Leading Partnerships within the UK Schools-led system: Principles and Practice Sean Cavan Sheffield Institute of Education Chair, Universities Council for the Education of Teachers s.cavan@shu.ac.uk Copyright: Sean Cavan 2017

Objectives Provide an overview of the UK education system Explore some of the leadership principles that underpin our partnership working Share how a psychoanalytic perspective on group dynamics has informed our thinking Illustrate partnership in action Copyright: Sean Cavan 2017

A brief glossary Department for Education (DfE) – central v distributed control for England School-led Self Improving System – policy for last 7 years Social Mobility – latest policy emphasis Academies - self governing schools directly funded by DfE Multi-Academy Trusts (MATs)- groups of academies , small to large Lead Schools - run a new more school-based teacher training offer Local Authorities (LAs) - similar to school districts Regional School Commissioners - 8 in England Teaching School Alliances - high performing schools taking on LA roles University Council for the Education of Teachers (UCET) – coordinates all UK University education departments Partnerships for Attainment - a new collective approach to teacher supply Copyright: Sean Cavan 2014

Partnership working Not just one homogeneous entity Multiple stakeholders Complex, constantly changing inter-relationships Partnership Dynamics model to make sense of complexity Copyright: Sean Cavan 2017

Complexity in the system This diagram represents just one element of the SIoE partnership environment , that focusses on schools/MATs and TSAs . We have 20+ major school groups partners , work with many more national bodies and many other organisations than Schools RSCs

Understanding the complexity Whole system view: Dawkins (1986) proposed that “the behaviour of a complicated thing should be explained in terms of the interactions between its component parts” Copyright: Sean Cavan 2017

Working below the surface Complex multiple inter-group dynamics Can be manifested as competitive behaviour Understanding the behaviours >> strategic responses Lead School A SIoE Lead School B

The Partnership Dynamics Model Lead School A DfE SIoE Lead School B Shared knowledge of these to influence and inform each others strategies, tactics and operational responses Copyright: Sean Cavan 2017

Partnership in action Role of Leaders - Working on the boundaries Building a Lead School Community with school-led agendas Recognising and working with ambiguities: different kinds of partners different levels of engagement and resources terminology, (mis)understanding and the challenge of gossip different priorities & intentions shared problems, challenges and solutions Copyright: Sean Cavan 2017

Principles underpinning the strategy Flexibility (difference) Transparency and Equity ( competition) Trust (errors) Quality (student and inspectorate) Contracts (structure) Finance (consensus & priorities) Simplicity (coping with change) Copyright: Sean Cavan 2017

Partnership working Using the C.I.A. model Alimo-Metcalf (2004) Lead School A NCTL SIoE Lead School B C.I.A. – Change what you can, Influence what you can, Accept what you must

Latest developments Partnerships for Attainment recruiting more teachers better training getting more schools involved retaining them South Yorkshire Futures 0-5 getting ready for school 5-18 great school experience 18+ - into work, college or university Copyright: Sean Cavan 2014

Some references Alimo-Metcalf, B., (2004), Transformational Leadership seminar, Sheffield, Bion, W.R. (1961), Experience in Groups, Tavistock Publications Ltd, London Cavan,S. (2015), Submission to the Education Select Committee for the Supply of Teachers Inquiry, http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/ education-committee/supply-of-teachers/written/24687.html Cavan,S. and Goddard,T. (2015), Submission to the Education Select Committee for the Review of the Role of Regional School Commissioners http://www.parliament.uk/business/committees/committees-a-z/commons-select/education-committee/inquiries/parliament-2015/regional-schools-15-16/ Dawkins, R. (1986) The Blind Watchmaker, Penguin, London Menzies Lyth, I., (1960) The functioning of social systems as a defence against anxiety. A report on the study of the nursing service of a general hospital. Human Relations, 1960, 95-121 Miller. E. and Rice, A.K. (1990), “Task and Sentient Systems and Their Boundary Controls”, in Trist and Murray Eds, The Social Engagement of Social Sciences, Vol 1, Free Association Books, London Roberts, V.Z. (1994), ‘Conflict and Collaboration’, in The Unconscious at Work, Eds Obholzer, A and Roberts, V.Z., Routledge, ,London, 1994 Steiner, J. (1985), ‘Turning a Blind Eye’ in International Review of Psychoanalysis, No. 12, 1985 Copyright: Sean Cavan 2017

Lewin's Force Field Analysis Achieving the primary task of your project

Lewin's Force Field Analysis Achieving the primary task of your SBP Driving forces

Lewin's Force Field Analysis challenges Achieving the primary task of your SBP Driving forces

Activity –think about the issues for your primary task get into pairs or threes spend 15 mins each using the FFA to identify drivers and challenges for your primary task think about which challenges are most relevant to you and how you might address them an FFA can be a useful element in an appendix to help explain the issues you had to address and how you addressed them