Leadership: Diversity and Community Cohesion Diversifying School Leadership Generating Public Value

2 Confidential / Proprietary Overview 1.Context: the role of NCSL 2.Diversifying School Leadership: the challenge 3.Diversifying School Leadership: the activity 4.Public Value: an organising principle? 5.What this means for leadership

3 Confidential / Proprietary Overview 1.Context: the role of NCSL 2.Diversifying School Leadership: the challenge 3.Diversifying School Leadership: the activity 4.Public Value: an organising principle? 5.What this means for leadership

4 Confidential / Proprietary 1 Context NCSL purpose and style: inspiring leaders, improving children’s lives; learn, collaborate, develop, influence, empower Diversity is a significant issue for school leadership: both the diversity of school leaders, and leadership for and of diversity Schools reflect society: women, BME, disabled face the same challenges as we see in other sectors and wider society We should not settle for this: moral, legal, demography and cohesion, business reasons to address diversity – and schools are unique Local solutions: while we are National, we seek to enable local capacity, to ensure contextual sensitivity

5 Confidential / Proprietary Overview 1.Context: the role of NCSL 2.Diversifying School Leadership: the challenge 3.Diversifying School Leadership : the activity 4.Public Value: an organising principle? 5.What this means for leadership

6 Confidential / Proprietary 2 Women in school leadership Source:DfES, McKinsey (NCSL), 2006 PrimarySecondary Special % female Classroom Deputies / Assistant Heads Heads 31% female teachers and 44% male teachers aspire to Headship (2008) 900 additional female Heads between 2001 and % Primary, 61% Secondary, 75% All (and NQTs) - GTC Digest 0708

7 Confidential / Proprietary Ethnicity analysis (2007/2008) Sources: NCSL data (47LAs), 618g Report, DCFS Schools & Pupils in England Report, 2001 Census data Between 2002 and 2006, an average of 2% of head teachers appointed to the role were from BME backgrounds. (source: Source: EDS, NAHT_ASCL data, 2002 – 2006) Local Context is allUnknowns are a problem School leaders & teachers are not representative of pupils or popn?

8 Confidential / Proprietary Overview 1.Context: the role of NCSL 2.Diversifying School Leadership: the challenge 3.Diversifying School Leadership: the activity 4.Public Value: an organising principle? 5.What this means for leadership

9 Confidential / Proprietary 3 NCSL Diversity Projects HMI Shadowing 15 BME teachers with experience of middle and senior management per term, shadowing inspections at two different schools Data Initial collection from LAs, to share back within SP packs – local context Research Joint with NASUWT. Leadership aspiration c.f. career paths – factors assisting or impeding progression into leadership Equal Access to Promotion Aimed at BME Middle Leaders, builds strengths and strategies re barriers Guide to Good Practice Online toolkit built around eight key actions and ten key questions Influencing and Working in partnership Panel members: CES, CEES, GTC, NAHT, NASUWT, NGA, NUT, TDA, SSAT, DCSF Joint work: OFSTED, NASUWT, NUT

10 Confidential / Proprietary 3 Equal Access to Promotion Jointly developed with the NUT Aimed at BME teachers in middle leadership Professional development to support into senior leadership Module within Leadership Pathways, but also standalone Enhance strengths and extend strategies to overcome barriers Boost knowledge of leadership development opportunities Raise influence of leaders within schools No official assessment, but description of learning and outcomes Opportunity to network Delivered by BME leaders

11 Confidential / Proprietary 3 Guide to Good Practice

12 Confidential / Proprietary 3 Guide to Good Practice

13 Confidential / Proprietary 3 Guide to Good Practice

14 Confidential / Proprietary Overview 1.Context: the role of NCSL 2.Diversifying School Leadership: the challenge 3.Diversifying School Leadership : the activity 4.Public Value: an organising principle? 5.What this means for leadership

15 Confidential / Proprietary 4 What is Public Value? Coined by Mark Moore in 1995, although many definitions NCSL research and learning (see website for report) Defines public value as: –developed when public services not only provide services but also create social outcomes that are also valued –created when educational settings work to improve the wider range of outcomes for their young people by engaging with families and communities in places and processes characterised by equal esteem and equitable authority

16 Confidential / Proprietary 4 A Public Value approach Purpose of education in a transforming society and globe Stubborn social and economic equality Plateau in attainment improvement Evolving approach to system improvement 1 1 Managing resources internally, better teaching and learning, measured by educational attainments Drawing in more resources from within the community to supplement and complement those allocated Reaching out to immediate social networks / families to help them enhance performance, attendance and attitude 44 4 Investing resources in creating social capital and capacity in the community Making resources available as the basis for community activities. Most value ‘escapes’ into the community Four key drivers?Five key tasks?

17 Confidential / Proprietary 4 Public Value: Some key issues How does a leader know when, where and how to work with a community? Whose needs in the community are to be addressed? How is this wider work to be organised, lead and held to account? What kinds of working practices, skills and people does this demand? Is wider community work merely a means to the end of higher attainment scores? What framework of measurement should be used to value this wider work within the community? How should investment in these practices be traded off against investment within the organisation?

18 Confidential / Proprietary Overview 1.Context: the role of NCSL 2.Diversifying School Leadership: the challenge 3.Diversifying School Leadership: the activity 4.Public Value: an organising principle? 5.What this means for leadership

19 Confidential / Proprietary Vision and purposeLeadership focused on 5 What does it mean for leadership? Outward-facing Change Partnership Equity and Excellence Extended Services Distributed leadership Growing future leaders Local context is all Teaching and learning See for public value research and community cohesion event materials from 26 th November Diversity strategy …

20 Confidential / Proprietary 5 NPQH Unit 6 Strengthening Community Collaboration with parents and carers –Working with parents and carers (why, support and intervention) –Building productive partnerships (collaboration) The school in the community –Building social capital (community to school, extended schools) –Deepening engagement (pupils, other schools) Agencies and local services –Safeguarding children (policy / legislation, leading multi-d teams –More than the sum (role of local services) Knowing your community –Celebrating diversity (identity and difference, changing communities) –Diverse communities (demographics) Evaluating impact and moving to action –Evaluating impact on school (case-study) –Evaluating impact on self (your learning, graduation assessment) Continuous review and improvement