Prepared to Lead: How schools, federations and chains can grow leaders Professor Louise Stoll London Centre for Leadership in Learning, Institute of Education
Teresa Tunnadine, Headteacher The Compton School, Barnet, London and The Compton/Barnet Partnership (Teaching School/Challenge Partners)
LCLL Hot Topic, 13 November 2012
As more countries require better achievement from their schools and grant greater autonomy to schools in designing curricula and managing resources, the role of the school leader has grown far beyond that of administrator. Developing school leaders requires clearly defining their responsibilities, providing access to appropriate professional development throughout their careers, and acknowledging their pivotal role in improving school and student performance. Schleicher (2012) Preparing School Teachers and Developing School Leaders for the 21st Century, OECD
School leadership: the challenges (OECD, 2008) Approaches to leadership training and development hhhjjj
Capturing the Leadership Premium
Study of successful international systems Conviction that leadership is increasingly important to success of schools because: International trend – devolution of school management – decision making at local levels critical to success
21st skills and knowledge increasingly complex, as are issues schools have to address McKinsey & Company (2010)
Examine how successful schools, federations and chains of schools identify, develop, support and train new leaders Analyse how leadership development and deployment across groups of schools drive and sustain school improvement and contribute to regeneration of headship pool
Visits to over 20 schools, federations of 3+ schools or units and chains Matthews, Higham, Stoll, Brennan and Riley (2011) For National College
Vertical growth Leadership development cultures
Everyone is a leader – expected of all Everyone can be a leader – structured routes Anyone could be a leader – every opportunity if aptitude and desire
Identifying new and aspiring leaders Leaders of learning must first and foremost be excellent teachers – firm prerequisite for leadership development opportunities in some schools
Developing leaders in first few years of teaching talent spotting encouraging culture rich and varied opportunities ready access role models
Leadership development or training programmes mostly on the job rather than for the job leadership development subject to standards and expectations means of evaluating effect of leadership development performance management plays a significant supportive role
The Compton School Developing Leaders: Opportunities for All
Starting Out Excellent Teaching Programme Additional Responsibility Points Middle Years In house Middle Leadership programme
Senior Leadership and beyond Secondments to SLT New to SLT programme Becoming a System Leader (through the Teaching School Alliance)
Alongside national and local programmes
The Compton School ‘School Based’ Middle Leadership Programme Year 1 ‘What are we talking about here?’(definitions) ‘Resonant Leadership’(ethos and tone) ‘Knowing yourself and how others see you’ (self and peer review on default styles)activity ‘Horses for Courses’ (what to use when) 360 degree feedback/coaching ‘The EI of leadership’
Year 2 Myers Briggs diagnostic – 2 sessions Developing Coaching using a range of tools including :• Mind Traps • In and out of the Box • Coaching Chairs Delivering effective presentations (based on vision and values) – including simulation
If you were training (your) middle leaders to be effective observers of lessons how would you go about it? What issues would you need to address?
Smarter observations Linked to prior learning Clarity of focus Probing questioning High expectations/challenge Differentiation Variety and creativity of task Pace
Student centric Effective marking and feedback Regular checking of learning – no groups left behind Peer review where appropriate
What examples of growing leaders within your school/within schools do you have to share with colleagues?
Lateral leadership development through inter-school partnerships ďƒ˜Training and development centres for others and hubs for nationally and locally designed programmes ďƒ˜Leadership development part of temporary and ongoing partnership with other schools
Growing leaders across schools examples
Shadowing leaders in other Subject/KS/ schools topic coordination Opportunities
Honing teaching skills in other schools
Paired Senior coaching leaders and Supporting jointly mentoring struggling offering colleagues modules in other schools 16
The Compton/Barnet Partnership Teaching School Alliance/Challenge Partner Hub Context Barnet + outliers 19 partners - 10 Sec; 1 special; 1 V1th form college;4 primary; 2 HEI;1LA Clear roles and responsibilities for lead school and partner schools Opportunities for Lateral Work
Challenge partnership offer – QAR/OTP/ITP/CPSL/Subject directory/leadership programmes eg Leading Maths/Professional Challenge Teaching School offer – SLE/NLE/LLE deployment/Modular Curriculum/Succession planning audit and plan/R and D project/School Direct
New this year Leadership Residencies
What examples of growing leaders across schools do you have to share with colleagues?
What do you see as the challenges and opportunities of leadership development for the system?
Benefits, impact, possible threats and implications Measurable improvements in teaching Increased confidence Growth of system leaders
Developing more flexible leaders More attention to succession Leadership transferability and support for other schools An evolving system Possible loss of leaders – one school’s loss is another’s gain
Leadership of learning
What key messages will you take from this session?