Strategic Partnerships for ITE within the Schools-led system: Principles and Practice Sean Cavan Sheffield Institute of Education Vice-Chair UCET Copyright: Sean Cavan 2015

Objectives Explore some of the 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 2015

Partnership working Not just one homogeneous entity Multiple stakeholders Complex, dynamic and constantly changing inter-relationships Copyright: Sean Cavan 2015

Complex multiple relationships Copyright: Sean Cavan 2015

Complex multiple relationships

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 2015

Recognising triangular relationships Lead School A SIoE Working with the adjacent axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

Recognising triangular relationships Lead School B SIoE Working with the adjacent axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

Recognising triangular relationships Lead School A Lead School B SIoE Working with the adjacent axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

Recognising triangular relationships Lead School A Lead School B SIoE Working with the adjacent and opposite axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

Recognising triangular relationships Lead School A Lead School B NCTL SIoE Working with the adjacent and opposite axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

Recognising triangular relationships Lead School A Lead School B NCTL SIoE Working with the adjacent, opposite and distant axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

Recognising triangular relationships Lead School A Lead School B NCTL SIoE Working with the adjacent, opposite and distant axis De-construct the whole system view through a simple model Copyright: Sean Cavan 2015

The Partnership Dynamics Model Lead School A Lead School B NCTL SIoE Shared knowledge of these to influence and inform each others strategies, tactics and operational responses Copyright: Sean Cavan 2015

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

Some Strategic responses Working on the boundaries Building a Lead School Community with schools-led agendas Recognising and working with difference & ambiguities: –taxonomy of Lead Schools –different levels of engagement and resources –terminology, (mis)understanding and the challenge of gossip –different priorities & intentions –shared problems, challenges and solutions –managed personalisation through the Concertina model Copyright: Sean Cavan 2015

Principles underpinning the strategy Flexibility (difference) Copyright: Sean Cavan 2014

Principles underpinning the strategy Flexibility (difference) Transparency and Equity ( competition) Copyright: Sean Cavan 2014

Principles underpinning the strategy Flexibility (difference) Transparency and Equity ( competition) Trust (errors) Copyright: Sean Cavan 2014

Principles underpinning the strategy Flexibility (difference) Transparency and Equity ( competition) Trust (errors) Quality (student and inspectorate) Copyright: Sean Cavan 2014

Principles underpinning the strategy Flexibility (difference) Transparency and Equity ( competition) Trust (errors) Quality (student and inspectorate) Contracts (structure) Copyright: Sean Cavan 2014

Principles underpinning the strategy Flexibility (difference) Transparency and Equity ( competition) Trust (errors) Quality (student and inspectorate) Contracts (structure) Finance (consensus & priorities) Copyright: Sean Cavan 2014

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 2014

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

Partnership working The C.I.A model: Lead School A Local authority NCTL SIoE C.I.A. – Change what you can, Influence what you can,

Partnership working The C.I.A model: Lead School A Local authority NCTL SIoE C.I.A. – Change what you can, Influence what you can, Accept what you must

Partnership working The C.I.A model: Lead School A Local authority NCTL SIoE C.I.A. – Change what you can, Influence what you can, Accept what you must

Some references Alimo-Metcalf, B., (2004), Transformational Leadership seminar, Sheffield, 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, 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 Moylan, D., (1994), ‘The Dangers of Contagion’, in The Unconscious at Work, Eds Obholzer, A and Roberts, V.Z., Routledge,,London, 1994 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 2015