Arfer orau o ran datblygu arweinyddiaeth mewn ysgolion Best practice in leadership development in schools

Cefndir Cyhoeddir yr adroddiad arolwg thematig hwn mewn ymateb i gais am gyngor gan Lywodraeth Cymru yn llythyr cylch gwaith y Gweinidog i Estyn ar gyfer 2014 – Mae’n adrodd ar ddatblygiad arweinyddiaeth effeithiol mewn ysgolion ac yn canolbwyntio ar sut mae arweinwyr ysgol effeithiol yn ceisio creu diwylliant o ddatblygu arweinyddiaeth a meithrin gallu i arwain. Mae astudiaethau achos arfer orau wedi’u cynnwys. Bwriedir yr adroddiad hwn ar gyfer Llywodraeth Cymru, penaethiaid a staff mewn ysgolion, awdurdodau lleol a chonsortia addysgol. Mae’r adroddiad wedi’i seilio ar dystiolaeth o arolygiadau ysgol ac o ymweliadau â sampl gynrychioliadol o ysgolion sy’n arddangos arweinyddiaeth dda neu ragorol. Background This thematic survey report is published in response to a request for advice from the Welsh Government in the Ministerial remit letter to Estyn for 2014 – It reports on effective leadership development within schools and focuses on how effective school leaders try to create a leadership development culture and build leadership capacity. Case studies of best practice are included. The report is intended for the Welsh Government, headteachers and staff in schools, local authorities and educational consortia. The report is based on evidence from school inspections and from visits to a representative sample of schools that demonstrate good or excellent leadership.

Prif ganfyddiadau Mewn ysgolion llwyddiannus, mae staff ar wahanol lefelau yn dangos ymddygiad arwain cadarn fel ymarferwyr yr ystafelloedd dosbarth, arweinwyr adran, arweinwyr mentrau ysgol gyfan ac fel uwch-reolwyr (‘arweinyddiaeth wasgaredig’). Mae’r ysgolion hyn yn datblygu medrau arwain eu holl staff fel rhan o’u datblygiad proffesiynol a’u datblygiad gyrfaol. Mewn ysgolion lle y mae diwylliant cadarn o ddysgu proffesiynol, mae staff yn gweithio fel tîm i sicrhau bod disgyblion yn cyflawni’n dda. Rhan bwysig o’r diwylliant hwn yw cyfathrebu clir rhwng arweinwyr a’r holl aelodau staff i sicrhau bod dealltwriaeth gyffredin ac iaith gytûn ynghylch dysgu a datblygiad proffesiynol. Main findings In successful schools, staff at different levels show strong leadership behaviours as classroom practitioners, departmental leaders, leaders of whole-school initiatives, and as senior managers (‘distributed leadership’). These schools develop the leadership skills of all their staff as part of their professional and career development. In schools where there is a strong culture of professional learning, staff work as a team to ensure that pupils achieve well. An important part of this culture is clear communication between leaders and all members of staff to ensure that there is a common understanding and an agreed language about learning and professional development.

Prif ganfyddiadau Yn aml, mae cynllunio ar gyfer olyniaeth ar bob lefel yn gryfder arwyddocaol mewn ysgolion â diwylliant cadarn o ddysgu proffesiynol. Yn yr ysgolion hyn, mae uwch arweinwyr yn arfarnu sefyllfa staffio’r ysgol ac yn ceisio rhagweld swyddi gwag posibl yn y dyfodol. Mae hyn yn arbennig o bwysig ar lefel arweinyddiaeth ganol ac uwch ac mae’n caniatáu i swyddi gael eu llenwi’n fewnol os oes angen pan fydd swyddi gwag yn codi. Un strategaeth effeithiol yw trefnu i staff profiadol drosglwyddo eu gwybodaeth i staff llai profiadol cyn iddynt ymddeol neu newid swydd, er enghraifft trwy gysgodi a mentora. Mae’r arweinwyr ysgol mwyaf llwyddiannus yn defnyddio strategaethau i nodi a meithrin potensial arwain eu holl staff, yn enwedig ar ddechrau eu gyrfaoedd, ac i’w cynorthwyo i ddatblygu’r medrau y mae eu hangen arnynt i fod yn arweinwyr ysgol y dyfodol. Mae’r arweinwyr hyn yn cynnal dadansoddiadau manwl o’r wybodaeth, y medrau a’r rhinweddau sy’n ofynnol ar gyfer pob rôl arwain yn eu hysgol. Defnyddiant y wybodaeth hon i nodi staff â’r potensial i arwain. Main findings Succession planning at all levels is often a significant strength in schools with a strong professional learning culture. In these schools, senior leaders evaluate the school’s staffing situation and try to predict potential future vacancies. This is particularly important at senior and middle leadership level and allows posts to be filled internally if necessary when vacancies arise. One effective strategy is to arrange for experienced staff to transfer their knowledge to less experienced staff before they retire or change jobs, for example through shadowing and mentoring. The most successful school leaders employ strategies for identifying and nurturing the leadership potential of all their staff, particularly early in their careers, and for supporting them to develop the skills they need to become the school leaders of the future. These leaders undertake detailed analyses of the knowledge, skills and attributes required for each leadership role within their school. They use this information to identify staff with leadership potential.

Prif ganfyddiadau Lle nad yw ysgolion yn llwyddo i ddatblygu diwylliant cryf o arwain, nid yw penaethiaid yn canolbwyntio’n ddigon da ar wella ansawdd yr addysgu ac nid ydynt yn darparu gweithgareddau datblygu proffesiynol priodol i helpu staff i adeiladu ar eu medrau a’u gwybodaeth bresennol. Yn aml, mae llawer o awdurdodau lleol a chonsortia rhanbarthol wedi bod yn rhy araf i amlygu hyn fel gwendid mewn ysgolion ac nid ydynt wedi rhoi arweiniad effeithiol i benaethiaid i’w helpu i wella yn y meysydd pwysig hyn. Mae gweithdrefnau rheoli perfformiad ar waith yn yr ysgolion mwy effeithiol, lle y mae gan uwch arweinwyr amcanion sy’n ymwneud yn benodol â datblygu staff yn arweinwyr posibl. Yn yr ysgolion hyn, mae’r llywodraethwyr yn herio arweinwyr ac yn eu dwyn i gyfrif o ran datblygu arweinyddiaeth. Main findings Where schools are not successful in developing a strong leadership culture, headteachers do not focus well enough on improving the quality of teaching and do not provide appropriate professional development activities to help staff build on their existing skills and knowledge. Many local authorities and regional consortia have often been too slow in identifying this as a weakness in schools and have not provided effective guidance to headteachers to help them improve in these important areas. The more effective schools have performance management procedures in place where senior leaders have objectives that relate specifically to developing staff as potential leaders. In these schools, the governors challenge leaders and hold them to account on leadership development.

Prif ganfyddiadau Mae bron pob un o’r uwch arweinwyr yn yr ysgolion a gafodd ymweliadau yn gwybod am y safonau arweinyddiaeth ac yn eu deall. Fodd bynnag, mae llai na hanner ohonynt yn defnyddio’r safonau’n rheolaidd i arfarnu eu medrau arweinyddiaeth eu hunain neu fel ffocws ar gyfer datblygu arweinyddiaeth pobl eraill. Dim ond ychydig iawn o’r uwch arweinwyr sy’n defnyddio’r adolygiad arweinyddiaeth unigol i arfarnu eu medrau arweinyddiaeth eu hunain. Yn yr ychydig ysgolion sy’n eu defnyddio, mae’r safonau arweinyddiaeth yn sylfaen ar gyfer rheoli perfformiad a datblygu arweinyddiaeth yn effeithiol. Mae’r safonau diwygiedig yn egluro’r disgwyliadau ar gyfer cynorthwywyr addysgu lefel uwch ac athrawon, ond nid ydynt yn nodi’n union pa gamau y mae angen i athrawon a chynorthwywyr addysgu lefel uwch eu cymryd i ddatblygu’n broffesiynol, gwneud cynnydd da yn eu gyrfa a dod yn arweinwyr posibl y dyfodol. Main findings Almost all the senior leaders in the schools visited know about and understand the leadership standards. However, less than half use the standards regularly to evaluate their own leadership skills or as a focus for the leadership development of others. Only a very few senior leaders use the individual leadership review to evaluate their own leadership skills. In the few schools that use them, the leadership standards form the basis for effective leadership development and performance management. The revised standards clarify the expectations for higher level teaching assistants (HLTAs) and teachers, but they do not explicitly identify the steps that teachers and HLTAs need to take to develop professionally, make good progress in their career and become the potential leaders of the future.

Prif ganfyddiadau Mae uwch arweinwyr llwyddiannus yn sicrhau eu bod yn rhoi hyfforddiant a chyfleoedd dysgu priodol i staff ategu eu datblygiad gyrfaol. Mae llawer ohonynt yn darparu pecyn o weithgareddau dysgu proffesiynol sy’n cynnwys gweithgareddau penodol i ddatblygu medrau arweinyddiaeth. Mae hyn yn gweithio’n dda pan fydd y pecyn wedi’i gynllunio’n ofalus i fodloni anghenion datblygiadol unigolion. Fel arfer, mae’r pecyn hyfforddi’n cynnwys dewis o gyfleoedd datblygu proffesiynol yn yr ysgol a rhywfaint o hyfforddiant allanol. Mae arweinwyr yn yr ysgolion effeithiol a gafodd ymweliadau yn defnyddio arbenigedd o’u hysgol nhw ac o ysgolion eraill i wella dysgu proffesiynol ar gyfer staff. Anogant eu staff i fanteisio ar swyddi arwain mewnol dros dro ac i dderbyn secondiadau mewn mannau eraill i wella’u profiad arwain. Main findings Successful senior leaders ensure that they provide staff with appropriate learning opportunities and training to support their career development. Many provide a package of professional learning activities that includes specific activities to develop leadership skills. This works well when the package is planned carefully to meet individuals’ developmental needs. The training package usually consists of a menu of in-school professional development opportunities and some external training. Leaders in the effective schools visited use expertise from both within their schools and from other schools to enhance professional learning for staff. They encourage their staff to take advantage of internal acting or temporary leadership posts and to take up secondments elsewhere to enhance their leadership experience.

Prif ganfyddiadau Ni fu digon o gymorth ar lefel genedlaethol a lleol i ddatblygu medrau arweinyddiaeth darpar arweinwyr ac uwch arweinwyr profiadol. Nid oes digon o gyfleoedd i ddarpar arweinwyr ac arweinwyr ysgol profiadol ddatblygu eu medrau mewn meysydd allweddol fel gwella addysgu, gweithredu mentrau newydd, herio tanberfformio a deall materion adnoddau dynol. Mewn ychydig iawn o ysgolion, mae penaethiaid sy’n newydd i’r swydd wedi cael eu mentora’n dda gan bennaeth profiadol, effeithiol o’r awdurdod lleol. Fodd bynnag, nid dyma fel y mae hi bob amser yn genedlaethol. Mewn ychydig awdurdodau lleol, nid yw penaethiaid, yn aml mewn ysgolion heriol, yn cael eu cefnogi’n ddigon da. Mae prinder penodol o ran darpariaeth hyfforddiant i arweinwyr trwy gyfrwng y Gymraeg. Main findings There has not been enough support at a national and local level to develop the leadership skills of aspiring and experienced senior leaders. There are too few opportunities for aspiring and experienced school leaders to develop their skills in key areas such as improving teaching, implementing new initiatives, challenging underperformance, and understanding human resources issues. In a very few schools, headteachers new to post have been mentored well by an experienced, effective headteacher within the local authority. However, this is not always the case nationally. In a few local authorities, headteachers, often in challenging schools are not supported well enough. There is a particular shortage of training provision for leaders through the medium of Welsh.

Argymhellion Dylai arweinwyr ysgolion: A1ddatblygu diwylliant cadarn o ddysgu proffesiynol i’r holl staff ar bob lefel yn eu hysgol A2gwella cynllunio ar gyfer olyniaeth a throsglwyddo gwybodaeth gorfforaethol A3nodi potensial staff i arwain yn gynnar a chefnogi eu datblygiad gyrfaol A4sicrhau bod strwythurau rheoli perfformiad yn talu sylw priodol i ddatblygu darpar arweinwyr y dyfodol A5defnyddio’r safonau arweinyddiaeth yn sylfaen ar gyfer arfarnu eu medrau arweinyddiaeth eu hunain ac i ddatblygu staff fel arweinwyr y dyfodol Recommendations School leaders should: R1 develop a strong culture of professional learning for all staff at all levels in their school R2 improve succession planning and the transfer of corporate knowledge R3 identify the leadership potential of staff early and support their career development R4 ensure that performance management structures pay proper attention to developing potential future leaders R5 use the leadership standards as the basis for evaluating their own leadership skills and for developing staff as future leaders

Argymhellion Dylai awdurdodau lleol a chonsortia rhanbarthol: A6ddarparu arweiniad i arweinwyr ysgol profiadol ar ddatblygu eu staff fel arweinwyr y dyfodol A7rhoi cyfleoedd i uwch arweinwyr ddatblygu eu medrau mewn meysydd allweddol, fel herio tanberfformiad, defnyddio strategaethau i wella addysgu a gweithredu mentrau newydd A8darparu neu ddod o hyd i hyfforddiant effeithiol cyfrwng Cymraeg a Saesneg i arweinwyr ar bob lefel A9hybu’r defnydd ar y safonau arweinyddiaeth a’r adolygiad arweinyddiaeth unigol ymhlith pob arweinydd ysgol Recommendations Local authorities and regional consortia should: R6 provide guidance for experienced school leaders on developing their staff as future leaders R7 provide opportunities for senior leaders to develop their skills in key areas such as challenging underperformance, deploying strategies to improve teaching, and implementing new initiatives R8 provide or source effective Welsh and English medium training for leaders at all levels R9 promote the use of the leadership standards and the individual leadership review to all school leaders

Argymhellion Dylai Llywodraeth Cymru: A10 weithredu strategaeth ar gyfer datblygu medrau arweinyddiaeth i ddarpar arweinwyr ac uwch arweinwyr profiadol A11 cynnwys datblygiad medrau arweinyddiaeth fel cangen o’r safonau proffesiynol ar gyfer Cynorthwywyr Addysgu Lefel Uwch, athrawon ac arweinwyr canol. Recommendations Welsh Government should: R10 implement a strategy for the development of leadership skills for aspiring and experienced senior leaders R11 include the development of leadership skills as a strand in the professional standards for Higher Level Teaching Assistants, teachers and middle leaders.

Arfer orau Mae’r adroddiad yn cynnwys un ar ddeg astudiaeth achos sy’n rhoi enghreifftiau o arfer effeithiol. Un enghraifft yw Ysgol Gynradd Glan Usk yng Nghasnewydd, lle y mae arweinwyr wedi llwyddo i nodi darpar arweinwyr a’u datblygu’n effeithiol. Strategaeth Cafodd gwaith yr ysgol i gynyddu’r gallu i arwain a sicrhau cynllunio priodol ar gyfer olyniaeth ei gyflymu gan fod yr ysgol yn cymryd rhan mewn gwaith ysgol i ysgol yn rhanbarthol ac yn genedlaethol. Roedd y pennaeth ac aelodau’r tîm arwain a chymorth wedi nodi cryfderau personol a chyfunol a meysydd i’w datblygu yn gysylltiedig â’r safonau arwain. Gweithredu Datblygodd y tîm arwain a chymorth raglen llwybr arwain cynhwysfawr. Rhoddodd y rhaglen hon gyfleoedd i staff gymryd rhan ym mywyd ehangach yr ysgol. Roedd yn cynnwys rhoi cyflwyniadau i’r corff llywodraethol, arwain hyfforddiant a datblygiad staff, cymryd gwasanaethau ysgol gyfan a mynychu gweithdai bob pythefnos. Effaith Mae nodi a datblygu arweinwyr y dyfodol wedi dod yn rhan o’r diwylliant ehangach o ddatblygiad proffesiynol yn yr ysgol ac mae wedi llwyddo i ddatblygu’r arbenigedd angenrheidiol ymhlith ei staff i ymgymryd â rolau arwain wrth iddynt godi yn yr ysgol. Best practice The report contains eleven case studies which exemplify effective practice. One example is Glan Usk Primary School in Newport, where leaders have been successful in identifying potential leaders and developing them effectively. Strategy The school’s work on increasing leadership capacity and ensuring appropriate succession planning was accelerated due to their involvement in school-to-school work both regionally and nationally. The headteacher and members of the leadership and support team identified personal and collective strengths and areas for development linked to the leadership standards. Action The leadership and support team developed a comprehensive leadership pathway programme. This programme provided staff with opportunities to be involved in the wider life of the school. This included, presenting to the governing body, leading staff training and development, taking whole school assemblies and attending fortnightly workshops. Impact The identification and development of future leaders has become part of the wider culture of professional development within the school and has been successful in developing the necessary expertise within its staff to undertake leadership roles as they arise within the school.

10 cwestiwn i ddarparwyr Pa mor effeithiol yw uwch arweinwyr yn eich ysgol o ran nodi unigolion sydd â’r potensial i fod yn arweinwyr y dyfodol? Pa mor gadarn yw’r diwylliant o ddysgu proffesiynol yn eich ysgol? Pa mor llwyddiannus yw eich ysgol wrth sicrhau cynllunio effeithiol ar gyfer olyniaeth? Pa mor effeithiol yw uwch arweinwyr wrth ddadansoddi’r medrau a’r rhinweddau y mae eu hangen i ymgymryd â rolau arwain penodol? Pa mor effeithiol yw gweithdrefnau rheoli perfformiad yr ysgol? 10 questions for providers How effective are senior leaders in your school at identifying individuals with the potential to become future leaders? How strong is the culture of professional learning in your school? How successful is your school at ensuring effective succession planning? How effective are senior leaders at analysing the skills and attributes needed to undertake specific leadership roles? How effective are the school’s performance management procedures?

10 cwestiwn i ddarparwyr Pa mor ymwybodol yw arweinwyr yn eich ysgol o’r safonau arweinyddiaeth? Pa mor ddefnyddiol ydynt yn eich barn chi? A yw uwch arweinwyr yn eich ysgol yn ystyried staff ar bob lefel yn ddarpar arweinwyr? A yw eich ysgol yn rhoi anogaeth a mentora i staff? Pa mor dda y mae uwch arweinwyr yn eich ysgol yn darparu hyfforddiant priodol ar ddatblygu medrau arwain? A yw uwch arweinwyr yn cael cymorth da i ddatblygu staff? 10 questions for providers How aware are leaders in your school of the leadership standards? How useful do you find them? Do senior leaders at yours school view staff at all levels as potential leaders? Does your school provide staff with mentoring and coaching? How well do senior leaders in your school provide appropriate training in developing leadership skills? How well supported are senior leaders in developing staff?

Dolen we i’r adroddiad llawn: www. Web-link to full report: www. Web-link to full report: www.

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