System Leadership Workshop March 07 125920


Published on

Published in: Education, Business
  • Be the first to comment

System Leadership Workshop March 07 125920

  1. 1. <ul><li>From School Improvement to System transformation </li></ul>
  2. 2. The key components to school improvement
  3. 3. <ul><li>Key elements: </li></ul><ul><li>Developing a narrative for sustained improvement </li></ul><ul><li>Organising the key improvement activities and ensuring consistent implementation </li></ul><ul><li>Putting professional learning at the heart of the process </li></ul><ul><li>Changing the school’s culture , ethos and expectations </li></ul>The Journey to Improvement : Strategic practices
  4. 4. Turnaround Schools – Emerging Themes <ul><li>To sustain improvement, the capability developed for system leadership is: </li></ul><ul><li>The ability to determine the capacity needed to undertake improvement activities </li></ul><ul><li>An understanding of the regularities needed to sustain improvement in a school </li></ul><ul><li>To identify and transfer best practice internally, with the potential to work externally </li></ul><ul><li>The creation of an ethos of high expectations </li></ul><ul><li>To work and negotiate with a range of stakeholders and other schools </li></ul>
  5. 5. Session 1 Professor David Hopkins System Leadership and System Reform
  6. 6. Being Bold: a Social Democratic education settlement <ul><li>A vision of educational purpose and practice based on the ambition of full and democratic citizenship for all. </li></ul><ul><li>A commitment to teaching as a thinking and developing profession, with power devolved and accountability accepted. </li></ul><ul><li>A strategy to equalise life chances by tilting against inequality, with innovation and collaboration to improve standards. </li></ul><ul><li>Sufficient funding, devolved to school level & allocated to need. </li></ul><ul><li>An understanding that culture matters as well as structure, and the dominant culture needs to support educational advance. </li></ul>
  7. 7. ‘Every School a Great School’ as an expression of moral purpose <ul><li>What parents want is for their local school to be a great school. </li></ul><ul><li>(National Association of School Governors; Education and Skills Select Committee 2004). </li></ul><ul><li>Test of resolve: </li></ul><ul><ul><li>An educational system that enables every individual to achieve their potential and enhance their learning skills; </li></ul></ul><ul><ul><li>a stress on moral purpose and social justice in order to equalise life chances ; </li></ul></ul><ul><ul><li>enhance teaching quality rather than structural change; </li></ul></ul><ul><ul><li>commitment to sustained, systemic change since a focus on individual school improvement distorts social equity. </li></ul></ul>
  8. 8. The Education and Inspections Bill 2006 wanted to address the challenges through: <ul><li>A new school system of independent state schools </li></ul><ul><li>Improved choice and access for all students & parents </li></ul><ul><li>Stronger measures to tackle failure and underperformance </li></ul><ul><li>Developing the leaders of our most challenging schools </li></ul><ul><li>A new role for local authorities </li></ul>
  9. 9. <ul><li>… ‘ Independence’ will increase competition, reduce collaboration and lead to systemic fragmentation. </li></ul><ul><li>But while probable (if we are laissez faire) it is not inevitable </li></ul><ul><li>Independence for schools must mean independence from interference, not from each other. </li></ul><ul><li>‘ System Leadership’ can be the catalyst for schools to work together to improve each other and to lead reform for social justice. </li></ul>A Common Critique…
  10. 10. The Key Question <ul><li>If System Leadership is to be the catalyst, and Social Justice the goal… </li></ul><ul><li>… the 64k dollar question (but one the White Paper seems not ask) is how do we get there ? </li></ul><ul><li>My argument today is that we must both: </li></ul><ul><ul><li>Rebalance the system towards schools leading reform; </li></ul></ul><ul><ul><li>Develop System leaders, and face up to the real challenges of doing so. </li></ul></ul>
  11. 11. Towards system wide sustainable reform Every School a Great School National Prescription Schools Leading Reform Building Capacity Prescription Professionalism System Leadership
  12. 12. Four key drivers to raise achievement and build capacity for the next stage of reform <ul><li>Personalising Learning </li></ul><ul><li>Professionalising Teaching </li></ul><ul><li>Building Intelligent Accountability </li></ul><ul><li>Networking and Collaboration </li></ul>
  13. 13. Networks & Collaboration Personalised Learning Professional Teaching SYSTEM LEADERSHIP Intelligent Accountability Leading Success-ful Internal variation Underperforming Low attaining Below floor target 4 drivers mould to context through system leadership
  14. 14. Networking and Segmentation: Highly Differentiated Improvement Strategies Below floor target Low attaining schools Underperforming schools Succeeding schools with internal variations Succeeding, self-improving schools Leading Schools Type of School - Intensive Support Programme - New provider: e.g. Academy. - Formal support in Federation structure - Consultancy in core subjects and best practice - Linked school support for underperforming depts. - Underperforming pupil programmes, e.g. catch-up. - Consistency interventions: such as AfL. - Subject specialist support to particular depts. - Regular local networking for school leaders - Between school curriculum development - Become leading practitioners - Formal federation with lower-performing schools Key strategies – responsive to context and need
  15. 15. Leadership as Adaptive Work Technical Solutions Adaptive Work Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed using existing approaches alone System Leadership
  16. 16. The Nature of Adaptive Work <ul><li>An adaptive challenge is a problem situation for which solutions lie outside current ways of operating. </li></ul><ul><li>Adaptive challenges demand learning, because ‘people are the problem’ and progress requires new ways of thinking & operating. </li></ul><ul><li>Mobilising people to meet adaptive challenges, then, is at the heart of leadership practice. </li></ul><ul><li>Ultimately, adaptive work requires us to reflect on the moral purpose by which we seek to thrive and demands diagnostic enquiry into the realities we face that threaten the realisation of those purposes. </li></ul><ul><li>From Ron Heifetz – ‘Adaptive Work’ (in Bentley and Wilsdon 2003) </li></ul>
  17. 17. System Leadership: A Proposition <ul><li>‘ System leaders’ care about and work for the success of other schools as well as their own. They measure their success in terms of improving student learning and increasing achievement, and strive to both raise the bar and narrow the gap(s). Crucially they are willing to shoulder system leadership roles in the belief that in order to change the larger system you have to engage with it in a meaningful way.’ </li></ul>
  18. 18. System leaders share five striking characteristics, they: <ul><li>measure their success in terms of improving student learning and strive to both raise the bar and narrow the gap(s). </li></ul><ul><li>are fundamentally committed to the improvement of teaching and learning. </li></ul><ul><li>develop their schools as personal and professional learning communities. </li></ul><ul><li>strive for equity and inclusion through acting on context and culture. </li></ul><ul><li>understand that in order to change the larger system you have to engage with it in a meaningful way. </li></ul>
  19. 19. System Leadership Roles <ul><li>A range of emerging roles, including heads who: </li></ul><ul><ul><li>develop and lead a successful educational improvement partnership between several schools </li></ul></ul><ul><ul><li>choose to lead and improve a school in extremely challenging circumstances </li></ul></ul><ul><ul><li>partner another school facing difficulties and improve it . This category includes Executive Heads and leaders of more informal improvement arrangements </li></ul></ul><ul><ul><li>Act as community leaders to broker and shape partnerships across local communities to support welfare and potential. </li></ul></ul><ul><ul><li>Work as change agents or experts leaders as NLE, SIP, Consultant Leaders . </li></ul></ul>
  20. 20. What the Education and Inspections Bill says <ul><li>In response to the potential of System Leadership, the Government is: </li></ul><ul><ul><li>developing better career paths for school leaders who have: the talent and experience to be National Leaders of Education; the ability to run challenging schools; the talent to be school leaders of the future. </li></ul></ul><ul><ul><li>asking the NCSL, working with the National Strategies, to develop the leaders of our most complex schools </li></ul></ul><ul><ul><li>encouraging the growth of federations and other partnerships to ensure our most successful school leaders are used to best effect and are able to support our less successful schools. </li></ul></ul>
  21. 21. <ul><li>Session 1 </li></ul><ul><li>Professor David Hopkins </li></ul><ul><li>Mapping the Landscape </li></ul>
  22. 22. Research methodology <ul><li>An e-questionnaire was sent to every Local Authority in England, the DfES, a range of national agencies and associations and a number networks of head teachers (including the NCSL, OfSTED, SSAT, ASCL, NAHT). </li></ul><ul><li>Respondents were asked to identify head teachers taking on wider systemic roles beyond their own school. </li></ul><ul><li>A response was gained from 76 Local Authorities (50%) as well as from all the national agencies and networks contacted. </li></ul>
  23. 23. Mapping the Landscape <ul><li>The total number of system leaders identified by respondents across all phases was 3078. </li></ul><ul><li>About 30% were in the Secondary sector, 60% in Primary and 10% in Junior, Infant and Nursery. </li></ul><ul><li>Points out to a range of 9% to 13% of school leaders already engaged in some form of system leadership activity. </li></ul><ul><li>The evidence show that System Leadership could be thought as an emerging professional ‘movement’, rather than an elite practice of a few ‘super-heads’. </li></ul>
  24. 24. The distribution of System Leadership activity in England in 2006
  25. 25. Exploring the distribution of System Leadership activity in England in 2006 <ul><li>Exploring this distribution further an important distinction emerges in terms of the nature and geographic scale at which different roles are being organized and undertaken. </li></ul><ul><li>Simply put, a division exists between head teachers undertaking roles created on a national scale, predominately within the ambit of Government-led programmes, and those taking on roles developed at a local level as a result of their personal commitment to system level change. </li></ul><ul><li>But we will discuss this division further after we look at ….. </li></ul>
  26. 26. The extent of System Leadership activity in England in 2006 [1] The small ‘other’ category included shared or joint headship and cross phase school amalgamations. 100% 3078 - Total 1.7% 49 - Other [1] 8.3% 255 National School Improvement Partners 4.5% 139 National Mentor Heads 74.5% 2292 National Consultant Leaders 2.6% 83 Local Sustain improvement in a previously low achieving school in challenging circumstances 2.5% 78 Local Brokering & shaping partnerships across communities to support the ECM agenda 2.6% 81 Local Less formalized support for a school facing difficulties 3.3% 101 Local Executive Headship of a Federation % Number Origin System Leadership Roles
  27. 27. The division of System Leadership roles <ul><li>Two Groups of System leadership roles </li></ul><ul><li>‘ Nationally developed’: including Consultant Leaders, School Improvement Partners and Mentor Heads. </li></ul><ul><ul><li>This group shares several key characteristics: </li></ul></ul><ul><ul><li>the impetus and agency behind the roles are located at a national level, often within the DfES, NCSL or National Strategies </li></ul></ul><ul><ul><li>the focus is on deploying the knowledge and skills of experienced heads (and other leaders) as part of a broader school improvement programme </li></ul></ul><ul><ul><li>a funding schedule is provided for continuing professional development (CPD), salary payment, supply cover and / or travel expenses </li></ul></ul><ul><ul><li>the roles themselves are relatively standardized through entry requirements and selection procedures, clear protocols for action set out in guidance and an evaluative system to monitor progress </li></ul></ul>
  28. 28. <ul><li>Locally developed: including Executive Heads, less formalized support partnerships, leadership of local networks and sustaining improvement. </li></ul><ul><ul><li>Some important points: </li></ul></ul><ul><ul><li>this group comprised only 11% of identified activity, but while less numerous, these roles appear to be as significant </li></ul></ul><ul><ul><li>locally developed roles often emerge less quickly due to the necessity for working through the complexities of agency, mission and what works in particular contexts. </li></ul></ul><ul><ul><li>these roles are flexible, organic, and often ad hoc. </li></ul></ul><ul><ul><li>local responsiveness is a critical element in how these roles come about and how such leaders work to reform (local) systems. </li></ul></ul><ul><li>With such flexibility, there are often complex answers to questions of who takes initiative for a head teacher to become a system leader and who makes ongoing key decisions. But such complexity is not seen to undermine the potential effectiveness of such roles. </li></ul>The division of System Leadership roles
  29. 29. <ul><li>Discussion </li></ul><ul><li>Do you agree that a a division of System Leadership roles exists? </li></ul><ul><li>What are the implications of such a division? </li></ul>
  30. 30. <ul><li>Session 2 </li></ul><ul><li>Leadership in Learning </li></ul>
  31. 31. Session 2 Professor David Hopkins Teaching and Learning
  32. 32. Leadership Capacity Ofsted overview of secondary schools
  33. 33. The Leadership Purpose <ul><li>Improvement is change with direction, sustained over time, that moves entire systems, raising the average level of quality and performance while at the same time decreasing the variation among units, and engaging people in analysis and understanding of why some actions seem to work and others don’t. </li></ul><ul><li>Leadership is the guidance and direction of instructional improvement. This is a deliberately de-romanticised, focussed and instrumental definition. </li></ul><ul><li>Richard F Elmore – Building a New Structure for School Leadership (2004:57) </li></ul>
  34. 34. The Primacy of Pedagogy <ul><li>Instructional improvement requires continuous learning </li></ul><ul><li>Learning requires modelling </li></ul><ul><li>The roles and activities of leadership flow from the expertise required for learning and improvement, and not from the formal dictates of the institution </li></ul><ul><li>The exercise of authority requires reciprocity of accountability and capacity. </li></ul><ul><li>Elmore R – Building a New Structure for School Leadership (2004:68) </li></ul>
  35. 35. The Key Question <ul><ul><li>What teaching strategies do I and my colleagues have in our repertoires to respond to the student diversity that walks through our classroom doors? </li></ul></ul>
  36. 36. I wrote (with Bruce Joyce) some time ago that: <ul><li>Learning experiences are composed of content, process and social climate. As teachers we create for and with our children opportunities to explore and build important areas of knowledge, develop powerful tools for learning, and live in humanizing social conditions. </li></ul>
  37. 37. Personalised Learning is … <ul><li>An educational approach that focuses on every individual achieving their potential and enhancing their learning skills </li></ul><ul><li>About designing teaching, curriculum and the school organisation to address the needs of the student both individually and collectively </li></ul><ul><li>A system that is more accessible, open to customisation and involves the learner in their own learning </li></ul><ul><li>A learning offer to all children that extends beyond the school context into the local community and beyond </li></ul>
  38. 38. Powerful Learning … <ul><li>Is the ability of learners to respond successfully to the tasks they are set, as well as the task they set themselves In particular, to: </li></ul><ul><ul><li>Integrate prior and new knowledge </li></ul></ul><ul><ul><li>Acquire and use a range of learning skills </li></ul></ul><ul><ul><li>Solve problems individually and in groups </li></ul></ul><ul><ul><li>Think carefully about their successes and failures </li></ul></ul><ul><ul><li>Accept that learning involves uncertainty and difficulty </li></ul></ul><ul><li>All this has been termed “meta-cognition” – it is the learners’ ability to take control over their own learning processes. </li></ul>
  39. 39. Three ways of thinking about Teaching Teaching Models Reflection Teaching Relationships Teaching Skills
  40. 40. Teaching Models <ul><li>Our toolbox is the models of teaching, actually models for learning, that simultaneously define the nature of the content, the learning strategies, and the arrangements for social interaction that create the learning contexts of our students. For example, in powerful classrooms students learn models for: </li></ul><ul><li>Extracting information and ideas from lectures and presentations </li></ul><ul><li>Memorising information </li></ul><ul><li>Building hypotheses and theories </li></ul><ul><li>Attaining concepts and how to invent them </li></ul><ul><li>Using metaphors to think creatively </li></ul><ul><li>Working effectively with other to initiate and carry out co-operative tasks </li></ul>
  41. 41. Assessment for Learning <ul><li>The Given </li></ul><ul><ul><li>A detailed map of a given curriculum with precise knowledge of how best to teach to the learning objectives in regular classroom settings. </li></ul></ul><ul><li>What Else is Needed </li></ul><ul><ul><li>A set of formative assessment tools for each lesson </li></ul></ul><ul><ul><li>Formative assessment that is not time-consuming </li></ul></ul><ul><ul><li>Using the assessment information on each student to design and deliver differentiated instruction </li></ul></ul><ul><ul><li>A built-in means of systematically improving the effectiveness of classroom instruction </li></ul></ul><ul><li>If classroom instruction could be thus organised, then for the first time, teaching would follow the student. </li></ul>
  42. 42. The Nature of Professional Learning <ul><li>Make space and time for ‘deep learning’ and teacher enquiry </li></ul><ul><li>Use the research on learning and teaching to impact on student achievement </li></ul><ul><li>Studying classroom practice increases the focus on student learning </li></ul><ul><li>Invest in school-based processes for improving teacher’s pedagogical content knowledge </li></ul><ul><li>By working in small groups the whole school staff can become a nurturing unit </li></ul>
  43. 43. Structuring Staff Development <ul><li>Workshop </li></ul><ul><li>Understanding of Key Ideas and Principles </li></ul><ul><li>Modelling and Demonstration </li></ul><ul><li>Practice in Non-threatening Situations </li></ul><ul><li>Workplace </li></ul><ul><li>Immediate and Sustained Practice </li></ul><ul><li>Collaboration and Peer Coaching </li></ul><ul><li>Reflection and Action Research </li></ul>
  44. 44. Elmore’s Principles for Large Scale Improvement <ul><li>Maintain a tight instructional focus sustained over time </li></ul><ul><li>Routinise accountability for practice and performance in face-to-face relationships </li></ul><ul><li>Reduce isolation and open practice up to direct observation, analysis, and criticism </li></ul><ul><li>Exercise differential treatment based on performance and capacity, not on volunteerism </li></ul><ul><li>Devolve increased discretion based on practice and performance </li></ul>
  45. 45. The Logic of School Improvement Learning Potential of all Students Repertoire of Learning Skills Models of Learning - Tools for Teaching Embedded in Curriculum Context and Schemes of Work Whole School Emphasis on High Expectations and Pedagogic Consistency Sharing Schemes of Work and Curriculum Across and Between Schools, Clusters, Districts, LEAs and Nationally
  46. 46. <ul><li>Session 2 </li></ul><ul><li>Personalised Learning at Robert Clack School </li></ul>
  47. 47. <ul><li>Improving Performance </li></ul><ul><li>Using Data to Track & Improve Performance </li></ul><ul><li>Pupil Tracking </li></ul><ul><li>Value Added (using KS2 grades to generate a target minimum grade for KS3; using KS3 grades to generate a target minimum grade for KS4 & improve grades achieved in the future) </li></ul><ul><li>KS4 Mentoring - KS3 Mentoring introduced this year </li></ul><ul><li>Half-term Appraisals based on KS2 & KS3 data (predictions are made & targets set) </li></ul><ul><li>Analysis of Exam results with each Subject Leader </li></ul>
  48. 48. <ul><li>Pupil Tracking </li></ul><ul><li>Training i.e. Subject Leaders are being given INSET on how they can use data to improve pupil performance </li></ul><ul><li>Electronic Whiteboard – used to display targets information in order to encourage pupils to achieve </li></ul><ul><li>Value Added – CVA KS2-KS4: 1031.1 (places Robert Clack in the top 5% of schools nationally) </li></ul><ul><li>Member of the SSAT Most Improved Schools </li></ul><ul><li>Member of the 70% plus Value Added Club </li></ul>Pupil Leadership Using Data to Track & Improve Performance
  49. 49. <ul><li>Year 9 Pupil Interviews re: SAT’s </li></ul><ul><li>Year 11 Pupil Interviews re: GCSE’s </li></ul><ul><li>Parents Evenings/Progress Evenings </li></ul><ul><li>Mentoring at KS3 & KS4 </li></ul><ul><li>Pupils are encouraged to contribute to their mentoring reports </li></ul><ul><li>Pupils are asked to set their own achievement targets </li></ul><ul><li>Regular meetings with Learning Community Leaders, </li></ul><ul><li>Assistant Heads, Deputy Heads & Headteacher </li></ul>Pupil Leadership How Pupils Use Data to Track & Improve Performance
  50. 50. Example of an Evaluation Sheet given to pupils being mentored in English: Pupil Leadership How Pupils Use Data to Track & Improve Performance Has your attitude towards this subject changed since mentoring? Has your effort level improved? How hard are you working? Poor: Improvement Adequate: Improvement Good: Improvement Excellent: Improvement English
  51. 51. Impact of the Mentoring Scheme – Pupil Tracking Pupil Overall Comments: ‘ My presentation has become neater which I am glad about because I can now understand it, so I can revise for tests. I still need to make improvement on my homework.’ ‘ I need to read more to help with my spellings. I think the mentoring scheme is good.’ ‘ I am going to try and get the level. My target is to listen and answer class questions. The mentor has helped my level.’ ‘ I think I need to take more interest in my subjects and I always try my best. I think the mentoring scheme is helping me in my lessons and persuades me to do my best.’ Pupil Leadership How Pupils Use Data to Track & Improve Performance
  52. 52. Lunch!
  53. 53. <ul><li>Session 3 </li></ul><ul><li>The skills of System Leaders </li></ul>
  54. 54. What we know about what system leaders do <ul><li>Setting Direction </li></ul><ul><ul><li>To enable every learner to reach their potential and to translate this vision into whole school curriculum, consistency and high expectations </li></ul></ul><ul><li>Managing Teaching and Learning </li></ul><ul><ul><li>To ensure that there is both a high degree of consistency and innovation in teaching practices to enable personalised learning for all students </li></ul></ul><ul><li>Developing People </li></ul><ul><ul><li>To enable students to become active learners and to create schools as professional learning communities for teachers. </li></ul></ul><ul><li>Developing the Organisation </li></ul><ul><ul><li>To create evidence-based schools and effective organisations and to be involved in networks collaborating to build curriculum diversity, professional support and extended services. . </li></ul></ul>
  55. 55. Personal Development Strategic Acumen Managing Teaching and Learning Developing People Developing Organisations Work as a Change Agent Lead a Successful Educational Improvement Partnership Moral Purpose Partner another School Facing Difficulties and Improve it Lead and Improve a School in Challenging Circumstances Act as a Community Leader
  56. 56. System Leadership Module as the focus for the academic alliance <ul><li>System Leadership Module – Overview </li></ul><ul><li>An introduction to System Leadership </li></ul><ul><li>Strategic Perspective </li></ul><ul><li>Pedagogy and Personalisation </li></ul><ul><li>Professional Learning Communities </li></ul><ul><li>Intelligent Accountability </li></ul><ul><li>System Leadership Roles </li></ul><ul><li>Organisation and Governance </li></ul><ul><li>Collaboration and Cohesive Diversity </li></ul>
  57. 57. Module 1 – Leadership qualification (NPQH or equivalent demonstration of Leadership competence). Module 2 – APEL ( demonstration of Pedagogic competence with critical commentary). Module 3 – System Leadership Module (see below). Existing Module – MBA School Leadership (International) Module 4 – Pedagogy Module (see below). Existing Module – Teaching and Learning in Classrooms [MMAELN_02] Module 5 – Research Methods and Change Agent Skills. Existing Module – Doing and Using Educational Management and Leadership Research System Leadership MA - Overview Module 6 – Action Research Project.
  58. 58. Overarching framework for developing System Leaders Progression Effect MBA Existing developments programmes for leaders MA Existing Designate Aspiring
  59. 59. Model of Haedteacher characteristics Development of: Attributes Skills Knowledge Values Attitudes Skills Understanding Knowledge Moral capital Social capital Knowledge capital Work by Peter Matthews
  60. 60. Model Development Matrix Adapt urban leader characteristics Adapt National Standards Work by Peter Matthews Key areas Themes A S K Shaping the future <ul><li>Vision </li></ul><ul><li>Strategy </li></ul><ul><li>Evaluation & Planning </li></ul>Developing People <ul><li>Pupils </li></ul><ul><li>School community </li></ul><ul><li>Community leadership </li></ul>Leading learning and teaching <ul><li>Learning </li></ul><ul><li>Assessment and appraisal </li></ul><ul><li>Teaching/pedagogy </li></ul>Organisational developement <ul><li>Values and culture </li></ul><ul><li>Environment (inc ICT) </li></ul><ul><li>Performance </li></ul>
  61. 61. Assessment Matrix Work by Peter Matthews Examples of ass. tools A S K APLE? X X PMD record? X Head’s reference/SIP? X 360? X X X In-tray? X X X Role play? X X Group task? X X X Critical incident interview? X X Psychometrics? X X X
  62. 62. <ul><li>Discussion </li></ul><ul><li>What skills should System Leaders have? </li></ul>
  63. 63. <ul><li>Session 3 </li></ul><ul><li>Key issues that inhibit System Leadership </li></ul>
  64. 64. (i) Roles and responsibilities <ul><li>Our respondents saw a wider pool of System Leaders as a means to improve student success and address a declining supply of heads </li></ul><ul><li>Questioned whether… </li></ul><ul><li>… Roles should be clarified: </li></ul><ul><ul><li>Desire to know who is doing what (i.e. the scope) </li></ul></ul><ul><ul><li>Clarity brings Benefits: models of practice, intelligent accountability </li></ul></ul><ul><ul><li>Do ‘lead’ schools need to demonstrate quality and ‘readiness’ </li></ul></ul><ul><li>… But were worried about restricting Flexibility: </li></ul><ul><ul><li>professionally led; responsiveness to context; organic </li></ul></ul>
  65. 65. (ii) Agency and brokerage <ul><li>Our respondents agreed that a range of brokerage processes were needed to be contextually ‘fit for purpose’. </li></ul><ul><li>Questioned whether… </li></ul><ul><li>… brokerage should: </li></ul><ul><ul><li>remain locally determined, as choosing right partner is critical </li></ul></ul><ul><ul><li>move to a larger scale, with LEAs required to seriously consider </li></ul></ul><ul><ul><li>develop national infrastructure to support locally partnerships </li></ul></ul><ul><li>… were concerned that tension remained between: </li></ul><ul><ul><li>Local flexibility versus A d hoc inefficiency </li></ul></ul><ul><ul><li>National support versus Bureaucratisation </li></ul></ul>
  66. 66. (iii) Tailored development opportunities <ul><li>Our respondents agreed development should be responsive to need and context, and promote a range of practices not a single style </li></ul><ul><li>Questioned whether… </li></ul><ul><li>… should be mainly informal, for instance: </li></ul><ul><ul><li>a toolkit of guidance and materials ?, or </li></ul></ul><ul><ul><li>peer mentoring by existing System Leaders? </li></ul></ul><ul><li>… or more formalised, with: </li></ul><ul><ul><li>a formal qualification? </li></ul></ul><ul><ul><li>a national framework to ensure standards & progression, leading up to National Education Leader status? </li></ul></ul>
  67. 67. (iv) Funding and Accountability <ul><li>Our respondent group was particularly concerned about provision of support and removal of disincentives. </li></ul><ul><li>Questioned whether… </li></ul><ul><li>… Funding should be specified, for instance with: </li></ul><ul><ul><li>partner schools paying to backfill in lead schools?, or </li></ul></ul><ul><ul><li>DfES lead funding, perhaps through a ‘LiG type’ model? </li></ul></ul><ul><li>… Accountability should be modified with: </li></ul><ul><ul><li>System Leaders gaining specific powers to succeed in the face of resistance from (partner) school Governors? </li></ul></ul><ul><ul><li>Ofsted inspections to include System leadership roles in criteria? </li></ul></ul>
  68. 68. <ul><li>Session 3 </li></ul><ul><li>Discussion </li></ul><ul><li>What are the key issues that inhibit System Leadership? </li></ul>
  69. 69. Session 4 Developing the System Leadership Movement
  70. 70. <ul><li>If school leaders are to take on wider responsibilities for system reform, how the Government should work to develop such activity? </li></ul>Moving System Leadership to Scale <ul><li>Our Suggestions </li></ul><ul><li>Incentivise rather than legitimise </li></ul><ul><li>Place the agency close to the school </li></ul><ul><li>Use school independence collaboratively to tackle failure in inner cities </li></ul><ul><li>Develop system leadership as a movement </li></ul>
  71. 71. <ul><li>Discussion </li></ul><ul><li>How do you develop System Leadership </li></ul><ul><li>as a movement? </li></ul>
  72. 72. Professor David Hopkins HSBC Chair in International Leadership David Hopkins was recently appointed to the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.