Staffordshire Change Management Plan

Transcription

1 Appendix 2 Staffordshire Change Management Plan Purpose and Rationale Staffordshire is committed to an ambitious transformation programme to achieve the very significant improvement in outcomes for children and young people, particularly to narrowing the gap. We see this as a long term improvement strategy which has already commenced and will continue through the lifetime of BSF and beyond. Our Change Management Plan describes how we intend to bring about transformational change in learning outcomes for children and young people through ambitious and progressive programmes of change. It describes how we intend to work with stakeholders and partners to develop their capacity to create inspirational and transformational visions through to designs for learning that respond to the needs of the 21 century. It is a dynamic, iterative working document. We will continue to consult and agree in detail what we hope to achieve by focusing on how we intend to change the culture of learning in our schools as well as the structures through which we will achieve success. We will relate our aims and outcomes of change management activities directly to KPIs and CPTs to be achieved. Part of the plan also focuses on how we will improve standards during the building process. Change Methodologies We are developing various change models we will use and especially those relating to how the underlying beliefs, principles and attitudes will drive our work Change leadership i.e. how leaders will create urgency, develop visions, remove barriers and embed changes in culture and structures Change management i.e. how managers will analyse information and data, create priorities and targets, produce activity plans, identify and deploy resources and monitor and evaluate progress Project management i.e. how project managers will use systems to ensure outcomes are delivered in a timely and cost-effective manner.

2 Target Groups and Purpose of Change Process School Leaders Develop their roles in providing direction and strategic leadership, develop teamwork, support and energise staff, set objectives and KPIs, monitor and address underperformance, and create the energy, culture, drive and creativity to raise expectations and secure innovative and effective developments. School Staff Develop their vision, leadership, knowledge, skills, expertise, confidence and creativity to provide 21st century education e.g. new curricular models and personalised learning that increase access, participation and achievement for all and deliver Every Child Matters outcomes in ways that radically increase inclusion and attainment, with imaginative and effective use of ICT in teaching, learning, planning and administration. Prepare staff for TUPE process. Pupils Will be supported in developing the skills, expertise and confidence needed to engage in a personalised curriculum as more independent learners, possibly working on more than one site, exploiting the potential of ICT, having a real voice and leading their own learning. Parent/carers Will demonstrate increased involvement in their children s education and a more central role in the direction of the school and, for vulnerable and at risk groups, as well as opportunities to extend their own learning and employability. Community members and key partners Will benefit from the school resource its opportunities for learning and services, site and facilities, and its resources and expertise and fully exploit the school s contribution to adult skills, community cohesion and local regeneration.

3 School governing bodies Develop their roles in strategic leadership, monitoring and accountability; how they marshal and deploy their potential influence; how they improve the efficiency and effectiveness of their work; and, in some cases, how they manage formal or informal joint governance arrangements with other schools); also their understanding of new, innovative developments that will require changes in policy as well as practice. LA officers and elected members at a county and district levels Develop their roles in strategic leadership, long-term planning, support and challenge, monitoring, scrutiny and evaluation, intervention, commissioning and promoting collaboration. Detailed Plan: To be continually updated as needs are identified Objective Lead Actions Outcomes Resources Monitoring & Evaluation To create School Transformational Strategies for Learning Change Manager Discuss with Heads Share PfS/LA guidance Appoint school TLLs Weekly team workshops supported by TLM and TL documents Support from PfS Continual redrafting, updating and Common understanding of SSfC requirements. Team ethic created. Sharing of SSfCs between schools. Drafts iterated. 10k/school One day/week School Improvement Plans/ RAISEonline/SEFs. Leadership training programme (NCSL, SSAT and SID) SID Think Tank TDA training on CM and workforce TLM support PfS Visits to schools by PfS Education Director PfS criticism SIP monitoring Visits to sample schools by PfS Education Director. Change Phase/Date Phase 0 From June 09 and continuing. Drafts submitted October, December and February. February Phase 1 & 2: Continue to update

4 Objective Lead Actions Outcomes Resources Monitoring & Evaluation improving. development. Challengers LA SfC2 and LA Artemis (Heads) OBC consistent induction with SSfCs. programme. Leadership LA capacity Embedding proactively Links explored. programme. Phase/Date SSfCs. To ensure Heads lead Education Transformation Workstream and communication is clear and acted on. Transformational Learning Manager Reconstitute ETW Hold weekly meetings Invite reps from other workstreams Invite other BSF stakeholders Heads and SSfCs drive LA SfC2 Monitor risks Identify resource needs Heads fully engaged. Issues and risks dealt with promptly. Alignment of different workstream strategies. SfC2 submitted. Needs identified. At least 2 hours of Heads time each week, plus liaison with other stakeholders. Visits to other BSF projects.. Summaries submitted to BSF team and PfS (when needed.) Regular risk assessments. Phase 0 From June 09 and continuing. Phase 1 & 2: Continue workstream meetings. To ensure education vision leads school designs. ET and Estates Workstreams Hold regular meetings between schools and Estates Draft designs led by education visions. Designs submitted for Time of schools, estates team and architects. PfS interrogating visions and designs. School staff Developing early visions. Phase 1:

5 Objective Lead Actions Outcomes Resources Monitoring & Evaluation workstreams. SfC2 and OBC. questioning Architects to Visits to other designs. engage with BSF projects. Regular risk schools. assessments. Client Design Adviser fully involved. To develop transformational learning strategies with school staff. TL Manager, TLLs, School CPDL, School Improvement Division (SID), Senior Manager for Workforce Development, and senior advisers and Subject Leaders. Engage school staff in exploring concept of transformational learning. Create subject specific TL working groups across Tamworth and Rugeley and include transition work. Create TL working groups in schools in mixed subjects and identify a variety of ways to trial and share pedagogy within schools and across the districts. Transformational Learning Conference held. All staff engaged in BSF and TL. SID advisers and consultants leading research on TL. Working groups meeting regularly and trialling and disseminating new practice and making transitional links with Primary Training day costs 12k CP funding 134k Staff evaluations. SID evaluations. Examination outcomes and school performance data. Regular risk assessments. CPDl to use TDA impact evaluation as shared through the Embedding the Links project with Phase/Date Education visions lead competitive dialogue. Phase 2: Education visions refined and developed into sample schemes. Phase O: Conceptual phase. Phase 1 & 2: organise annual TL conference. Continue TL and CP working groups. Trial TL strategies and prepare to utilise in new facilities.

6 Objective Lead Actions Outcomes Resources Monitoring & Evaluation Work with HPSS Partners. subject partner school. All BSF schools leaders. Explore curriculum become CP transformation Change schools ideas with Change and work on Partner through CP. new practice. Explore innovative Subject specific and new practice visits. ideas in teaching New subject and learning and groupings may robust systems to take shape to share and evaluate meet the needs practice within of supporting the schools and across development of the districts. new ways of Explore working. SEN/inclusion transformation ideas. Creative Partnerships framework utilised. Phase/Date

7 To create ICT plans and Output Specifications To engage governors LA ICT Senior Adviser and e- Learning Manager (ICT Workstream lead) Heads and LA officers Appoint e- Champions in each school and meet with them regularly, both individually and collectively. Utilise BECTA audit analysis. Create individual and collective output specs. Incorporate ICT needs into SSfCs. Investigate costs of managed services. Trial new technologies. LA officers brief governors: standing item at governors meetings. Senior LA officer attends governors meetings to advise and to ensure standards e-champions appointed and actively engaging with school staff and consultants to develop output specs and ICT as the golden thread in SSfCs. Individual school ICT costs identified. Reference site schools visited. ICT concept space created at Torc. Governors fully up to date with BSF issues. Letter of agreement signed for OBC. Trust status actively explored. 15 supply days per year. Consultancy days. Samples of new technologies. Meeting time. SSAT training. Senior LA officer time. PfS ICT Director Regular risk assessments. ICT in Schools Stakeholder Group. Through governors meetings, especially LA officer and SIP. Risk assessments. Audit phase. Phase 1: Engage in ICT competitive dialogue negotiations. Phase 2: Ensure ICT needs fully planned into sample school designs. Engagement phase. Phases 1&2: Oversight of procurement and sample schemes.

8 To engage students School student voice leads, estates lead and CDA maintained. Governors represented on Implementation Groups. Managed services issues fully explored. Trust training. Select and prepare 10 students from across age range. Undertake Sorrell Foundation programme. Feedback to and engage School Council Share with other district School Councils. Explore ECM transformation ideas. Experience of transformational learning in the classroom. LA officer ensures governors are fully informed. Sorrell student engagement programme undertaken and outcomes fed into school visions and designs. School Councils promote engagement. Sorrell mood boards promoted. Sorrell students feed back to staff at conferences. Positive feedback on lesson observations. 20k for Sorrell School Council meetings. Student voice evaluations for SEF and in Ofsted reports. Lesson observations. Trust development. Sorrell phase. Schools trying out new TL classroom techniques. Phase 1&2: Active engagement with architects and designers. Planning decant.

9 To engage parents/community and children s services. School senior staff. Education Transformation and Sports and Culture Workstreams. County councillors Managers.Extended Services Hold consultation meetings with parents and neighbours eg for outline planning. Broadcast through local media. Engage Community & Learning Partnerships. Work in partnership with sports and culture groups. Engage Primary Partner Schools Explore potential Trust partners. Develop stronger working relationships with children s services. Local councils represented at Implementation meetings. Local media publish regular updates. BSF on C&LP agendas. Partner primary schools involved in TL conferences, working groups and Trust exploration. Multi-agency facilities planned on site. Meetings Risk assessments. Feedback from C&LP co-ordinator and primary school partners meetings and plans. District Inclusion Panel Meetings and outcomes. Planning phase. Phase 1&2: Detailed planning engagement. To ensure LA is fully involved in and Leading BSF. Deputy Leader of County Council, Deputy Director, Project Director, Project Manger, TL Manager Cabinet support. LEP scope agreed. Transformational learning becomes central theme for SID. Schools in other county districts preparing SSfCs. Cabinet approval. School SfCs developed. LEP providing design services for all major BSF projects. LEP providing 8m CM resources. Funding capital and revenue affordability gaps. County council. BSF Project Board. Risk register and mitigation. Preparation. Phase 1&2: Procurement. Preparing for future BSF waves.

10 Consultation on academies and federations. significant support to students, local employment and commerce. To ensure school standards are maintained during the transition. To ensure School Improvement Division is at the forefront of BSF and TL development. Heads, governors, SIP, SID. SLT of SID, TLM, Senior Manager for Workforce Development, DSIMs, consultants, Senior Curriculum and Long term support from HPSSs brokered. Senior LA officer attends governor meetings. SIP fully briefed. Leadership capacity reviewed, including school business manager. LA prepared to intervene if standards slip. Decant plans prepared and implemented. Full consultation and contribution to Putting Learners First Manifesto, Use of dedicated whole SID CPD training time to engage officers in the Transforming HPSS support improves exam results and ECM outcomes. Successful decants. SID secondary staff engagement. Totally focused approach with opportunities to discuss across subjects. Specialist school community budgets. Capital budgets. Annual BSF budget c 90k. Use of SID days and secondary phase meetings. Governors and SIP. CDA. TDA Impact Evaluation model to be used to support officers and schools. SID and school CPD Phase 0, 1&2: Standards closely monitored throughout. Phases 0, 1&2.

11 Strategy Officers, Senior Advisers, Consultants and Primary Advisers and Consultants Learning agenda. Shared TDA training/remodelling tools for SID colleagues to use. SID officers leading subject specific workshops at TL conference. SID officers training needs identified. Learning and Teaching Focus Group. Combined subject and single subject meetings to ensure the development of officers research and thinking around transformational learning. SID think tank on TL. Development of school based subject networks. Development of ideas around a PLTS led curriculum. Philosophy for SID colleagues develop a wider repertoire of training techniques that could be developed for use with learners. SID SLT produces a CPD training plan to support prioritising SID training. SID officers aware of new theories and practice. SID officers lead subject networks seeking opportunities to work in different combinations. A momentum for Transformational Learning is created and maintained evaluations.

12 Children SID day for all colleagues Heads updates to be used for sharing the transformational learning work across phases. BSF schools become test beds for TL. across the county. BSF schools become reference sites for visits from other schools. To support all staff in taking ownership of transformational learning Senior Adviser and e-learning Manager Create online Professional Learning Community Populate with case studies and exemplar materials Encourage contributions for all curriculum areas Develop discussion forums Online space in learning platform Extensive range of reference content Staff exchange views and develop thinking on transformational learning through online discussion Access to learning platform for all staff Localised e- mentoring Through Transforming Learning workstream Establish Phase 1: Populate Phase 2: Disseminate Develop an e- confident workforce SID secondary ICT team Identify levels of e-maturity in each school Develop support strategies Understanding of levels of expertise Action Plans to address need at 40 days of SID Officer time funded Progress towards gaining ICT Mark Gain buy-in Phase 1: Introduce process in

13 Priorities CPD establishment and individual levels e-confident workforce schools Phase 2: Develop school strategies