2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
Leadership Research & Policy Development Workshop
1. Leadership Research & Policy Development Workshop Toby Greany, Operational Director - Research and Policy, National College and Chris Flynn, DCSF Presentation at DCSF Conference: The Use of Evidence in Policy Development and Delivery, 9 February 2010
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7. Base: Deputy or Assistant Heads (526) Very interested Not at all interested How interested would you be in becoming a school’s head teacher in the future?
11. Quality: understanding a headteacher’s working week Source: A Day in the Life of a Headteacher, NCSL, 2007 “ Evidence suggests many school leaders are too involved in operational and delivery matters and that this has been, to some extent, at the expense of embracing their more strategic imperatives.” Independent Review of School Leadership, DCSF/PWC, 2007 Strategic leadership , 7.1 Management , 15.0 Administration , 23.5 External stakeholders , 17.0 Internal stakeholders , 8.8 CPD, 9.0 Personal issues , 4.2 Various tasks unspecified times, 14.0 NB. Percentages do not total 100 due to rounding
16. Building leadership quality: the College’s provision Primary schools that are more engaged with the College’s leadership development programmes have consistently achieved faster rates of improvement in Key Stage 2 results
17. Building leadership quality: the College’s provision Secondary schools that are more engaged with the College’s leadership development programmes have consistently achieved faster rates of improvement in GCSE results.
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Editor's Notes
Forecasts suggest that one-third of heads will retire by 2012 – From National College’s leadership demand and supply model and based on a 5 year period between 2008/9 – 2012/13 The headteacher retirement rate continues to rise until at least 2012 and we need to continue to keep headship vacancies low and stable. Local Authorities continue to report recruitment challenges The number of schools without a permanent headteacher remains a cause for concern Primary re-advertisement rates remain too high and average field sizes for headship vacancies too small (an average of 4.8 applications per headship post and 2.7 candidates at interview) Headship re-advertisement rates for faith schools remain high (57% for catholic schools and 43% for CofE schools) Ensuring governor choice and reducing the costs associated with re-advertising headship posts is important Increasing diversity is crucial: Black, Asian and minority ethnic teachers (< 5%) and women (majority of workforce but less likely to be head) remain under-represented at senior leadership level – and there are issues re disability, LGBT, faith and age Talent spotting and nurturing, distributing leadership, developing different leadership roles and models, system leadership supporting retention and diversifying leadership are all crucial
I’ve presented to the group before on the Day in the Life Study, which identified how heads spend their time. What is clear is that a considerable proportion of that time is spent undertaking tasks that we would not ask of CEOs in other organisations. Yet we know that in the current context more than ever we need heads and senior leaders to focus on the strategic leadership and development of the school. The conversation I sat in on around DHT a few weeks ago constantly returned to the question of how that can best be assured.
Need to understand the mechanisms and conditions that make these effective – each can be misused e.g. teacher evaluation
Changes in arrangements are helping schools to cope with an increasingly complex education agenda. The local context plays an important role in how new approaches to leadership are chosen and structured. Innovative frameworks for governance and leadership are often adopted in tandem with traditional approaches to leadership and management. For example, successful leaders pay close attention to teaching and learning even when they delegate day-to-day management of it to other leaders. New leadership arrangements are seen as liberating by some staff but may increase the constraints and pressures felt by others. The pace of change is rapid. There are signs of a move towards a more coordinated and systematic approach to educational provision with more schools collaborating with a range of partners. There are significant changes in leadership and management roles and responsibilities of those working in schools.
Joan: You can skip through this slide if concerned about time. The points I’d make are that: The picture is fast moving and these figures are probably under-estimates Therefore evidence is still emerging and there are challenges around identifying policy and practice implications (NB: see point in Word briefing about ASCL’s concerns about some new models). What is nonetheless clear is that schools and school leaders are embracing new models as a way of improving outcomes and securing sustainable partnerships (ie it’s not all top down)