National Leadership Development Board. Leadership development provision for middle leaders

Transcription

1 Natinal Leadership Develpment Bard Leadership develpment prvisin fr middle leaders

2 Digital ISBN Crwn cpyright Nvember 2014 WG23825

3 Cntents Intrductin 2 The purpse f this guidance 3 Wh are ur middle leaders? 4 What des effective middle leader develpment lk like? 6 Hw shuld it be delivered? 8 Hw will prvisin be quality assured? 11 Areas that the NLDB will cnsider further 12 Appendix 1: Cntent f prvisin 13 Appendix 2: Effective frms f delivery 18

4 Intrductin We acknwledge and celebrate excellent leadership at all levels within Welsh schls. We want t grw leadership capacity s that excellent leadership is a feature f all schls because we knw that, tgether with teaching and learning, leadership drives learners attainment. It is vital that all practitiners are encuraged and supprted t develp their wn leadership ptential and the leadership ptential f thers. Practice-based, career-lng leadership develpment is embdied in the leadership develpment pathway that we have endrsed. The pathway is whlly cnsistent with the Natinal Prfessinal Learning Mdel and the principles that underpin the pathway are equally relevant t all practitiners and career stages. Althugh middle leadership develpment is the fcus f this dcument, it sits within a wider cntinuum f leadership develpment. Middle leaders are key t imprving standards. That is why the Minister fr Educatin and Skills was right t highlight middle leaders in the Statement he made n the Natinal Prfessinal Learning Mdel in June That is als why we as a Bard have decided t priritise middle leadership prvisin. We want all middle leaders t have access t apprpriate develpment pprtunities which will enable them t drive imprvements in teaching and learning as well as develping their wn leadership ptential. Welsh Gvernment, reginal cnsrtia, schls and individual middle leaders themselves all have key rles in securing that prvisin. We believe that the lng term slutin lies in building a self imprving schls system, in which schls are enabled and empwered t lead their wn imprvement and t take cllective respnsibility fr the imprvement f ther schls. As such, we agree with the Natinal Mdel fr Reginal Wrking that there shuld be an increasing hand ver f respnsibility fr delivery frm cnsrtia t schls. This is equally relevant t leadership develpment prvisin and we therefre endrse the apprach that cnsrtia are already taking in mving in this directin. Schl t schl wrking is therefre a key driver fr leadership develpment and is already perating effectively in sme schls. We will prvide mre infrmatin n hw this can be develped further in due curse. We recgnise this cannt be an vernight transfrmatin despite the prgress already made and that, in the shrter term, schls need t be supprted t mve twards a mre sustainable apprach t develping their staff. 2

5 The purpse f this guidance As members f the NLDB we are cmmitted t strengthening leadership capacity in schls in Wales. We d nt see ur rle as setting ut a theretical basis fr building leadership capacity there are thers wh have already dne that well. We see ur rle as prviding practical supprt and guidance t practitiners, schls, cnsrtia and Gvernment. In ding s we have sught t priritise ur wrk and have therefre adpted this early fcus n prvisin fr middle leader develpment. It is n secret that this area f leadership develpment is crucial fr the success f ur schls, smething that has already been well reprted by Rbert Hill and the OECD, amng thers. There are a number f key challenges that we want t address thrugh the middle leadership prgramme: Mre cnsistency in the range and prvisin f leadership develpment. Clarity abut the expectatins fr middle leaders. Alignment f wrk at schl, lcal authrity, reginal cnsrtia and Welsh Gvernment levels s that a cherent ffer f leadership training and develpment can be made. Successin planning and talent management. Recgnitin and, where apprpriate, accreditatin fr leadership develpment. Capacity f schls t be able t deliver leadership prvisin. Whilst there is n lack f prgrammes that claim t address these areas f need there is little t guide schls and practitiners understanding f what will have greatest impact. In publishing this guidance we are seeking t imprve the access f middle leaders t high quality develpment experiences wherever they wrk in Wales. We intend t achieve this by setting ut what we cnsider t be the key characteristics f effective middle leader develpment s that all thse invlved practitiners, schls, lcal authrities and cnsrtia, Gvernment and ther prviders - will be better placed t make infrmed chices abut develpment activities that have a psitive and sustained impact n leadership practice. Hwever, that in itself des nt g far enugh and s we have als prvided examples f hw this can lk in practice. In s ding we als want t shw that a prgramme des nt necessarily need t be cmplex, expensive r externally prvided. We believe there is prvisin that can be accessible t every practitiner and schl, bth within and between schls. This prvisin can frm an integral part f schls daily peratin. 3

6 Wh are ur middle leaders? There are n dictinary definitins t help us here and, in reality, practitiners wh fall int this categry will vary depending n sectr, phase and size f schl. Hwever it is reasnable t assume that this grup cntains experienced prfessinals wh already have sme leadership respnsibility and either wish, r need, t develp their leadership capacity further. It will be fr practitiners and schls t determine where individuals sit n their leadership jurney. This guidance is intended t be practical and flexible s that it can be adapted t address individual and schl needs at differing pints f the middle leadership jurney. These needs will be identified thrugh a cmbinatin f vluntary engagement with the Leadership Standards via the Individual Leadership Review, perfrmance management reviews, schl self evaluatin and the schl develpment plan. Whilst the Leadership Standards fr Wales already set ut the skills, knwledge and behaviurs expected f leaders, we believe it apprpriate t set ut sme f the distinctive attributes we shuld see in ur middle leaders. These include: Ability t recgnise and drive excellence in teaching and learning including effective use f classrm bservatin. Strng inter-persnal skills including mtivating and leading thers t achieve and dealing with challenging situatins. Ability t build effective relatinships with clleagues they manage and with thse wh manage them. Understanding and applying the factrs that translate visin int effective actin. Reflecting n their leadership practice and that f thers. Supprting thers in their leadership rle thrugh caching and/r mentring. Ability t analyse perfrmance, including effective use f data. Engaging with the latest thinking and educatinal research (including leadership thery in educatin and beynd) and sharing that within and beynd the schl. Knwing when it is apprpriate t take risks and being able t manage risk effectively. Understanding the nature f leadership respnsibilities that relate t the next tier and applying this t develping their wn leadership capacity. Cmmitment t cntinual prfessinal learning and imprvement fr self and thers set against the cntext f impact n learner utcmes. Willingness t embrace accuntability and t hld thers t accunt (including challenging ther middle leaders t ensure cnsistency). Prmting cllabratin within the schl and acrss schls. 4

7 Driven by a strng mral purpse t imprve learner utcmes acrss the system. Resilience in the face f challenges. 5

8 What des effective middle leader develpment lk like? In this sectin we will initially set ut sme high level principles that shuld be a feature f all middle leader develpment. By develpment we mean all frms f prfessinal learning which help t develp leadership capacity whether prvided internally by schls, acrss a grup f schls, by cnsrtia r by ther prviders. Effective prfessinal learning and leadership develpment may include, but is certainly nt limited t, frmal prgrammes r curses. We will then mve n t describe hw these principles can be applied in practice. High level principles Activities and prgrammes that result in effective middle leader prvisin in Wales will be characterised by the fllwing: They are clearly referenced t the Leadership Standards. They are driven by practitiners needs as identified by self review (via the Individual Leadership Review (ILR)) and perfrmance management utcmes and are linked t the schl s self evaluatin and schl develpment plan. They are accessible t all middle leaders in English and Welsh. They are practice based and have clear intended utcmes that are SMART and which demnstrate impact n leadership practice. They frm part f a cntinuum f leadership develpment. They invlve the key features f the prfessinal learning mdel: Cllabrative learning Reflective practice Caching and mentring Engaging with relevant data and evidence frm research They maximise the pprtunities within schl and between schls t prvide develpment pprtunities fr middle leaders. They assess the impact n learners f develpment activities, including thse resulting thrugh teacher absence. Practical applicatin The abve principles will nly deliver imprvement if they have a practical applicatin. In Appendix 1 we prvide examples f activities that are infrmed by feedback frm practitiners where they have described activities they have fund t have wrked well in building either their wn r their clleagues leadership skills and knwledge. 6

9 These activities can be blended t frm part f a larger prgramme r can be a prgramme in their wn right. The examples prvided are nt intended t frm an exhaustive list and there will be ther experiences nt included that will be equally beneficial. 7

10 Hw shuld it be delivered? Many f the activities prvided in Appendix 1, by their nature, suggest a particular apprach t delivery and the verarching principles described abve als indicate delivery that is firmly skewed twards cllabrative learning. As with cntent, the mde f delivery will reflect the particular needs identified. As nted abve, we advcate mving t a schl t schl apprach as the preferred means f delivery, beynd what may be prvided within schls. Many schls have already adpted this as their default apprach. Whilst we urge all schls t cnsider hw they can strengthen their wrking with ther schls we recgnise that, where the expertise r capacity des yet nt exist within schls, cnsrtia may need t put mre shrt term measures in place t ensure availability f prvisin. Rles and respnsibilities fr delivery Effective middle leader develpment will wrk best when it is a prduct f a cncerted effrt by all key stakehlders t fcus n what wrks well and t adpt a shared purpse in prviding supprt fr middle leaders as they develp their leadership skills. We have set ut sme brad rles and respnsibilities belw. We deliberately start with the individual as self mtivatin and the desire fr imprvement is key t effective develpment. Practitiners: Take respnsibility fr wn develpment and engage in regular reflectin and self review (e.g. Individual Leadership Review); Seek pprtunities t learn frm and supprt the practice f clleagues; Apply the principles f the prfessinal learning mdel t wn develpment; Regularly discuss their leadership develpment with their line manager and thers; Middle leaders have a respnsibility t identify aspiring leaders, thse wh may nt yet be in a leadership psitin but that are aspiring t such a rle, and caching them in the use f the Individual Leadership Review t assisting them in prgressing t middle leadership. Schls: Develp a culture that psitively encurages leadership develpment as part f their cmmitment t develp all their staff; 8

11 Have a structured apprach t in-schl prvisin that supprts middle leader develpment and reflects the principles in this guidance; Wrk in partnership with ther schls t enhance and enrich leadership develpment prgrammes; Establish internal quality assurance t ensure prvisin meets needs and delivers utcmes; Aspire t becme centres f excellence in leadership develpment. Lcal Authrities/Cnsrtia: Deply Challenge Advisers t mnitr schls cmmitment t, and prvisin fr, middle leader develpment and t intervene as required where schls need supprt t strengthen prvisin. Establish minimum prvisin that enables ready access fr middle leaders t structured prgrammes (increasingly delivered by schls and grups f schls) that build leadership capacity in the system and which reflect the principles set ut in this guidance. Build further capacity in schls t deliver leadership supprt. Brker schl t schl wrking s that the schls that already excel in leadership develpment are active in leading middle leadership develpment fr ther schls. Prvide strategic inputs t prmte schl t schl wrking including facilitating the sharing and disseminatin f effective practice. Where circumstances demand, brker prvisin frm third party prviders as a catalyst fr grwing capacity in schls s that such prvisin diminishes in the lnger term as schl t schl leadership develpment becmes embedded. Develp a talent-sptting rle in gathering lcal intelligence f develping middle leaders and ensure they are being prvided with the necessary supprt. Develp centres f excellence t act an early fcus f effective practice in middle leader develpment but in pursuit f excellence becming widespread. Supprt access t the latest educatinal research and appraches t leadership frm educatin and ther spheres. This might be addressed thrugh rganising cnferences, seminars and webinars. Als, cnsrtia and higher educatin institutins t develp highly tuned appraches, which wuld ensure that middle leaders were expsed t these influences and learning pprtunities. 9

12 Cmmercial prviders: Develp prducts and prgrammes that reflect the principles cntained in this guidance. Welsh Gvernment: Ensure there is a clear visin fr educatin in Wales that sets a clear cntext fr leadership develpment. Ascertain that there is a clear framewrk fr leadership develpment in terms f cntent f prvisin and the rles f all parties. Define the relevant prfessinal standards fr leaders. Make available high quality resurces that supprt effective leadership develpment. Supprt the NLDB in establishing a clear visin fr leadership. Challenges and supprt the wrk f cnsrtia as part f the natinal mdel f reginal wrking. Estyn: Use the existing prvisins f the Cmmn Inspectin Framewrk t recrd evidence f effective cntinuus prfessinal develpment. Share best practice case studies identified frm inspectin. 10

13 Hw will prvisin be quality assured? All f the stakehlders abve have a rle t play in quality assuring prvisin. There is a particular respnsibility n each schl t ensure prvisin meets the needs f the schl and its staff and this will be evident in the Schl Develpment Plan. Cnsrtia als have a key rle in ensuring the quality f the practice that takes place. Cnsrtia, via their challenge advisrs, need t have an accurate picture f the strengths and weaknesses f each schl in terms f its leadership capacity and prfessinal develpment. This needs t be regularly reviewed and updated s that nging develpment is supprted and schls with a lead rle in schl t schl wrking cntinues t justify their sectr leading status. We acknwledge and welcme the fact that these quality assurance prcedures are already being develped and implemented by cnsrtia and lk frward t there being cnsistent prvisin acrss all cnsrtia. There are sme fundamental questins that shuld be applied t all prvisin that will assist in cnfirming prvisin is f an apprpriate quality: Hw des the prvisin reflect the high level principles set ut abve? What are the intended utcmes? What criteria are being used t judge if utcmes are being met? Des the activity/prgramme prvide value fr mney? What is the impact n learners shrt and lng term? Hw des the activity/prgramme fit in a cntinuum f leadership develpment what pprtunities are there fr further prgressin? What pprtunities exist fr cllabrative learning and develpment? 11

14 Areas that the NLDB will cnsider further We hpe this guidance is fund t be helpful. As a Bard we will cntinue t fcus ur attentin n strengthening prvisin fr leadership develpment. We therefre intend t prvide further guidance n specific aspects these will be infrmed by the prgress made by schls and cnsrtia in develping prvisin. We intend t develp strnger links with cnsrtia t infrm this wrk but wuld als welcme cntact frm schls and practitiners, either t cmment n this guidance r t prvide evidence f what wrks fr them, We can be cntacted at: SchlLeadershipArweinyddiaethYsglin@Wales.GSI.Gv.UK 12

15 Appendix 1: Cntent f prvisin Middle leader prvisin The suggested prvisin and develpment pprtunities set ut in this appendix reflect the key areas f the leadership standards and the selfevaluatin tl which allws practitiners t review their prfessinal experiences and plan fr future develpment (the Individual Leadership Review (ILR)). The key areas frm a hlistic apprach t leadership invlving engagement with all key areas simultaneusly. Sme develpment activities are therefre mentined in mre than ne key area. The prvisin and pprtunities fr develpment are nt prescriptive. It is nt expected that practitiners cmplete them all. Practitiners shuld be encuraged t select thse which reflect their particular needs identified fllwing self-evaluatin. Creating strategic directin Under this key area cnsrtia, supprted by schls, shuld ensure that prvisin, subject t assessment f need, cvers: cntributing t and articulating a clear visin that has high expectatins and imprves perfrmance in teaching and learning and learner utcmes; understanding and using data t create and cntribute t a schl/department develpment plan; incrprating learner vice and internal and external feedback in planning; identifying pririties fr wn area f respnsibility and cntributing t thers as apprpriate; tracking and mnitring prgress against pririties and targets; identifying and maintaining clear rutes t imprvement; managing change; develping wn self-evaluatin skills and thse f thers, cntributing t whle schl self-evaluatin and wn area f respnsibility; develping creativity and visin; creating an inclusive prfessinal eths which encurages participatin in the planning prcess; creating and articulating a visin with and fr the team/department/year using research and innvative practice t infrm planning; cntributing t plicy develpment and strategic whle-schl planning. Develpment pprtunities might include: 13

16 participatin in SLT meetings; participatin in gverning bdy meetings; shadwing senir leaders; respnsibility fr develping elements f the Schl Develpment Plan; leading a whle schl initiative. Leading learning and teaching Under this key area cnsrtia, wrking with schls, shuld ensure that prvisin, subject t assessment f need, cvers: helping develp a curriculum that secures learner engagement and imprves achievement; evaluating curriculum planning and delivery t ensure it meets learner and natinal requirements; gd subject knwledge and/r knwledge f area f respnsibility; supprting schl r subject wide fcus n learner achievement; nging cmmitment t develp and mdel excellent learning and teaching; sharing excellent practice; identifying and disseminating schl-based research which infrms practice; listening t learners; wrking cllabratively between departments and phases t imprve the quality f prvisin; bserving lessns and cnducting scrutiny f learners wrk with purpse; supprting and planning learning with clleagues; setting, achieving and maintaining high standards; managing perfrmance f thers effectively; creating an effective climate fr learning, including addressing issues such as behaviur fr learning and attendance, t maximise learner engagement; ensure that the quality f teaching meets the needs f all learners. Develpment pprtunities might include: leading and participating in peer bservatin; leading n intrducing new curriculum develpments; invlvement in/leading a PLC; mentring/caching a clleague; 14

17 being cached r mentred; leading a whle schl initiative. Develping and wrking with thers Under this key area cnsrtia, wrking with schls, shuld ensure that prvisin, subject t assessment f need, cvers: inspiring and mtivating thers; being emtinally resilient, ptimistic and frward thinking; mdelling psitive leadership behaviurs; creating a culture f cntinual prfessinal learning within the area f respnsibility; leading and develping a team (including the impact f individuals n grup and whle schl perfrmance); caching and mentring as apprpriate; facilitating effective cllabrative wrking t imprve standards; dealing psitively with difficult situatins and reslving cnflicts; recgnising and nurturing leadership ptential; hlding thers t accunt and prviding challenge and supprt using the perfrmance management system; managing wrklad f self and thers; trusting thers t deliver by sharing agreed success criteria; wrking effectively with supprt staff; building a psitive wrking eths and reducing/managing stress; treating thers fairly and equitably. Develpment pprtunities might include: mentring student teachers and NQTs; cllabrating with clleagues acrss and beynd the schl; bserving gd senir leaders as rle mdels; bserving lessns with peers; leading n intrducing new curriculum develpments; invlvement in/leading a PLC; mentring/caching a clleague; being cached r mentred; wrking with ther departments t cntribute t schl bjectives and utcmes; leading a whle schl initiative. 15

18 Managing the schl Under this key area cnsrtia, wrking with schls, shuld ensure that prvisin, subject t assessment f need, cvers: creating imprvement plans that are based n an accurate selfevaluatin and perfrmance data; securing an effective and safe learning envirnment; managing a range f staffing issues including recruitment, retentin and deplyment f staff; managing the budget fr an area f respnsibility and relating this t the whle schl budget; deplying resurces effectively s that they are used t imprve the quality f teaching and learning and standards; ensuring whle schl and departmental plicies are implemented; being prductive at meetings, and chair meetings effectively; setting clear and apprpriate pririties and managing staff and resurces t deliver these; making use f feedback t imprve prvisin and utcmes. Develpment pprtunities might include: shadwing SLT members; vluntary SLT participatin e.g. prject allcated t address a whle schl issue; participatin in SLT meetings; participatin in gverning bdy meetings; respnsibility fr develping elements f the Schl Develpment Plan; leading a whle schl initiative. Securing accuntability Under this key area cnsrtia, wrking with schls, shuld ensure that prvisin, subject t assessment f need, cvers: being accuntable t the headteacher r senir leaders fr an area f respnsibility; using data t track prgress; wrking with relevant advisers t secure imprvement; cnveying challenging accuntability messages effectively t clleagues; prviding updates and reprts as required by the headteacher and members f the senir leadership team. Develpment pprtunities might include: 16

19 writing reprts and presenting t gvernrs n area f respnsibility; participatin in gvernance training; knwledge f schl develpment plan; experience f setting whle schl targets; reprting t the challenge adviser n area f respnsibility; practising difficult cnversatins; identifying lcal stakehlders; cntributing t parents evenings; leading a whle schl initiative. Strengthening the cmmunity fcus Under this key area cnsrtia, wrking with schls, shuld ensure that prvisin, subject t assessment f need, cvers: develping and maintaining psitive stakehlder relatinships (including senir leaders, pupils, parents, gvernrs and the wider cmmunity); cntributing t the psitive reputatin f the schl; cllabrating with ther schls t identify and prmte excellent practice in in imprving utcmes; establishing effective partnerships with ther prfessinals/agencies; establishing and maintaining effective transitin arrangements which enhance pupil prgress; develping prductive relatinships with the schl s cmmunity partners; prmting the visin and achievements f the schl in the lcal cmmunity; engaging parents and carers in the children s learning. Develpment pprtunities might include: prmting the schl (e.g. cntributing t Open evenings); undertaking learning activities in the lcal cmmunity; identifying best practice in learning frm the cmmunity; invlvement in/leading a PLC acrss a cluster f schls; mapping external relatinships; develping prtcls fr engaging in scial media cmmunicatin; leading a whle schl initiative. 17

20 Appendix 2: Effective frms f delivery The key t ensuring the effectiveness f the prvisin will be that the prfessinal learning mdel is used in delivery. Belw are sme effective appraches ffered as a guide t cnsrtia. General features Blended learning apprach face t face and nline. Leadership Standards are explicit in the cntent and delivery. Linking sessins t practical schl/classrm envirnment. Ability t influence cntent and making the prgramme genuinely tailred t the participants. Practical tasks and assignments that are linked t schl Exercises invlving analysing data frm an annymus schl. Exercises invlving actin planning fr schl develpment. Being interviewed by current head teachers, presenting t gvernrs and parents frm a data task and/r actin plan. Mck in-tray exercise. There culd als be a persnal develpment task. Cllabrative learning Lcal leading practitiners sharing gd practice. Nt being verly tutr led ensuring that sufficient time is prvided t share gd practice and netwrk with like-minded prfessinals. Ging t different schls and netwrking with head teachers and deputy head teachers. Reflective practice Prviding time fr reflectin as part f the prvisin. Using the ILR. Caching and mentring Practitiners t receive caching/mentring. Practitiners t identify future leaders and prvide caching and mentring supprt t them. Using data and evidence frm research Interactin with latest literature in the frm f writing a review. 18