North East meeting 20th April 2012 Steve Munby

North East meeting 20th April 2012 Steve Munby

North East meeting 20th April 2012 Steve Munby Chief Executive National College Leadership of a self-improving system Four key things to consider: - The characteristics of our current school system - The significance of effective leadership - The importance of developing social capital - Legacy opportunities and responsibilities 2 1. The Characteristics of our current school

system The major challenge: Achieving high standards forschools: all Variation across Variation within schools: almost one third judged inadequate or satisfactory in latest Ofsted inspection (fig.1). Fig. 1 60 accounts for more than two thirds of the total variation in the English system and well above the international average (fig.2). OECD

2009 Fig. 2 50 40 Variation within schools 30 Variation between schools 20 10 0 Outstanding 3

Good Satisfactory Inadequate The characteristics of our current school system: Highly autonomous and highly accountable School and academy leaders have more autonomy in England than in almost any other OECD country. Accountability at school level is higher than most other OECD countries. Potential for system wide success: Research shows that autonomy leads to system wide success when combined with an emphasis

on accountability. (fig.1) PISA in focus, October 2011. 4 However. With increased autonomy comes a risk of greater isolationism, with schools failing to share expertise or high quality practice. While there were some exciting pockets of change they remained pockets Sustaining Developments in a De-centralised System, Lessons from New Zealand, 2003, p.3 Is autonomy and accountability enough to drive system wide improvement?

5 2. The significance of effective leadership: School leadership is second only to classroom teaching as an influence on pupil learning Leithwood et al, 2008 student achievement in a school almost never exceeds the quality of its leadership and management and improvements in performance almost never occur in the absence of good leadership. Fenton Whelan, Lessons Learned, 2009 Given the importance of leadership and management in securing school improvement, there is an urgent need to build more capacity among school leaders in those schools that are not making enough progress, and particularly to tackle the variability

of teaching within them. Ofsted annual report 2010/11 6 There is an emerging international consensus on how to support school leadership Finding One of the key revelations over the last ten years is that school leadership is not just an HR issue it is a strategic issue. Singapore Implication Leadership focused on teaching, learning and people is critical to the current and future success of schools

We are moving from pulling people out of schools to making schools engines for building talent. New York Spot talent early and move leadership development into schools, but avoid recycling low level practice Our whole purpose is delivering improvement were not interested in leadership development for its own sake. Victoria Ensure leadership development is focussed on school improvement Replacing an outstanding principal is the toughest

and most frightening experience of your life. Ontario 7 Support governing bodies to make the right appointments and make the process fit for purpose Drawing on the capacity of great teachers and leaders to drive wide-scale success: Within schools In previously stuck schools making good progress there

had been a transformation in their approach to professional development and their drive for consistency, especially in teaching. These schools had created an environment where key leaders focused relentlessly on improving the consistency and quality of teaching and ensured that staff learnt continually from the influence of the best practice in and beyond the school. OFSTED Annual Report, 2010/11 8 Leaders are at their most powerful and

influential when promoting and participating in teacher learning and development. Professor Viviane Robinson, Student-Centred Leadership, 2011 Heads and School Principals in England do well on leadership practices to improve teaching The UK has the highest index of principal leadership among OECD countriesan index that measures the involvement of school leaders in areas (that are) key to improving teaching practices. The index includes tasks such as working with teachers to support their performance,

monitoring students work or observing instruction in classrooms. Beatriz Pont, one of the authors of Preparing Teachers and Developing School Leaders for the 21st Century, OECD, March 2012. 9 Drawing on the capacity of great teachers and leaders to drive wide-scale success: Across schools: school-to-school support structures will become increasingly common and their effectiveness will be a critical determinant of school improvement. Ofsted annual report 2010/11 Chains of Schools: The improvement in 5 A*-Cs between 2009-2011 for sponsored chains of 3 or more academies was 15.0 percentage points (pp) compared to 12.2 and 11.0 pp for standalone and chains of 2

academies, respectively. Sponsored chains of 3 or more now include nearly 350 academies National Support Schools are achieving well above average rates of improvement in their client schools at both primary and secondary level: Federations: It is those federations led by effective schools with a focus on supporting improvement in other schools that had by far the greatest impact on pupil outcomes when compared with other schools: A Study of the impact of federation on student outcomes, National College, 2011 10

Role of Teaching Schools As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to: 1 2 3 4 5 play a greater role in training new entrants to the profession lead peer-to-peer professional and leadership development identify and develop leadership potential provide support for other schools

designate and broker Specialist Leaders of Education (SLEs) 6 engage in research and development 11 Barriers to wide-spread success: 1. 3 in 10 schools are not working in partnership with other schools to deliver CPD (NC Annual Survey 2011) 2. What about the many outstanding academy converters that are working on a free-standing basis? 3. Is there a tension between school autonomy and chains of schools? 4. Is there enough capacity in the system and in all geographical areas to enable a self-improving system to work? 5. Can a self-managing group of schools have courageous conversations with each other about performance and what

about the ones who dont want to participate? 12 3. The importance of developing social capital 13 I suppose leadership at one time meant muscles; but today it means getting along with people Mohandas Gandhi 14 The importance of developing Social Capital

The Silicon Valley Experience The experience of high performing systems such as Singapore, South Korea - sense of national belonging and mission The experience of high performing systems such as Ontario and Alberta strong relationships and a sense of working together at all levels The experience of highly effective academy chains sense of driving mission, huge energy and common purpose The experience of collaborative ventures such as Challenge Partners - joint ownership/mutuality and building in external challenge A commitment to a common moral purpose can help to provide the social capital and the challenge 15 There is a heap of evidence staring

policy makers in the face that it is the collaborative group that accelerates performance. These results occur because day to day pressure and support is built into the work. It is social capital that has the quality and speed essential for whole system reform. Michael Fullan 16 A person with ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, for he or she has a proper self-assurance

that comes from knowing that he or she belongs in a greater whole and is diminished when others are humiliated or diminished. Desmond Tutu 17 4. Legacy opportunities and responsibilities 18 1. Legacy for children and young people 19

2. Legacy for the staff we lead developing talent and getting the support and challenge right 20 3. Legacy for the education system in this area 21 Professional Capital Building professional capital is therefore an opportunity and responsibility for all of us from supporting and working with the teacher

in the class next door, to transforming an entire system. Whole system change, we have learned, is not a kind of magic. It involves and absolutely requires individual and collective acts of investment in an inspirational vision and a coherent set of actions that build everyones capability and keep everyone learning. Andy Hargreaves and Michael Fullan Professional Capital: transforming teaching in every school, 2012 22 People of accomplishment rarely let things happen to them. They went out and happened to things. Leonardo Di Vinci

23 Taking on a role with the National College The National College makes use of educational professionals as College Associates our outward facing team of experts. Most of these are part-time roles and are filled by serving or recently-retired heads. If you are considering next steps and feel you have the skills required to engage leaders in their own

development and that of the system, then Log onto our website Follow the link to our Framework Register Look out for notifications NB. The National Colleges Annual Conference Seizing Success is in Birmingham on 13-15 June 2012. To reserve a place go to the web-site. 24

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