Leadership that lasts

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• Leadership that lasts
• John Dunford
• General Secretary
• Association of School and College Leaders

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• Leadership that lasts
• Sustainable School Leadership in the 21st century
• Robert Hill
• Published by the
• Association of School and College Leaders
• March 2006

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• School leadership today

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School leadership teams

• Headteachers are sharing leadership
• The average size of a leadership team is between
  six and seven
• Support staff are playing an increasing role
• Nearly two-fifths of schools now have a
  non-teaching member of staff on their leadership
  team
• Leadership teams are separating out dealing with
  strategic from day-to-day issues
• 9 out of 10 school leadership teams have at least
  one away-day strategy session per year and nearly
  half have at least one session each half term

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School collaboration is growing

• A third of schools surveyed are part of a formal
  federation or partnership - though collaboration
  is taking lots of forms

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Issues on school leaders agenda (Nov 2005)

• Very high significance
• Self-evaluation (66)
• Teaching and learning responsibility payments
  (60)
• Quite or very high significance
• ICT (70)
• Every Child Matters (66)
• Improving maths and English in line with
  government targets (60)
• Balancing the school budget (57)
• Issues related to behaviour, attendance and
  disruptive pupils (55)

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Women are being appointed to more senior posts
but still too few successful BME candidates
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The average age of headteachers is increasing
2004
1999
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The percentage of secondary head posts being
re-advertised is rising
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• Tomorrows world

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The context for future school leadership
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• Standards, structures and sustainability

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Standards and structures have been the twin
pillars of education strategy since 1997
The rhetorical emphasis started with standards
and has moved to structures
Twin pillars
Standards
Structures
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But there are tensions
How will these tensions play out?

• Choice competition
• Independence
• League tables

• Coherence
• Collaboration
• Inclusion

Admissions
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• Five drivers of school improvement

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Parental and community engagement

• Multi-agency working
• Community governance
• Extended schools
• Staff profile and development
• Premises management
• Educational outcomes

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14-19 curriculum changes

• Partnership and governance with other schools,
  employers, local authority, LSC and further and
  higher education
• Moving to an entitlement environment
• Commissioning skills
• Development of school facilities
• School transport
• Staff training and development
• School day, week, year

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Personalised learning

• Strong and shared vision
• Good communication
• Student governance
• Systems for evaluation
• Financial management

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1. Quality of teaching within schools

• Focus on learning
• Time for observation
• Performance management
• Professional development
• Teacher leadership
• Leaders of leaders
• Student feedback

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Partnership working with other schools

• Time to build relationships
• Open learning culture
• Management structure
• Co-ordinating timetables
• Clear accountabilities if teachers/services
  shared or joint appointments made
• Pooling of autonomy
• Outcome focus

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• Sustainable school leadership

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Belief in the power and purpose of learning

• Moral purpose
• Valuing the achievements of all students
• Embedding a love of learning
• Staff learning, leaders learning
• The learning environment
• Expectations
• Focus on core purpose
• Creating and maintaining the ethos

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Wanting the best for all young people in an area

• Outward looking
• Caring as much about achievements of other
  schools
• Working outside own school
• Every Child Matters
• Extended schools
• 14-19 entitlement
• Behaviour pacts
• Local curriculum
• Social cohesion
• Constraints

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Commanding authority but using that authority
wisely

• Behaviour policy
• Trends in society
• Need for social, emotional and pastoral services
• Heads of social inclusion

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Sharing and fostering leadership

• Distributing leadership
• More senior support staff
• Beyond the leadership team
• Empowering
• Taking risks
• Leadership across schools

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Building and sustaining a learning community

• Developing leaders
• Performance management
• Self evaluation
• Teacher standards
• Teacher expectations

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Practising intelligent accountability

• Demanding intelligent accountability from the
  govt
• New relationship with schools
• Practising intelligent accountability in school
• Accountability to students, parents, community
• Low bureaucracy
• Using data
• Setting targets
• CVA Panda
• Self evaluation culture
• Linking up performance management

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Balancing short and long term goals
 


 

• Building in strategic planning time
• Meeting short term targets
• Performance tables
• In-school variation
• Focus on teaching and learning

A VERY WARM WELCOME TO SHENLEY COURT SCHOOL
SIXTH-FORM CENTRE, A SPECIALIST ARTS COLLEGE
 
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Renewing school leadership

• The demographic time bomb
• Nurturing the existing workforce
• Work life balance
• External facilitation
• Leadership development
• Growing the next generation of leaders
• Succession planning
• NPQH changes
• Governors role

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Communicate clearly and consistently

• Leadership is 10 action, 90 communication
• Students
• Staff
• Parents
• Community
• Media

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Working closely with governors