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

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

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

3. School leadership today

4. 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

5. School collaboration is growing A third of schools surveyed are part of a formal federation or partnership - though collaboration is taking lots of forms

6. 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%)

7. Women are being appointed to more senior posts but still too few successful BME candidates

8. The average age of headteachers is increasing 2004 1999

9. The percentage of secondary head posts being re-advertised is rising

10. Tomorrow’s world

11. The context for future school leadership

12. Standards, structures and sustainability

13. Standards and structures have been the twin pillars of education strategy since 1997 The rhetorical emphasis started with standards and has moved to structures Standards Twin pillars Structures

14. But there are tensions How will these tensions play out? • Choice & competition • Independence • League tables • Coherence • Collaboration • Inclusion Admissions

15. Five drivers of school improvement

16. Parental and community engagement • Multi-agency working • Community governance • Extended schools • Staff profile and development • Premises management • Educational outcomes

17. 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

18. Personalised learning • Strong and shared vision • Good communication • Student governance • Systems for evaluation • Financial management

19. Quality of teaching within schools • Focus on learning • Time for observation • Performance management • Professional development • Teacher leadership • Leaders of leaders • Student feedback

20. 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

21. Sustainable school leadership

22. 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

23. 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

24. Commanding authority but using that authority wisely • Behaviour policy • Trends in society • Need for social, emotional and pastoral services • Heads of social inclusion

25. Sharing and fostering leadership • Distributing leadership • More senior support staff • Beyond the leadership team • Empowering • Taking risks • Leadership across schools

26. Building and sustaining a learning community • Developing leaders • Performance management • Self evaluation • Teacher standards • Teacher expectations

27. 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

28. 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

29. 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

30. Communicate clearly and consistently • Leadership is 10% action, 90% communication • Students • Staff • Parents • Community • Media

31. Working closely with governors