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The 5 Wells Teaching Schools Alliance

The 5 Wells Teaching Schools Alliance. Overview. 1. The National College 2. Teaching Schools 3. The Big 6. NCTL - Aim.

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The 5 Wells Teaching Schools Alliance

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  1. The 5 Wells Teaching Schools Alliance

  2. Overview 1. The National College 2. Teaching Schools 3. The Big 6

  3. NCTL - Aim • NCTL will support the development and implementation of a 0-18 self-improving school-led system so that by September 2016 there will have been an irrevocable shift from the centre to schools

  4. The Secretary of State’s Vision “At the heart of this Government’s vision for education is a determination to give school leaders more power and control. Not just to drive improvement in their own schools - but to drive improvement across our whole education system. This policy is driven, like all our education policy, by our guiding moral purpose – the need to raise attainment for all children and close the gap between the richest and poorest.”

  5. The big picture • Key policy drivers: autonomy, collaboration, freedom, diversity, self-improvement, accountability – an increasingly school- led system • The challenges: building capacity, confidence and trust – structure & governance • The goal: that elements of a devolved system are held in balance so that … • Autonomy doesn’t become isolation • Diversity doesn’t act as a barrier to collaboration • Accountability doesn’t become regulation

  6. Working with, not doing to…. • Win-win for all is essential • Need to take the time to build trust • Not about empire-building and needs to be seen as such

  7. Who can be a Teaching School? Designation is open to… • any phase of school: nursery, primary, middle, secondary, 6th form/college, special or pupil referral unit / short stay school • any type of school including independent, academy, federated, faith school, free school, studio school, university technical college (UTC) grammar school or school leading a chain • smaller schools, such as smaller special or primary schools, as the model enables more than one school to share the designated role of leading a teaching schools alliance

  8. Who can be a Teaching School? Designation criteria … a high bar … • A clear track-record of successful collaboration with other schools • Ofsted outstanding for overall effectiveness, teaching and learning and leadership and management • Consistently high levels of pupil performance or continued improvement • An outstanding head teacher with at least three years headship experience, and outstanding senior and middle leaders with capacity to support others.

  9. Role of Teaching Schools As well as offering training and support for their alliancethemselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to: lead the development of a school-led ITT system lead peer-to-peerprofessionaland leadership development identify and developleadership potential provide support for other schools designate and broker Specialist Leaders of Education (SLEs) 6. engage in research and development

  10. Professional continuum ITT / Schools Direct CPD Succession planning Teacher training Leadership Development Talent Management LEADERSHIP DEVELOPMENT

  11. Initial Teacher Training (ITT) • Many Teaching Schools already involved • Opportunity to build on teaching hospital model • ITT a core business in TS • Fully accredited – SCITTs • Strategic leadership across alliance • Quality of ITT has potential to attract schools to join alliances • TS Council has developed principles/features of a mature ITT system • School Direct • Graduate Career Progression “… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility.” Training our next generation of outstanding teachers: An improvement strategy for discussion (June 2011)

  12. School to school support • Comes in many forms • Combination of NLE, LLE, SLE, NLG and other support as required • Schools benefiting include those in Special Measures, Serious Weaknesses, “coasting” and those lacking in leadership capacity/specific expertise • Operates on a continuum – from relatively light touch to federation, trust, chain, academy sponsorship arrangements – as appropriate • Funded through various sources/contracts inc LA, DfE, school • Focus always on impact

  13. StSS/SLEs • Working with range of partners to improve practice and outcomes for pupils in schools which may request support or be required to be part of a support package • Often a bespoke and practitioner-led response to local need • Challenge of working with other providers • Government recognition of important role of senior/middle leaders play in school improvement • Teaching schools responsible for designation, brokerage and quality assurance of SLE • Attractive leadership development opportunities • Challenge of ‘culture change’ with TS ‘charging’ for SLEs

  14. Specialist Leaders of Education (SLE) • Relatively new designation acknowledging the important role of middle and senior leaders in supporting their peers • Excellent professionals in leadership positions below the headteacher, with the capacity, capability and commitment to work beyond their own school • Outstanding in a particular area, for example: a subject specialism; inclusion; ITT mentoring; performance management; behaviour; school business management • Have the track-record and skills to work in this way • Designated and brokered by teaching schools, but may be from any school

  15. Specialist Leaders of Education • Outstanding themselves, not their school • Range of roles • Skill • Track record • Capacity

  16. Research and development (R&D) Research and development network • Enabling Teaching School alliances to engage in research and development activities, both working with their individual HEI partners and working in regional and national networks • Providing opportunities for training, sharing expertise and wider dissemination of ‘what works’ • Teaching Schools network offers key means for alliances to collaborate and learn from each other • Way of creating new knowledge and evidence of effective practice • Many funded opportunities for TS to develop their expertise through working with other schools/university partners

  17. Governance/Leadership Governance of Teaching School Alliances: • Range of governance arrangements – layered • Involving key strategic partners in governance Leadership of TS Alliance involves: • Clear vision • Strategyfor developing people • RestructuringTS to allow strategic development and sustainability • Enhancingeffective teaching and learning through TS remit • Building, developing partnerships within/beyond TS alliance – social capital • School Governance/Teaching School Accountability

  18. What makes great leadership? • Optimistic, enthusiastic and curious – belief in people • Commitment to social justice, equity and excellence • Respect and empathy for others • Resilient– tireless energy • Persistent – in pursuit of excellence, putting pupils first • Drive and determination – ambitious • Courage, conviction and integrity • Vigilant and visible – ‘only the best will do’ • Humility plus professional will (fierce resolve) Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey 2010 Glatter 2009; Future of Leadership, National College 2008.

  19. Toward a self improving school system • Great use of data – ‘the best bits’ • Collective responsibility for the issues – the brutal facts • A mechanism for moving ‘the best bits’ to where they are most needed • Engagementin research and access to research • A culture shift – from ‘my’ to ‘our’ • Joint accountability – peer scrutiny and review; a willingness to be transparent • From ‘ sharing good practice’ to ‘ joint practice development’ • Professional generosity, reciprocity and collective moral purpose

  20. Risks • Maturity, time and expertise, structures and accountability • Core purpose of education establishments– a distraction? • Inclusive and reciprocal – in a very diverse system? • Supported to deliver not stretched to fail? • Motivation - collective moral purpose? • A tale of two systems?

  21. Strength in alliance, partnerships and collaboration

  22. The 5 Wells Teaching Schools Alliance

  23. The 5 Wells TSA Partners • Redwell Primary School (RPS) • Rowan Gate Primary School (RGPS) • Ruskin Infant School (RIS) • All Saints Primary School (ASPS) • Croyland Primary School (CPS) • Weavers Academy (WA) • University of Northampton (UoN) • Wellingborough Education Partnership (WEP)

  24. The 5 Wells Action Plan

  25. “ 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

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