCTURES </li></ul><ul><li>ROLES </li></ul><ul><li>STRATEGIES </li></ul><ul><li>BEHAVIOURS </l...
The flow of the process … Polestar Educational Consultancy PROBLEM (RE)FRAMING HORIZON SCANNING CREATIVE SPACE FIELD  TRIA...
Three areas of focus <ul><li>Leadership beyond a single institution (with LA, consultancy,NCSL) </li></ul><ul><li>Innovati...
Key challenge - 1 <ul><li>Clarity on what Next Practice is for their site and on their change leadership role </li></ul><u...
Key challenge - 2 <ul><li>Lack of confidence and skill in working with a group of other leaders </li></ul><ul><ul><li>The ...
Key challenge - 3 <ul><li>Staying Innovative </li></ul><ul><ul><li>The pressure of managing the day-to-day alongside the c...
Key challenge - 4 <ul><li>Staying compassionate for themselves & others. </li></ul><ul><ul><li>Coaches have picked up a se...
What helps / hinders?  1 <ul><li>Anxiety about being part of emergent processes </li></ul><ul><li>A number of people assum...
What helps / hinders?  2 <ul><li>Unclear role definition within the Next Practice groups </li></ul><ul><li>Quite often, th...
What helps / hinders?  3 <ul><li>Meeting effectiveness </li></ul><ul><li>Meetings in the educational settings generally ap...
What helps / hinders?  4 <ul><li>Confidence and self-belief is generally quite low </li></ul><ul><li>The Next Practice wor...
What we know now …. <ul><li>People are ‘up for it’ </li></ul><ul><li>Need to revise some initial assumptions </li></ul><ul...
Next practice could include  <ul><li>globalisation - and the resulting requirement for universal proficiency  </li></ul><u...
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6) Michel Laurent Regisse - System Leadership: What if?

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6) Michel Laurent Regisse - System Leadership: What if?

  1. 1. System Leadership What if …….? Michel Laurent-Régisse
  2. 2. The Three Fields of Knowledge What We Know Knowledge of those involved. What we bring to the table What Is Known Knowledge from theory, research and best practice New Knowledge Knowledge created together through collaborative processes
  3. 3. What if ….? <ul><li>...schools weren't organised in traditional ways? </li></ul><ul><li>...leadership was pooled across schools? </li></ul><ul><li>...schools agreed a town-wide / area-wide timetable? </li></ul><ul><li>...primary and secondary schools merged? </li></ul>Polestar Educational Consultancy
  4. 4. <ul><li>Across the country today, the landscape of school leadership is being transformed </li></ul><ul><li>One of the most striking and important trends is leadership beyond a single institution. </li></ul><ul><li>This development is profoundly altering our long-standing models of school leadership. </li></ul>Polestar Educational Consultancy
  5. 5. System Leadership enables the system to: <ul><li>spread high quality leadership across several schools </li></ul><ul><li>support a school or schools which are 'causing concern' </li></ul><ul><li>deliver the 'five outcomes' of the Every Child Matters agenda </li></ul><ul><li>deliver 'all-age' learning </li></ul><ul><li>develop 14-19 curriculum provision </li></ul><ul><li>develop 'whole town' services </li></ul><ul><li>deliver shared services more efficiently; and </li></ul><ul><li>resolve headteacher succession issues. </li></ul>Polestar Educational Consultancy
  6. 6. Task 1 – what’s the picture? <ul><li>Look at Baseboard 1 – please do not write onto the board! </li></ul><ul><li>Think from the perspective of your own school </li></ul><ul><li>Each partner uses a different colour post-it to add information – identify the leader by first name and role only - Jayne, Deputy, 4 yrs ; Wayne, SLT; 1 yr </li></ul><ul><li>What’s the picture? </li></ul><ul><li>Where are the gaps? </li></ul>Polestar Educational Consultancy
  7. 7. Task 2 – what’s the picture? <ul><li>Look at Baseboard 2 – please do not write onto the board! </li></ul><ul><li>Think from the perspective beyond your own school </li></ul><ul><li>Each partner uses a new different colour post-it to add information – identify the leader by first name and role only - Jayne, Deputy, 4 yrs ; Wayne, SLT; 1 yr </li></ul><ul><li>What’s the picture? </li></ul><ul><li>Where are the gaps? </li></ul>Polestar Educational Consultancy
  8. 8. Leading more than one school <ul><li>Co-leading in partnerships and federations; </li></ul><ul><li>leading schools in close collaboration with other agencies, </li></ul><ul><li>or schools are providing a range of services themselves, giving children access to much more than education - healthcare, for example, and other services. </li></ul>Polestar Educational Consultancy
  9. 9. Why leadership beyond a single institution? <ul><li>Why isn’t ‘current practice’ good enough? </li></ul><ul><li>How has thinking about ‘next practice’ advanced? </li></ul>Polestar Educational Consultancy Virtual schooling De-schooling Supported home-schooling Go on then! Why isn’t it? Feed forward your thinking for the whole group
  10. 10. Some issues <ul><li>Contours and boundaries of current best practices </li></ul><ul><li>Establishing a conceptual frame/typology </li></ul><ul><li>Models and directions of travel </li></ul><ul><li>Identifying leaders and emergent practice sites </li></ul><ul><li>Research </li></ul><ul><ul><li>National/International </li></ul></ul><ul><ul><li>Education/Other sectors </li></ul></ul><ul><li>Field trials </li></ul><ul><ul><li>What do they look like? </li></ul></ul><ul><ul><li>Propitious sites? </li></ul></ul>Polestar Educational Consultancy
  11. 11. Forms and contours of current best practice Polestar Educational Consultancy Shared Leadership User-driven Leadership Leadership of more than one school Multi-agency Leadership <ul><li>Leaders & sites of practice </li></ul><ul><li>Other sectors </li></ul><ul><li>International leaders & sites of practice </li></ul><ul><li>Key theorists </li></ul><ul><li>Research </li></ul>
  12. 12. A radical new future <ul><li>Most radically, perhaps, we are beginning to glimpse a future in which the whole idea of 'school' is re-imagined. </li></ul><ul><li>Headteachers are already guiding education beyond school walls, as ICT opens up new possibilities for schooling that needs no 'school'. </li></ul>Polestar Educational Consultancy
  13. 13. New thinking and new practice <ul><li>&quot;Our proposed new system of governance has three distinct layers - a strategic partnership including a wide range of partners who will be involved in formulating policies and providing strategic direction for the new system, federations of two or more learning centres and individual learning centre committees which involve pupils, parents and community members. The local authority whilst currently providing strategic leadership and direction in supporting the establishment of the new system will have a different role in the future. The new system will be self managing and self directing whilst the local authority will be a strategic commissioner of services with a responsibility for Quality Assurance.&quot; </li></ul>Polestar Educational Consultancy
  14. 14. Horizon scanning – four domains of focus <ul><li>Leadership of institutions which deliver or provide access to multiple services . </li></ul><ul><li>Leadership of programmes which enable personalised and extended opportunities for 14-19 . </li></ul><ul><li>Leadership of 'chains', 'franchises', developed federations or formal networks of schools. </li></ul><ul><li>Leadership of learning which takes place outside formal institutions (such as supported home-based learning or part-time schooling which involves new technology). </li></ul>Polestar Educational Consultancy
  15. 15. A direction for travel Polestar Educational Consultancy <ul><li>A typology and a range of next practice models that have the potential (from theory, research and field trials) to be transformative </li></ul><ul><li>A system that is able effectively to utilise and deploy next practice models as appropriate to context, capacities & capabilities. </li></ul><ul><li>The capacity for system utilisation to: succession manage; make transitions; deploy and appoint; find incentives and drivers; remove disincentives & inhibitors </li></ul>
  16. 16. Next practice <ul><li>‘ Practice that is aware of conventional 'good' practice, its strengths and its limitations; and which explicitly sets out to move it to a new level, or even in some cases radically to change it.’ </li></ul><ul><li>Valerie Hannon, Director, Innovation Unit </li></ul>Polestar Educational Consultancy
  17. 17. In practice means? <ul><li>Conducted by very able, informed practitioners </li></ul><ul><li>Informed by scanning of the environment, to stimulate new approaches </li></ul><ul><li>Directed at serious, contemporary problems </li></ul><ul><li>Not (yet) officially sanctioned and maybe entailing some risk </li></ul>Polestar Educational Consultancy
  18. 18. Entails reviewing <ul><li>STRUCTURES </li></ul><ul><li>ROLES </li></ul><ul><li>STRATEGIES </li></ul><ul><li>BEHAVIOURS </li></ul><ul><li>PURPOSES </li></ul>Polestar Educational Consultancy
  19. 19. The flow of the process … Polestar Educational Consultancy PROBLEM (RE)FRAMING HORIZON SCANNING CREATIVE SPACE FIELD TRIALS FOCUS on innovative leadership approaches and experiences from other sectors CHALLENGE our assumptions about leadership beyond a single institution OPEN thinking about possibilities
  20. 20. Three areas of focus <ul><li>Leadership beyond a single institution (with LA, consultancy,NCSL) </li></ul><ul><li>Innovative use of resources(working with several organisations on different aspects of the content) </li></ul><ul><li>Workforce reform and higher level teaching skills (with Training and Development Agency for Schools) </li></ul>Polestar Educational Consultancy
  21. 21. Key challenge - 1 <ul><li>Clarity on what Next Practice is for their site and on their change leadership role </li></ul><ul><ul><li>This ranges from understanding Next Practice as a concept to how it impacts their site. </li></ul></ul><ul><ul><li>Finding their place and role as a leader within a field trial that extends beyond any leader’s formal responsibility has been difficult for many. </li></ul></ul>Polestar Educational Consultancy
  22. 22. Key challenge - 2 <ul><li>Lack of confidence and skill in working with a group of other leaders </li></ul><ul><ul><li>The perceived hierarchies within some groups appear to make it harder for younger/less experienced heads to feel empowered. </li></ul></ul><ul><ul><li>Distributing leadership and working collectively across systems does not appear to come easily to all groups of headteachers. </li></ul></ul><ul><ul><li>Partnerships with local authorities, governing bodies and other agencies appear fragmented or unhelpful in many cases. </li></ul></ul>Polestar Educational Consultancy
  23. 23. Key challenge - 3 <ul><li>Staying Innovative </li></ul><ul><ul><li>The pressure of managing the day-to-day alongside the challenge to innovate and experiment creates a real tension. </li></ul></ul><ul><ul><li>Not all sites have the depth of leadership capacity within their own organisations to free the key leaders up with the necessary time and space to innovate and manage change. </li></ul></ul>Polestar Educational Consultancy
  24. 24. Key challenge - 4 <ul><li>Staying compassionate for themselves & others. </li></ul><ul><ul><li>Coaches have picked up a sense of loneliness from some leaders with limited support from within the wider leadership group. </li></ul></ul><ul><ul><li>The Transactional drivers ‘be strong and be perfect’ are very evident in the type of leadership present or expected, resulting in a culture of ‘prove’ rather than ‘improve’ </li></ul></ul><ul><ul><li>Having to be seen to be professional at all times can get in the way. </li></ul></ul><ul><ul><li>There appears amongst some to be a reluctance to let go and bring more personality into their leadership. </li></ul></ul>Polestar Educational Consultancy
  25. 25. What helps / hinders? 1 <ul><li>Anxiety about being part of emergent processes </li></ul><ul><li>A number of people assume they should know more or be more effective and feel unable to be open about this within the group. </li></ul><ul><li>There seems to be a sense that some people know what's going on and that those who don't know, should. Emergent processes are messy and it helps if the groups can discuss their anxieties and offer reassurance but, more often than not, individuals are not comfortable about discussing their discomfort or concerns openly. </li></ul>Polestar Educational Consultancy
  26. 26. What helps / hinders? 2 <ul><li>Unclear role definition within the Next Practice groups </li></ul><ul><li>Quite often, the energy and commitment towards Next Practice does not appear to be gathered and galvanized. Unclear roles have left people wondering how they can add value. This might be helped by clearer contracting of one another between the group members at the beginning of the pilot and regular check-ins. </li></ul>Polestar Educational Consultancy
  27. 27. What helps / hinders? 3 <ul><li>Meeting effectiveness </li></ul><ul><li>Meetings in the educational settings generally appear to be unproductive - either too many people or too much documentation so they end up being just a &quot;report-back&quot; rather than really effective and dynamic. </li></ul><ul><li>Politeness and pleasing seems to be the meeting culture rather than effective support, challenge and decision making. </li></ul>Polestar Educational Consultancy
  28. 28. What helps / hinders? 4 <ul><li>Confidence and self-belief is generally quite low </li></ul><ul><li>The Next Practice work is challenging and requires those leading to be bigger than the day-to-day frustrations and juggling of responsibilities. </li></ul><ul><li>Many do step up and try new behaviours. </li></ul><ul><li>They have found talking to someone external to the system really helpful. </li></ul>Polestar Educational Consultancy
  29. 29. What we know now …. <ul><li>People are ‘up for it’ </li></ul><ul><li>Need to revise some initial assumptions </li></ul><ul><li>Moving from ‘good/emerging’ to ‘next’ practice is tough </li></ul><ul><li>We must work together to create the accelerator </li></ul><ul><li>The conceptual framework conditions what you do </li></ul>Polestar Educational Consultancy
  30. 30. Next practice could include <ul><li>globalisation - and the resulting requirement for universal proficiency </li></ul><ul><li>the media's pervasive impact on our deep culture </li></ul><ul><li>the Web, especially open source peer-to-peer systems/the ability to convene through the Internet </li></ul><ul><li>an increasing emphasis on values (Who are you? What do you stand for?) </li></ul><ul><li>a huge rise in local affiliation/focus on the local community's needs </li></ul><ul><li>increasing need for security </li></ul><ul><li>changing market opportunities and demands </li></ul><ul><li>exponential growth in user demands for personalised services </li></ul><ul><li>dissolving school boundaries </li></ul><ul><li>new talents and skills. </li></ul>Polestar Educational Consultancy

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