Chris caroe df e presentation governorlive 25062013Elaine Walton
Chris Caroe, Head of School Governance Unit, DfE. Presentation at Modern Governor's #GovernorLive unconference event for school governors, held on 25th June 2013.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
Chris caroe df e presentation governorlive 25062013Elaine Walton
Chris Caroe, Head of School Governance Unit, DfE. Presentation at Modern Governor's #GovernorLive unconference event for school governors, held on 25th June 2013.
The Systems Centre: Learning and Leadership in the Graduate School of Education and the Faculty of Engineering, brings together educational, corporate and community leaders with researchers, to engage in inter-disciplinary research and development, drawing on systems thinking and complexity theory as tools for understanding and re-designing learning systems and the leadership they need.
The Systems Centre: Learning and Leadership is hosting a series of expert-led open seminars on these themes. The seminars will also provide a foretaste of our new MSc programme in Systems Learning and Leadership, which opens in October 2011 (http://www.bristol.ac.uk/education/students/masters/sll )
We are delighted that Howard Green, Director of Research and Development at Oasis Academies, formerly Special Adviser on Leadership at the Department of Education, and Visiting Fellow at the Graduate School of Education, will lead our first session entitled:
‘Rethinking Educational Leadership’
“Has the current paradigm for school leadership, with its focus on professional standards and competencies, taken us as far as it can with our efforts to transform schools? How can systems thinking and processes help us to find answers to some of the complex problems that remain unresolved and often block further progress in schools? The seminar will stimulate thinking and discussion about these questions and propose a refocusing of our approaches to school leadership development.”
The seminar took place at 5.00pm on Thursday 5th May at the Graduate School of Education.
Case Study: Rebuilding an Admissions Web PresenceDave Olsen
From print-heavy communication plans to ad hoc social media efforts to an ever expanding number of web sites we are very good at building silos of content. In this session we'll discuss the data, tools, and strategy that West Virginia University used to pare down and better integrate their Admissions-related communication efforts.
Keeping children safe in education update - HR and employment conference for ...Browne Jacobson LLP
Our annual, one day conference for school leaders helps you to keep up with the pace of change and get the most out of your employees.
At this year’s conference we heard from keynote speakers Nick MacKenzie and Heather Mitchell on the changing education landscape and how employment law changes affect schools and academies. Our education and HR experts also covered the post-election employment position, restructures, pay and reward, managing misconduct, strikes and work to rule, and leadership and management judgment in respect of HR.
https://www.brownejacobson.com/education/services/employment-and-human-resources
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://shellyterrell.com/flipped
The 30 Goals Challenge for Teachers book http://routledge.com/books/details/9780415735346/ Join the free community https://www.facebook.com/groups/30Goals/
Good Governance : Origin, concepts and componentsNayana Renukumar
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10 Ways Your Boss Kills Employee MotivationOfficevibe
It’s so hard to have engaged employees. It’s such a delicate thing to try and get right because employees can be fragile.
As a manager, you have to do everything in your power to make sure employees are happy and engaged at all times.
Usually, the problem is the boss, and not things like the company, mission statement, or co-workers.
If you know that your boss is the biggest problem, there are ten things that they do to kill motivation. If you’re a manager and you’re reading this, make sure you avoid these mistakes to ensure that your employees are engaged during work.
The secret to good leadership is to be authentic. Be honest with your staff.
Read more on Officevibe blog:
https://www.officevibe.com/blog/10-kill-employee-motivation
like us on Facebook!:
www.facebook.com/officevibe
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
HCC will be a leader in providing high quality, innovative education leading to student success and completion of workforce and academic programs. We will be responsive to community needs and drive economic development in the communities we serve.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
Case Study: Rebuilding an Admissions Web PresenceDave Olsen
From print-heavy communication plans to ad hoc social media efforts to an ever expanding number of web sites we are very good at building silos of content. In this session we'll discuss the data, tools, and strategy that West Virginia University used to pare down and better integrate their Admissions-related communication efforts.
Keeping children safe in education update - HR and employment conference for ...Browne Jacobson LLP
Our annual, one day conference for school leaders helps you to keep up with the pace of change and get the most out of your employees.
At this year’s conference we heard from keynote speakers Nick MacKenzie and Heather Mitchell on the changing education landscape and how employment law changes affect schools and academies. Our education and HR experts also covered the post-election employment position, restructures, pay and reward, managing misconduct, strikes and work to rule, and leadership and management judgment in respect of HR.
https://www.brownejacobson.com/education/services/employment-and-human-resources
My books- Learning to Go https://gum.co/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources http://shellyterrell.com/flipped
The 30 Goals Challenge for Teachers book http://routledge.com/books/details/9780415735346/ Join the free community https://www.facebook.com/groups/30Goals/
Good Governance : Origin, concepts and componentsNayana Renukumar
The presentation speaks about the origin of Good Governance, its major definitions, key components and strategies. The presentations also dwells upon the Good Governance scenario in India as well that in the state of Andhra Pradesh
10 Ways Your Boss Kills Employee MotivationOfficevibe
It’s so hard to have engaged employees. It’s such a delicate thing to try and get right because employees can be fragile.
As a manager, you have to do everything in your power to make sure employees are happy and engaged at all times.
Usually, the problem is the boss, and not things like the company, mission statement, or co-workers.
If you know that your boss is the biggest problem, there are ten things that they do to kill motivation. If you’re a manager and you’re reading this, make sure you avoid these mistakes to ensure that your employees are engaged during work.
The secret to good leadership is to be authentic. Be honest with your staff.
Read more on Officevibe blog:
https://www.officevibe.com/blog/10-kill-employee-motivation
like us on Facebook!:
www.facebook.com/officevibe
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://amazon.com/The-Goals-Challenge-Teachers-Transform/dp/0415735343
Resources at http://shellyterrell.com/games
HCC will be a leader in providing high quality, innovative education leading to student success and completion of workforce and academic programs. We will be responsive to community needs and drive economic development in the communities we serve.
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Workshop on GTCS Professional Update and Standard by Ken Muir, Chief Executive of GTCS and Martin Osler, Director of Communications, Digital Development and Human Resources at GTCS.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Successful Teachers, Successful Students: Recruiting and Supporting Society's...David Evans
This presentation was given by Tara Béteille and David Evans at the launch of the World Bank's approach paper on teachers on January 31, 2019. It reviews recent evidence on attracting, preparing, recruiting, and supporting teachers, as well as the role of technology in helping teachers to be more effective. The underlying paper is available here: http://pubdocs.worldbank.org/en/235831548858735497/Successful-Teachers-January-2019.pdf.
STEP Annual Report 2014-2015 - MANTRA's School Transformation and Empowerment...Anoop Erakkil
School Transformation and Empowerment Project(STEP) is an initiative of MANTRA Social Services - Bangalore, Through STEP, we strive to promote and improve quality of education in schools serving the socioeconomically disadvantaged population of the country.
In the current academic year(2014-2015), MANTRA engaged with 9 schools for the first stage of STEP with a need assessment and report for clarifying and aligning to school’s purpose.
This report captures our work on the ground hitherto – highlighting our activities in Year 1 of STEP,our key learning and strategic intent going forward.
CMI is strongly supportive of the further education (FE) sector and welcomes Government’s proposals to give it more autonomy and flexibility, and to open up access for a greater number of people. We therefore welcome the widening of FE provision, especially in response to local demand and in collaboration with local and regional employers, but underline the importance of maintaining standards.
CMI and other professional bodies have an important role to play in collaborating with the FE sector and employers to ensure qualifications reflect employers’ needs, meet professional standards, provide professional recognition and provide continuing professional development (CPD) for learners.
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For more information, visit-www.vavaclasses.com
2. High quality governance is crucial
To children’s education and life chances
To holding heads and schools to account
To the future of schools
To making the most of the time invested by dedicated volunteers
Yet Ofsted find too many schools have governance that is less than
good
1
3. We want all GBs to operate as non-executive boards
focused on three core functions – as reflected in
Ofsted’s inspection criteria
Core Function
Ofsted criteria for effective governance
Setting strategic
direction
clarity of vision and ethos
engaging stakeholders
meeting statutory duties
Creating robust
accountability
Using data to provide challenge and hold leaders to account for teaching, achievement, behaviour and
safety
strengthening school leadership, including skills of GB
performance managing the headteacher
contributing to school self-evaluation and evaluating GB’s impact
Ensuring best use of
financial resources
solvency and effective financial management
use of Pupil Premium and other resources to overcome barriers
to learning
2
4. A range of policy objectives underpin this vision of
more ‘professionalised’ school governance
1. Inform: Improve information, data and guidance for governors
2. Re-model: Create greater freedom for more effective models of governance
3. Recruit: Attract more higher-quality governors with the skills GBs need
4. Build capacity: Improve training and support to increase GBs’ effectiveness
5. Sharpen accountability: Inspect and intervene to judge and improve
performance
3
5. Aim 1: Inform
We want governors to be informed about the nature of
their role and responsibilities, and about their schools
Governors’ Handbook and Academies Financial Handbook
Clear policy
framework
Roles, Procedures and Allowances regs and Departmental Advice
Draft revised statutory guidance on 2012 Constitution regulations
Good school
performance
data
Ofsted dashboard, and new shorter RAISE online Summary report
New data warehouse and portal from 2015 for all DfE data
4
6. Aim 2: Re-model
We are creating a more flexible legal framework to
enable but not mandate better models of governance
We want GB constitution to focus more on skills
At school level
Consultation on changes to 2012 Constitution regulations
Considerable freedom for academies – transition to academy status
key opportunity to review GB structure and membership
We want to enable more effective governance structures
Across groups
of schools
Federation and Collaboration regulations for maintained schools
Flexibility of MAT and UT structures for academies
New NCTL guidance on governance in MATs and Federations
5
7. Aim 3: Recruit
We want to attract more high quality governors
SGOSS
Employers
Recognition
Funding committed to 2015 to enable growth in free service to schools, academies and
LAs
Working with partners to plan campaign to engage more employers to support staff to
volunteer as governors
Honouring and celebrating achievements
6
8. Aim 4: Build capacity
We are increasing our support to GBs
NLGs
300 National Leaders of Governance by March 2014
Chairs leadership development programme – 2,300 by 2014
National College
Training and
Development
GovernorLine
New training programme for clerks benefiting 2,000 schools by 2015
Training workshops for governors – on Teachers’ PRP, RAISEonline, and
financial efficiency available in 2014
New contract in place by March 2014
7
9. Aim 5: Sharpen accountability
We are working with Ofsted to make sure underperformance is identified and addressed
Explicit focus on governance in every inspection report
Inspection
External reviews in all schools where governance weak, with robust
monitoring of impact
NCTL guidance on external reviews being updated
Warning notices and IEBs
Intervention
Termination of academy funding agreements
Help for failing schools to find high quality academy sponsor
8
10. Our Challenge to Governing Bodies
Focus on the core strategic functions
Recruit people with the right skills to be governors
Take training needs seriously
Appoint a chair with the skills to make the governing body operate
effectively
Employ a clerk who can provide sound advice
9
The future success of our schools is in the hands of our governors. That is why every school needs a good governing body.
In our increasingly autonomous schools system - we need governing bodies to create robust local accountability.
While there’s strong and growing consensus about the increasing importance and nature of good governance, there’s still a job to do. Ofsted data suggests that about 40% of GBs are less than good, and do not hold leaders to account sufficiently for school improvement.
People hold different views on the role and purpose of school governing bodies. Our Minister’s vision for the primary role of governing bodies is clear – they are non-executive boards – akin to the board of charity trustees or company directors. They are strategic leaders driving the success and effectiveness of their organisation. They set the long term vision for their school and hold executive leaders to account for the school’s performance – both educational and financial. This role is now defined in legislation for maintained schools, described in the Governors’ Handbook for all schools and academies. It is also reflected in the criteria Ofsted inspectors use to judge the effectiveness of governance.
Being on the board of an organisation with a multi-million pound turnover is a demanding task, and many governors may be feeling the pressure.
Governors may be volunteers - but it’s a vital role and expectations are high. We need more professional standards of governance. We need governing bodies that are skilled and confident to not only ensure schools’ compliance, but to take the lead in shaping schools’ long-term goals and strategic priorities and establishing robust arrangements for holding heads to account for progress towards them.
The Government’s aim is to deliver a programme of reform to stimulate and support change.
The Ofsted inspection framework is a powerful tool. It focuses the minds of our governing bodies on what is expected of them. We have also set clear expectations through:
The Governors’ Handbook for both academy and maintained school governors
Departmental Advice on the Roles, Procedures and Allowances regulations – which covers their core functions, powers and limits of delegation, and the importance of the role of the chair and the clerk.
Consulting on draft new statutory guidance – which covers size, composition and skills.
Governors need to know their schools – but it’s worth emphasising that that doesn’t mean governors inspecting lessons or making their own judgement about the quality of teaching. But it does mean understanding in detail the performance of the school – pupils; teachers and finances – by interrogating both national data sets and by requesting and scrutinising appropriate and relevant in-year data from headteachers.
There are a growing number of both national and local products in the market aiming to provide governing bodies with reports or ‘dashboards’ of information to monitor performance – the Department’s aim is improve the collection, storage and dissemination of all the data we hold: to both encourage and enable these products to continue to develop, but also to replace all of our existing systems including RAISE online with a new portal in place during 2015 to provide much easier access to timely performance and benchmarking data.
We see the purpose of regulations and other legal frameworks as creating the powers to enable and support effective governance. We don’t want them to constrain or limit the freedom of governing bodies to operate as they think best.
At school level, we have increased the flexibility for governing bodies to recruit people for the skills they can contribute – maintained schools can now opt into the more flexible 2012 regulations, and academy articles of association provide considerable freedoms. We are encouraging schools to see conversion as an ideal opportunity to review and reform their governing body to be fit for purpose.
For maintained schools we are consulting on proposals to go further to amend the 2012 Constitution Regulations to ensure that all appointed governors are selected because they have the skills for the role. We are also proposing to repeal the 2007 Constitution Regulations, so that there is a single flexible framework across all maintained schools – the flexibility to co-opt governors means this won’t necessitate changes to the membership, but our aim is that this will stimulate governing bodies to consider if their constitution and membership is fit for purpose.
We recognise the value of governance spanning more than one school or academy – the opportunity for a more strategic perspective and ability to contrast between schools. The regulatory framework is in place for maintained schools to collaborate or federate, and academies to do likewise through Umbrella Trusts or Multi Academy Trusts. In the next version of the model funding agreement, we’ll be offering MATs even greater flexibility by allowing LGBs to govern more than one school, and removing the requirement that every school has its own LGB. We’ll also be standardising on the use of the term ‘trustee’ for anyone on the board of the academy, and ‘local governor’ for anyone who sits on a local governing body within a MAT.
The effectiveness of governing bodies is dependent on the quality of the governors they recruit – and we want to help them recruit governors with the skills they need.
Being clear about the nature of the role will help to attract the right kind of people.
SGOSS offers a free service to schools, academies and LAs – their aim to reach 25% of schools by end of this financial year.
We are also in early discussions with SGOSS, NGA, CBI and others to think about how we can do more to encourage employers to support their staff to volunteer as governors. Not just because governing bodies need their skills - but because governors benefit from support from their employer and because of the benefits that being a governors offers to individuals and their employers – particularly in relation to their learning and development
We recognise the huge commitment of volunteers and want their efforts to be worthwhile by ensuring they are focused on priorities and operating effectively. We aim to recognise as many outstanding governors as possible through the Honours system – and we need a continuous flow of high quality nominations focused on the impact that individuals have had. The school governance unit is ready and willing to help draft nominations, so please get in touch if you know anyone who particularly deserves recognition in this way.
The Government has no plans to mandate training, but it has made perfectly clear in guidance, as it is in the inspection framework, that it is the responsibility of governing bodies to ensure that they have skills and capacity to deliver their functions effectively.
We recognise that there is a wide range of resources and organisations aiming to support governing bodies – and it’s right that they are free to select the support that best meets their needs. Our approach has been to mobilise peer-to-peer support, invest in training development programmes in specific high impact or high priority areas, and address some specific gaps in the market. In July 2013, Lord Nash announced a doubling of the investment in governance NCTL programmes:
We are continuing to expand the NLG programme – to 300 by March 2014. 28 NLG advocates have been appointed to support recruitment of NLGs and promote awareness of their role and the level of take up by schools.
NCTL is also
Expanding it’s chairs development programme, with 50% subsidy for all participants to March 14
Developing a new training programme for clerks available from summer 2014, recognising clerks key role in advising GBs on their role and functions
Developing specific training workshops for governors on specific policy priorities – PRP (Jan 14), RAISE online data (Feb 14) , and financial efficiency (Mar 14)
We also think it’s important that there remains a free national service to offer advice to GBs on their specific circumstances /issues – so we’re re-contracting for the Governorline service.
There is a strong focus on governance in Ofsted inspections – and indeed Lord Nash told the Select Committee that he thought the Ofsted inspection framework was the sharpest tool in the box for improving the quality of governance.
The 9 criteria in the inspection framework for judging the effectiveness of governance are a powerful benchmark for every GB . From July these were tweaked to include a stronger focus on: GBs evaluating their own impact; development their own skills; and using data to create robust accountability.
There is no longer a separate judgement on governance, but there is an explicit comment on governance in every inspection report. Where governance is weak in RI schools, an external review will be recommended. There’s advice, which NCTL is updating, on how to commission and conduct and effective review, but there’s no regulation or management of the market and schools are free to commission whoever they want. There is however a very high expectation that reviews will lead to rapid and material change to address the weaknesses identified. Inspectors will be looking for this in their monitoring visits and commenting on it explicitly in their follow up letters. Ensuring that we see impact from external reviews and what to do if we don’t is a matter of interest at the highest levels within the Department and Ofsted – so any GB in receipt of a recommendation for a review would be advised to heed the wake up call and seek and act quickly on some high quality support and advice.
Finally, the SoS has a range of means and powers of intervention – including the use of IEBs and/or help to find an academy solution.
The reform programme we have put in place in itself represents a challenge to governing bodies – but it also provides a source of support to enable all governing bodies to thrive.
There has never been a more important time to be a school governor. Governing bodies have a central role to play in driving forward success in our schools and ensuring that there is proper accountability in the schools system. That is why one of the Department’s top priorities is professionalising school governance. The reforms we are making – through improved sources and quality of information, greater freedom to operate, support in finding skilled governors, better training and support from the National College through NLGs training for chairs and clerks and on key issues like pay reforms, as well as sharper accountability through Ofsted and - will help governing bodies meet those challenges.
We will be closing down the Department’s site as we move .GOV website.