Cambridgeshire, Norfolk, Peterborough and Suffolk Schools Succession Planning TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT. A Self-Evaluation Toolkit

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1 Cambridgeshire, Norfolk, Peterborough and Suffolk Schools Succession Planning TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit

2 Contents Page 3 Page 4 Page 5 Page 6 Page 7 Introduction to this booklet CREATING THE CLIMATE NEEDS ANALYSIS THE LEADERSHIP OF TALENT DEVELOPMENT AND MANAGEMENT APPENDIX 1 Further specific examples of workforce development activities APPENDIX 2 Terminology

3 Cambridgeshire, Norfolk, Peterborough and Suffolk Schools Succession Planning TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit This document is to support schools and governing bodies to identify and manage the talent of their school staff, through proactive, structured development opportunities; this is an entitlement for all members of the school community, reflecting the contribution of each individual, in their distinctive ways, to school improvement and the achievement of pupils. Features The emphasis of this process is on developing practice through partnerships of all types of schools, in collaboration with strategic partners. Sustainability is from the partnership. It is not dependent on external funding and the partnership can sustain a cycle of continuous improvement. Process 1The Talent Development and Management Self-Evaluation tool can be used by schools and governors to audit their current position. OR 2 Partnerships of schools use their Self-Evaluations to: Determine areas of strong practice and areas for development in each school and across their partnership. Support shared development within and across the schools focussing on potential of staff and providing opportunities. How to get started the Self-Evaluation Tool There are three elements to the Self-Evaluation tool and it can be used within the context of your own school and across a partnership 1. CREATING THE CLIMATE How does your establishment view the development of its workforce in its values, attitudes and beliefs? 2. NEEDS ANALYSIS How does your organisation identify succession planning, talent management and leadership development needs and establish a process to meet the requirements? 3. THE LEADERSHIP OF TALENT DEVELOPMENT AND MANAGEMENT. How does your establishment lead and manage recruitment, retention and development of a talented workforce? Further information Further information and support can be obtained from: Cambridgeshire Barbara Deacon barbara.deacon@cambridgeshire.gov.uk Norfolk Simon Morley simon.morley2@norfolk.gov.uk Peterborough David Anderson David.anderson1@peterborough.gov.uk Suffolk Carol Hitchman Carol.Hitchman@suffolk.gov.uk 3 TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit

4 CREATING THE CLIMATE How does your school or cluster view the development of its workforce in its values, attitudes 1 and beliefs? Objective Success criteria Exemplar evidence Your school s evidence 1To survey a clear learning climate with a vision to which all are committed. 2To ensure everyone understands the benefits of learning and the development of skills for the good of the individual and the establishment. 3To ensure everyone is positive and enthusiastic and each person understands, supports and respects the role of each other in the team. 4To ensure equal opportunity for all is clear to see in policy and practice. 5To ensure staff development is a clear objective of the organisation. There is a strong sense of a learning community with the whole school community heavily involved in workforce development, succession planning and talent management. The benefits of workforce development, succession planning and talent management to both the school and individuals are widely understood. There is a clear and extensive understanding throughout the school of the roles, functions and contribution made by each member of staff. Everyone is positive, enthusiastic, showing initiative and taking responsibility for improving themselves and the organisation Equality of opportunity, transparency and diversity are key principles of the policy and training is undertaken to ensure this. Staff development/ succession planning and talent management is widely understood to be a wellresourced and fullyintegrated aspect of school improvement. Governors Governors are clear about their role in relation to succession planning and workforce development and view it as a high priority. Governors and staff are shown to understand the strategic priorities of the school in meetings and in other records. Chair of Governors and/or a subcommittee and the headteacher discuss succession planning policy and implement outcomes in the school development plan. Governors have confidence to oversee change, and hold professional conversations with the head and senior staff. Staff There is a culture of open dialogue between staff and governors shown in liaison meetings which continually develops and improves effective working. An inclusive succession planning policy has been established, is shared with all and is capable of personalisation. Appraisal procedures consider objectives, success criteria and the resources required to achieve an individual s progress. Management leading by example and having a commitment to developing leaders on the job. An equal opportunities policy that applies to all is in place and is implemented. Surveys show that staff feel valued and that their development needs are being met. Working closely with other schools to share opportunities and training Pupils From feedback pupils see the organisation as a learning culture that applies to everyone. Pupils see staff learning and appreciate its importance.. Next Steps: 4 TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit

5 2 NEEDS ANALYSIS How does your organisation identify succession planning, talent management and leadership development needs and establish a process to meet the requirements? Objective Success criteria Exemplar evidence Your school s evidence 1To recognise talent Senior members of staff across the full are very positive and spectrum of roles and individuals and develop it accordingly. proactive in a systematic way about identifying new talent and this is a high priority. 2To collect appropriate and timely evidence about the development needs of staff. 3To implement CPD appropriate to the staff development needs. 4To allocate resources equitably to leadership and development where aptitude is demonstrated. Reliable systems are in place to address national, school and individual leadership development needs and aspirations based on reliable evidence. All individuals and areas of the school identify and reflect on leadership development needs and aspirations using a self evaluation tool and their views considered/ discussed with their line manager or mentor. Formal and informal processes are used to identify leadership potential using clear criteria. There is a very clear relationship with the Teachers Standards and Appraisal in the planning of future CPD. Clear criteria are applied for the allocation of resources to talent management and leadership development priorities. Governors A range of data is used to identify future staffing priorities. Data are linked to school priorities so governors can make informed decisions around workforce planning. Governors talk directly to staff about their professional development needs. Governing body data analysis of staffing is shared showing CPD opportunities taken by the workforce. Staff Appraisal procedures allow for the development of aspirant leaders. Analysis of the gender, BME and disability distribution of all stakeholders is in place to ensure equality. Mixtures of formal and informal processes are used to identify leadership potential. Minutes of regular meetings held with aspirant leaders and plans/outcomes are fed into leadership training plans for individuals. Talent spotting information is displayed and included in NQT training and in a wide range of staff documents. Pupils Pupil voice and questionnaires on the effectiveness of the learning environment are taken into account. Feedback from pupils is used to inform the needs analysis process. Next Steps: 5 TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit

6 THE LEADERSHIP OF TALENT DEVELOPMENT AND MANAGEMENT. How does your establishment lead and manage the recruitment, retention and development 3 of a talented workforce? Objective Success criteria Exemplar evidence Your school s evidence 1To ensure professional development is an integral part of the strategic leadership role. 2To establish clear leadership of professional development strategies with appropriate status. 3To review and plan ahead for staff development and leadership succession issues. 4To utilise appraisal in relation to succession planning and recruitment taking account of equal opportunities. There are clearly defined roles and responsibilities for the leadership of professional development integral to the school s strategic leadership. There is a high level of understanding of how the workforce is developing and records of reviews and responses. Leadership succession issues are reviewed regularly and a schoolbased plan developed by governors and key staff shows successful development of the workforce. There is effective use of appraisal in relation to succession planning and recruitment taking account of gender, ethnicity and disability. Governors Termly monitoring allows governors to plan for changing roles and responsibilities. Governors work with aspiring leaders as a part of talent development. Governors act in a critical friend role to support the leadership of talent development. Governors show commitment to CPD and talent development through the allocation of funding. Staff Leadership training plans are produced for future leaders. Opportunities to work on whole school priorities and/or share good practice. Future development is included with induction arrangement documentation. Evidence of opportunities for staff to lead on the introduction of new initiatives and learn from their efforts. Enable staff time to innovate. To offer support to all staff, but also encourage independence. To offer external professional development opportunities e.g. MA (Ed), NCSL programmes, outreach work, cluster work. Action plans showing staff taking responsibility for a group of teachers across a number of schools e.g. NQT induction, TA development. Pupils Pupils recognise all staff have a leadership role that they work hard to fulfil. Next Steps: 6 TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit

7 1 The APPENDIX 1 Further specific examples of workforce development activities table below contains examples of workforce development activities that schools may wish to pursue in developing talent. School-based development programmes: Assertiveness training Classroom or task observation Coaching, buddying, mentoring Coordinated in-service training Coordinator meetings Governor development and succession Internships Job rotation Middle management meetings Whole school/team training Peer review Role play, problem solving, interactive TA training Workplace-based delivery by a colleague Workplace-based delivery by an external person A mixture of formal and informal processes are used to identify leadership potential including: Assessing how other leaders work and respond to others Career progression interviews Contributions made to meetings Facilitation Governor development and succession Observing effective practice Professional learning communities School-based programmes e.g. Middle management programmes Internships Self-study Use of 360 degree leadership assessment Visits to observe or take part in another school i.e. one day Working with an expert, such as a LLE Working with external bodies e.g. groups, exams, moderation Work shadowing What do you need to do next? There is an offer of external personal and professional development such as: Acting Headteacher Opportunities Bespoke Career Planning Course or conference Developing Leadership Programmes Leadership Development Programmes NPQH Support Internships ITT or NQT Mentor Joint working with other schools National College Programmes Outreach work School Council/Governors. Systems leaders, e.g. NGE, SLE, NLE Support from networks, partnerships, teaching schools and any other form of collaborative model. Work shadowing Action: How: Success Criteria Example : Complete the succession plan audit with senior management. Write a three year plan for identifying and developing leaders. Link with other schools to match needs and priorities. Set up internships throughout the year for all staff (teaching and support). Use the column above to record current practice and next steps. Via specific SLT/Governor support sessions. Via established partnerships or by seeking additional support. Via established partnership or by seeking additional advice. All staff have had 1:1 career planning support and have identified areas for development. Potential leadership needs have been identified and governors have made provision for resources to be deployed. Partnership schools have shared and agreed leadership needs and priorities. There is a commitment to develop staff across schools. All staff within the partnership have had the opportunity to spend time in other school developing their leadership skills. 2 APPENDIX 2 Terminology BME Black, Minority, Ethnic CPD Continuing Professional Development ITT Initial Teacher Training LLE Local Leader of Education MA (Ed) Master of Arts (Education) NCSL National College for School Leadership NGE National Governor of Education NLE National Leader of Education NPQH National Professional Qualification for Headship NQT Newly Qualified Teacher SLT Senior Leadership Team SLE Specialist Leader of Education TA Teaching Assistant 7 TALENT MANAGEMENT AND LEADERSHIP DEVELOPMENT A Self-Evaluation Toolkit

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