Leadership Pathways. Online Units Directory Guidance for Coaches and Participants. Professional development

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1 Inspiring leaders to improve children s lives Schools and academies Leadership Pathways Online Units Directory Guidance for Coaches and Participants Professional development

2 Online Units Directory contents Stepping up to leadership 3 Extending the community of learners 19 Leading learning and teaching 27 Resourcing change 39 Please note: To ensure the online units reflect current government policy, they are currently under review. For this reason some of the content here may be out of date and/or not reflect the revised online content. You will be notified when a new version of this document will be available to download.

3 Stepping up to leadership Understanding self Introduction The five-year strategy is likely to make increased demands on school leaders as their role and potential influence develops and widens in the new education landscape. Leaders will need to draw on personal reserves to manage their wider roles. Clarity and focus on personal development is likely to support this. This unit aims to take a realistic look at leadership and to dispel the myth that the only good leader is the superhero. The emphasis is on honest self-reflection in order to increase self-awareness. Integral to this is research into leadership and emotional intelligence that suggests that self-awareness is a key feature in working effectively with and helping to develop others. This unit underpins the individual learner s capacity to engage effectively with the other units in Stepping up to leadership by developing the personal qualities that support good leadership. Unit aims For participants to: understand the connection between leadership and emotional selfawareness analyse their leadership in relation to the arguments and practices presented in the unit identify any areas that emerged from the activities for their leadership practice As leadership becomes increasingly challenging, the task for leaders is to deepen their understanding of themselves and to appreciate their personal responses to challenge. Knowing the school is necessary; knowing oneself is essential. Leadership Pathways Online Units Directory 3

4 Unit details The unit is designed to provide a challenging blend of learning around understanding self. Some of the key pieces are given below. The first thinkpiece, Surfing, swimming and sinking, takes a down-to-earth and reassuring view of leadership and suggests coping strategies for self-management under pressure. Next there is a thinkpiece on the concept of flow, the state we experience when we are completely involved in the moment and how this impacts on our work. This identifies some of the leadership characteristics that enable individuals to work at an optimum level and to create similar opportunities for colleagues. Different strategies are introduced for dealing with pressure and the learner is encouraged to work through some practical techniques. Maintaining a good work-life balance is a challenge for many people, particularly leaders in school, and one that may increase as leadership responsibilities grow. A cameo explores the importance of creating and maintaining boundaries in order to achieve a healthy work-life balance. What is special about this unit? The cameo provides real-life examples of how senior leaders develop strategies to cope with the challenge of stepping up to new leadership roles while maintaining and even increasing their effectiveness. Thinkpiece 1 gives the opportunity to reflect on which leadership roles are important and how effectively they are being delivered on. This then provides the basis for the senior leader s self-development in order to maximise their effectiveness. Who would benefit from this unit? Leaders taking on more demanding senior leadership roles as school agendas change. Leaders moving on to more senior leadership roles. Senior leaders currently or soon to be managing significant change agendas. An extension piece is provided on leadership wisdom and the links between leadership and Western and Eastern philosophies. This unit underpins the individual learner s capacity to engage effectively with the other units in Stepping up to leadership by developing the personal qualities that support good leadership. Leadership Pathways Online Units Directory 4

5 Change and direction setting Introduction The key theme of this unit is leading in times of change and building a shared vision to inspire and motivate the school. While developing the school s vision can be seen as the work of the headteacher, the model of distributed leadership strongly suggests that setting the vision and helping others to get on board is a role for all leaders. The recent remit letter to the National College recognised the pivotal importance of developing leadership capacity in school leaders at all levels. Also the five-year strategy states: We will increasingly need leaders (and leadership teams) who can combine the ability to manage people and money with the creativity, imagination and inspiration to lead transformation. The headteacher standards also states: Critical to the role of headship is working with the governing body and others to create a shared vision and strategic plan which inspires and motivates pupils, staff and all other members of the school community. This vision should express core educational values and moral purpose and be inclusive of stakeholders values and beliefs. Unit content Essentially the unit has been constructed to explore and illuminate current thinking and ideas about leading the change process. It is designed around the following elements. Having a vision. Planning to enact the vision. Being persistent and resilient in making the vision happen. Having well-developed communication skills. Having the ability to create an effective climate. Understanding how people react to change. Unit aims For participants to: develop their understanding of the leader s role in the change process analyse their own practice in relation to the arguments and practices presented in the unit identify any areas that emerge from the activities for their leadership practice This unit is strongly linked to the other units in Stepping up to leadership. The unit Understanding self can provide a useful basis for personal understanding and learners may find it useful to complete Understanding self before taking this unit. It also provides some of the leadership skills that underpin the Resourcing change area. Leadership Pathways Online Units Directory 5

6 Unit details The unit is designed to provide a challenging blend of learning around change and direction setting. Some of the key pieces are given below. Three thinkpieces provide an integrated exploration of the practical challenges involved in creating a compelling vision. The first thinkpiece uses excerpts from Michael Fullen s book Leading in a Culture of Change to examine a starting point for formulating the direction and vision moral purpose. A second thinkpiece explores vision, strategy and planning in education and develops the learner s understanding of why vision is important to school transformation and how it links to strategy. The third thinkpiece looks at examining personal beliefs as a prelude to direction setting. It focuses specifically on beliefs around children, young people and the curriculum. This links to the Ofsted framework and the 2004 DfE document A New Relationship with Schools. A dynamic case study focuses on the experiences of a headteacher in implementing a culture of learning and achieving in a large secondary school. It explores the challenges of setting and sharing a personal vision, and highlights the leader s role in the change process. The experiences of a deputy headteacher in introducing innovative approaches to developing the teaching and learning of writing across subject areas are captured in a highly interactive piece. This offers the opportunity to work through a change process step by step and to explore some of the change models used. It also offers the chance to consider some of the detailed thinking which supported the process. An extension piece argues for a new approach to school development planning using the concept of strategic intent. What is special about this unit? The case study provides a full description of how a headteacher overcame a number of challenges and succeeded in getting colleagues on board in establishing a personal vision. The value of this case study is that it not only explores how to put a vision into practice, but demonstrates how to maintain the culture of learning within school by developing a vision over time. Who would benefit from this unit? Senior leaders charged with developing aspects of the school. Leaders, already in post or new to the post, who wish drive forward a whole-school development. Schools wishing to move from good to outstanding in aspects of their provision. Leadership Pathways Online Units Directory 6

7 Leading the development of others Introduction Understanding the development needs of others and providing effective support and direction for their development is a key skill for all leaders. Developing school leaders to capitalise on every opportunity to provide enduring support for others is a fundamental step in increasing the capacity of the school and moving individuals towards high achievement. The skills include expressing positive emotions about others potential, giving directions and supporting a learning agreement. This is increasingly in the context of mentoring and coaching relationships within school. The focus on staff CPD is not new (for example, Department for Education and Employment, 2001, Learning and Teaching: A Strategy for Professional Development) but the increasing devolution of funding and control to schools presents keen challenges in ensuring that all staff are enabled to reach their potential in the autonomous structures of the future. Schools that provide excellent professional development are likely to keep their best staff and can be expected to: increase effectiveness improve recruitment and retention have excellent morale have a real learning community for staff as well as for pupils This unit links to Human resources by supporting the development of effective leaders at all levels. It also links to Leading through influence based on the assumption that working with a colleague on their professional development is likely to be profoundly influential. Unit content This unit focuses on exploring the range of opportunities for supporting the professional development of others and how the everyday functioning of organisations can help individual development. It covers the formal areas of professional development and what supports this as well as how day-to-day organisational activities can help individual learning. It aims to provide insights that enable school leaders to lead the development of expertise so that staff turnover does not negatively impact on school provision. Unit aims For participants to: develop their understanding of how successful leaders develop others analyse their own practice in relation to the arguments and practices presented in the unit identify any areas that emerged from the activities for their leadership practice Leadership Pathways Online Units Directory 7

8 Unit details The unit is designed to provide a challenging blend of learning around leading the development of others. Some of the key pieces are given below. John West-Burnham presents the case for fundamental change in how leadership is viewed in schools in the first thinkpiece. He argues for a model of leadership that distributes responsibilities widely and places an onus on all senior leaders to actively and rigorously bring about the development of others. The second thinkpiece is a round-up of research exploring leadership as a key means of bringing about the development of others. This research round-up encourages readers to reappraise their leadership approaches, perhaps looking beyond simply reshuffling assignments to a situation in which leadership is redefined as the responsibility of everyone. A cameo illustrates one school s introduction to current ideas in professional learning. Effective professional development has an impact not only on staff motivation but, crucially, on pupil outcomes. A research paper by Bruce Joyce and Beverly Showers gives participants the opportunity to identify the elements that contribute to effective professional development. Coaching and mentoring skills, which are essentially high level helping skills for working with others and developing their professional abilities, are explored in the cameo piece. This defines the key principles underpinning effective coaching and mentoring. The exemplar looks at how one school has used coaching to improve performance and develop a culture of mutual respect. An extension segment looks at how leaders face the challenge of ensuring that their planned professional development activities have the desired impact on developing staff and improving outcomes for pupils. What is special about this unit? The reader can sequentially explore a diverse range of resources, including the following, that can support the development of effective learning. The exemplar, which explores staff realisation that their approach to training probably had little impact. Staff then consider how they can move to a more adult learning-centred approach together and reflect on the fundamental changes to the culture within the school. The research, which extends this thinking by considering the components of effective learning and provides an opportunity for the reader to evaluate the culture of their own school s approach to professional development. The cameo, which demonstrates people s commitment to coaching and mentoring as a way of developing individuals learning and then applying that learning to the classroom. Who would benefit from this unit? Senior leaders responsible for the professional development of staff or taking oversight of performance management. Senior leaders responsible for the development of teaching and learning in the classroom. Senior leaders who may be embarking on an improvement strategy and wish to maximise the impact of the training they need to put in place. Leadership Pathways Online Units Directory 8

9 Leading through influence Introduction As the five-year strategy is implemented there is likely to be an increasing demand for effective school leaders who can work with other professionals and agencies effectively. One of the key challenges addressed in the strategy is to join up children s services, and while the development of systems and processes is likely to be critical there will be a challenge to develop relationships across existing boundaries and to break down barriers to improve children s services. Leadership theory and research strongly identifies the need for leaders to do more than manage efficiently and within rational systems. Leading effectively requires managing the unspoken and unwritten side of the organisation. This includes understanding politics with a small p and how influence can be subtly developed to support aims and objectives. For established leaders there is likely to be increased opportunity to represent the school in the local community and with other professional groups, highlighting the importance of reading and responding to social currents in a constructive manner. This unit links strongly to the area Extending the community of learners in offering tools to support effective community engagement. It also links to the other units in Stepping up to leadership as an additional leadership dimension. Unit content This unit focuses on the sensitivities of good communication, understanding the implicit assumptions and expectations that people bring to management and helping leaders to understand the complexities of good communication and of influencing others in a productive way. Essentially the unit aims to offer practical examples that can work alongside and throughout ordinary day-to-day school practice rather than tips on how to be a superb negotiator or a top-class influencer. Unit aims For participants to: develop their understanding of the subtleties of individual and group behaviour analyse their own practice in relation to the arguments and practices presented in the unit identify any areas that emerged from the activities for their leadership practice Unit details The unit is designed to provide a challenging blend of learning around leading through influence. Some of the key pieces are given below. The cameo explores the reality that even with the best intentions a leader s approach can jar with the existing perceptions and culture of a team, creating a difficult relationship from day one. One of the ideas behind this is that, generally, there are not difficult people and easy people in the workplace but people who have different perceptions of how we do things here. Leadership Pathways Online Units Directory 9

10 The thinkpiece offers the participant the opportunity to develop a deep understanding of the concept of the psychological contract both from a research and a practical perspective. These opening pieces are aligned to managing the individual s needs within the team and recognising when perceptions are not shared and some of the consequences of this. The next two segments look at communication through the everyday conversations we have with colleagues. A cameo challenges the idea that good communication is the result of conveying information and expecting the listener to do the rest. A video-modelled practice from BT s TalkWorks programme gives a sense of how good conversations do not necessarily just happen they are the result of awareness and effort. A second thinkpiece presents the successful use of learning conversations to link the use of conversations to learning and teaching and to start to introduce the idea of influencing others through professional practice. An exemplar shows how one school developed learning-focused conversations to influence learning and teaching. The final segments in the unit look at techniques to develop influencing skills that may be useful in dealing with stakeholders. This has been included as, until reaching this level of leadership, contact with powerful stakeholders may have been limited. A third thinkpiece offers the chance to step back from responding to stakeholders by offering a framework to identify, understand and prioritise stakeholder concerns. What is special about this unit? There are a number of resources available in this unit conveying different aspects of the impact of emotional and social intelligence. The issues around social intelligence, competence and integrity in thinkpiece 3 provide a clear and useful summary of the issues of influence raised in the unit. The two cameos provide a very realistic picture of the disappointments and frustrations leaders can suffer if the approach they take to the leadership of change does not recognise the importance and influence of people s perceptions as their reality. The term psychological contract in the cameos is a very useful concept in understanding how one might, in a leadership role, influence others effectively. Who would benefit from this unit? Senior leaders new to the school/place of work. Senior leaders who have to implement developments that may be important to the school or involve issues that need to be dealt with sensitively. Senior leaders who need to work with individuals or groups from other different settings where cultural and social norms may differ. Finally, an extension piece on improving conversational climate has been included for those wishing to raise their conversational ability. Leadership Pathways Online Units Directory 10

11 Moral leadership Introduction It could be argued that moral values and leadership are inextricably linked. This is certainly the view of the National College and their research associates, who claim that, what sustains school leaders in difficult times are their core values and moral purpose. John West-Burnham talks about personal authenticity where there is no difference between being a moral person and a moral leader. Increasingly, moral leadership also needs to be seen in the context of working with a range of stakeholders and agencies or against a backdrop of emerging forms of school organisation such as federations and trusts. This unit aims to help school leaders analyse their own moral values and how these can and should have a positive influence on the school. It underpins other units within the area of Stepping up to leadership and links closely with the Understanding self unit It also resonates with Revisiting community in the area of Extending the community of learners as it highlights issues of social cohesion. Unit content This unit is designed to challenge perceptions about moral leadership and how this applies to leaders in schools, particularly those in challenging circumstances. The unit provides evidence from successful leaders of how they demonstrate their core values, whether to champion active learning or to promote social cohesion. Thinkpieces raise issues of how leaders build consensus around core values and the need for leaders to act as positive role models. A selection of thought-provoking activities will prompt leaders to consider how their moral values might underpin their actions in particular situations. Unit aims For participants to: enhance their own understanding of moral leadership analyse their own practice in light of their learning from this unit identify any areas that emerge from the activities for their leadership development Leadership Pathways Online Units Directory 11

12 Unit details The unit is designed to provide a challenging blend of learning around moral leadership. Some of the key pieces are given below. The first thinkpiece highlights the key issues of moral leadership in schools and helps leaders articulate their values and beliefs. An activity helps leaders to develop their moral confidence. A data segment looks at gathering evidence of moral leadership and explores how moral leadership influences actions. It challenges leaders to look for evidence of using values in action. The second thinkpiece offers some guidance for school leaders facing ethical dilemmas. It looks specifically at the challenge of ethical responsibility. A cameo examines how school leaders in challenging circumstances use core values to promote social cohesion and develop community partnerships. The third thinkpiece interrogates the moral imperative of schools to celebrate diversity. It explores what is meant by institutionalised racism and articulates the need to promote community cohesion. What is special about this unit? In exploring moral values, this unit touches on many of the dilemmas facing school leaders today. It grapples with issues surrounding diversity, equality and the need for schools to promote community cohesion. The balance of articles and real-life examples of often outstanding practice is designed to engage school leaders with the challenges of moral leadership in action. The case study, for instance, highlights the difficult choices that form part of an increasingly complex education landscape of multiple stakeholders and demanding targets. The cameo illustrates how one s moral antennae can be sharpened by the demands of partnership working in a culturally diverse community. Who would benefit from this unit? Senior leaders who are taking on more complex roles that may involve working with a range of stakeholders and external partners. Leaders in schools in challenging Leaders new to senior leadership roles. circumstances or who operate in more complex forms of school organisation such as federations or trusts. A case study highlights the ways that school leaders demonstrate their school s core values in their day-to-day practice and the challenges that have tested their moral leadership. The extension explores the role of moral leadership as part of a suite of key practices in successful schools. It looks at how a leader s own leadership behaviours and moral conduct help to establish and reinforce organisational values. Leadership Pathways Online Units Directory 12

13 Leadership in small schools Introduction Against the backdrop of a continuing debate about optimum school size, small schools can offer a personalised, community-based and cohesive approach that attracts pupils in a variety of geographic and socio-economic areas of the country. How do leaders cope with the challenges and maximise the opportunities of working in small schools? How does the leadership role differ from that in larger schools? This unit aims to explore the distinctive qualities, tensions and possibilities offered by a small school context. How can distributed leadership be used effectively to embrace change and aim for continuous improvement? What lessons does this setting offer that might be applied more widely? This unit complements others in the area Stepping up to leadership. The issues raised for exploiting limited resources can usefully be addressed by units such as Creative resource management and Human resources in the area Resourcing change. Unit content This unit is designed to raise awareness of all the facets of leadership in small schools. Specially recorded interviews with leaders of small primary and secondary schools offer insights into how staff cope with the challenges of wearing multiple hats, making the best use of limited resources and building capacity. Thinkpieces raise issues about stakeholders perceptions of large schools and ask how they might adopt practices that replicate the benefits of their smaller counterparts. Research articles and audio-rich cameos also present emerging patterns of sharing leadership through federations. These highlight some of the creative responses to the demands of leading in a changing educational landscape. Unit aims For participants to: enhance their understanding of leadership in a small school context analyse their own leadership practice in light of their learning from this unit identify any areas that emerge from the activities for their leadership development Leadership Pathways Online Units Directory 13

14 Unit details The unit is designed to provide a challenging blend of learning around the theme of leadership in small schools. Some of the key pieces are given below. A thinkpiece offers two articles on the impact of school size on leadership and learning, drawing insights from both a primary and a secondary perspective. The first cameo invites two leaders to share their insights into the practical realities of leading in a small secondary school. An online interactive activity looks more closely at five areas where, for leaders of small schools in general, the potential tensions and possibilities lie. A research segment examines a report conducted for the National College into how federations may offer a new model for sharing leadership. What are the benefits of such an approach that might be adapted or adopted to more conventional small school settings? What is special about this unit? The small school setting offers a distinctive set of challenges and opportunities for leaders. This unit addresses the issues faced specifically by small schools but in doing so highlights a range of approaches that can be applied more widely. They include strategies for distributing leadership, time and resource management and creative team building that are part of a suite of skills required by a successful leader. Who would benefit from this unit? Leaders of small schools who are progressing to more demanding senior leadership roles. Leaders of schools that are currently or will imminently form part of a federation. Leaders new to more senior leadership roles and who wish to address their teaching and administrative responsibilities more effectively. A second cameo offers an opportunity to hear directly from primary school leaders who have opted for federation. How have they used the experience to develop and grow leadership skills at all levels? The extension examines the challenge of building capacity in small schools, drawing on the National College report covering several secondary schools. This aims to encourage leaders to reflect on the strategies that they themselves might adopt in their own context. Leadership Pathways Online Units Directory 14

15 Strategic leadership of CPD Introduction More and more schools are beginning to realise that continuing professional development is central to raising standards. The strategic leadership of CPD requires effective leadership at a senior level to ensure that CPD supports the development of all colleagues to improve the learning and well-being of all pupils. In successful schools, teachers and support staff are able to choose from a wide range of possible activities to meet their own and the school s development needs. In the most effective schools some of these activities support the continuing professional development of their workforce in a personalised and meaningful way using the expertise within their own setting or their networked learning community. The challenge for the strategic leader of CPD is to harness and develop this internal and external expertise for the benefits of the learners and the increasingly broad range of professionals and para-professionals within a school setting. Strategic leaders need to ensure that CPD is rooted in the school improvement agenda and within performance management systems and processes. Unit content The unit focuses on helping leaders understand the strategic nature of the role by exploring examples from successful schools where CPD has been linked to performance management and school improvement planning. The role of coaching is also considered in the context of a very successful school. Thinkpieces explore how leaders develop a vision for effective CPD and the importance of distributed leadership in creating a learning community where effective CPD will flourish. A research piece presents leaders with a framework for evaluating the impact of CPD. Unit aims For participants to: develop their understanding about the leadership of CPD a strategic role analyse their own practice in light of their learning from this unit and identify any areas that emerge from the activities for their leadership development This unit is underpinned by TDA guidance and research into what makes effective CPD. The unit links closely with Leading the development of others and Human resources by providing leaders with the strategic overview of leading CPD. Leadership Pathways Online Units Directory 15

16 Unit details The unit is designed to provide a challenging blend of learning around the strategic role of the CPD leader. Some of the key pieces are given below. In the first thinkpiece Geoff Southworth proposes that central to the leadership of CPD is the creation of a strategic vision and culture that focuses on high quality outcomes for all colleagues and learners. He presents learningcentred leadership, a set of strategies which make a positive difference to learning and teaching. In the second thinkpiece Louise Stoll and colleagues detail how a learning community can support the development and well-being of all colleagues and pupils. The importance of distributed leadership to the development of this learning community is also explored. Four broad processes are presented to help to create, develop and lead such a community. The first cameo investigates how a coaching culture can support effective CPD. The school s senior leaders explain how their coaching approach brings quality and effectiveness to their CPD offer in the school for both teaching and support staff. The second cameo looks at personalising CPD for everyone within the school s workforce. The Headteacher and senior leaders highlight the need to have a balance between whole school, team and personalised needs to improve learning for both colleagues and learners. The case study explores the connection between CPD, professional standards and performance management. The senior leaders in this school focus on the importance of CPD to organisational improvement. They highlight how their school has successfully integrated CPD and performance management to improve learning for both colleagues and students. A research piece provides a framework for evaluating the impact of CPD on different levels. Dr Thomas Guskey identifies five levels of impact and methods for evaluating these. TDA guidance is also presented. The extension piece from Vivienne Porritt explores what to do once CPD activity has had a positive impact. She explores how to celebrate and embed the impact of CPD turning the learning community into an intelligent organisation, one that learns from its own experiences. What is special about this unit? The thinkpieces and research provide opportunities for self review about how senior leaders need to take a more strategic overview of CPD to raise standards in schools. The examples from successful schools outline how they did this for the benefit of learners and staff and how they embedded CPD within the school improvement and performance management processes. Who would benefit from this unit? Staff responsible for professional development across the school. Senior leaders who wish to explore the integration of CPD with school improvement and performance management. CPD leaders who wish to personalise their CPD offer. Leadership Pathways Online Units Directory 16

17 Leadership in the early years Introduction The landscape of early years education has changed rapidly in recent years because of policy and workforce reform which introduced new ways of working through a focus on child outcomes, integrated practice and in enhancing all children s learning. How will effective leadership contribute to this changing landscape? This unit presents answers to this question. It outlines the central importance of effective leadership and leadership training in providing high quality provision to improve outcomes for our youngest children. It outlines the challenges of working with a predominantly female workforce in increasingly complex, multiprofessional teams. The most successful leaders in the early years are already considering how they lead this diverse workforce in a democratic, collegiate and collaborative way. The unit is underpinned by research presented through the Centre for Excellence and Outcomes in Children and Young Peoples Services (C4EO) which is funded by the DfE and which works with a consortium of leading national organisations. The unit presents well chosen research summaries and examples of outstanding practice to help leaders consider the knowledge, data and tailored support they may need to help improve outcomes for very young children and their families. The unit links closely with three other units. Leading with parents and carers looks at how leaders can enhance their ability to develop effective partnerships between school (or setting) and parents and carers. Revisiting community explores how children s needs rarely fit within one set of organisation boundaries and how developing links with the community can improve outcomes for children. The Strategic leadership of CPD looks at how professional development embraces all staff in the school workforce to equip them with the skills to support children effectively and help them reach their full potential. Unit content This unit focuses on helping leaders understand the new roles emerging in leading integrated practice and in leading learning in the early years. It explores examples from successful settings where leaders have embraced change to improve outcomes for children and their families. Two thinkpieces explore learning and how to overcome disadvantage. A research piece examines which activities have been shown to have the greatest impact on learning. The resource in the extension explores the importance of engaging parents and families in children s learning. Unit aims For participants to: review their leadership role in relation to improving children s learning in the early years analyse their own practice in light of their learning from this unit and identify any areas that emerge from the activities for their leadership development Leadership Pathways Online Units Directory 17

18 Unit details The unit is designed to provide a challenging blend of learning around leading in the early years. Some of the key pieces are given below. The unit opens with a thinkpiece from C4EO to consider the characteristics of leadership for learning within the context of children s outcomes. It analyses the strategies that leaders could adopt to help reduce educational disadvantage and promote positive outcomes. The first cameo examines how leaders of an early excellence centre implement the challenge of leading learning in an integrated provision. They particularly examine how they have included a range of outcomes within the learning context of the setting. Research highlights effective pedagogy for children s learning. A table exercise helps leaders to consider some of this effective pedagogic activity in relation to their setting including the importance of verbal interactions between adults and children to enhance learning. The second cameo from a children s centre examines the leader s role in providing a rich learning environment. Questions help leaders to consider their use of the Early Years Foundation Stage curriculum and how they create a learning culture. The resource in the extension looks at ways to engage parents in their children s learning. Parental and family support for early learning is now recognised as a central feature of successful outcomes for young children. Questions help leaders to consider how effectively they support families in their child s learning. What is special about this unit? The thinkpieces and research provide opportunities for self review and challenge school leaders to consider what research is telling us about the elements of effective provision that enhance learning and outcomes in the early years. The examples from schools provide valuable insights into what is happening in the most successful schools and settings. It provides a compelling argument for change. Who would benefit from this unit? Early years leaders and managers. EYFS co-ordinators. Leaders with responsibility for inclusion. Leaders with responsibility for learning. Leaders with responsibility for the wider community. The thinkpiece explores effective leadership practices in leading learning. A table activity takes the key themes and asks leaders to identify their strengths and areas for development in relation to these. Leadership Pathways Online Units Directory 18

19 Extending the community of learners Networking for learning Introduction Research within the industrial and commercial world has long recognised the importance of creating learning organisations to gain advantage in a highly competitive world. This unit explores the leadership of networks and networking as a route to transforming schools into more effective learning organisations. It is founded on the belief that collaboration within and between schools can optimise professional learning and raise pupil standards in individual schools and across the education system as a whole. It is also founded on the notion of social capital that is widely recognised as significant in determining organisational development. David Hargreaves defines social capital within this unit as: The extent and quality of the networks among its members between headteacher and staff, staff and students, staff and parents as well as the school's networks with external partners. Unit content The unit focuses on the development of learning among the community of staff at two levels. It looks at the leadership of internal networks that enhance developments within one school and then examines some of the factors that support the linking of one school with others in a networked learning community (NLC). Unit aims For participants to: develop their understanding of how networked environments can contribute positively towards the learning process reflect on their own practice in relation to the arguments and leadership practices presented in the units identify any areas that emerged from the activities for their leadership practice The unit seeks to impact positively on the effective leadership of those networks. Because of its concern for teacher and wider staff learning this unit relates particularly closely to the unit Leading the development of others and it supports the units Human resources and Change and direction setting. Leadership Pathways Online Units Directory 19

20 Unit details The unit is designed to provide a challenging blend of learning around networking for learning. Some of the key pieces are given below. A research paper on effective professional learning communities provides evidencebased insight into the characteristics of these communities and the factors that contribute to their development. The initial conclusions from the research are included to inform leaders seeking to improve both networking and collaborative learning within a single school but also across a group of schools. This unit includes an interview with two senior leaders from Swanwick Hall School. This was selected because it makes real the things such leaders can do personally, and as part of school practice, to build internal networking with a sharp focus on improving classroom teaching and learning. A dynamic case study provides a helpfully warts and all approach to developing an NLC. It recounts the realities of one large and disparate group of schools as they sought to establish an NLC. An exemplar provides an informative overview of the wide range of experiences of six school networks in their first 200 days of seeking to collaborate more closely. A thinkpiece by Michael Fullan and David Hargreaves provides a reminder of what is possibly the key challenge facing all those leading and aspiring to build closer networks. An extension task provides research on learning organisations outside the school context to challenge the learner to consider how the lessons from business could be applied in schools. What is special about this unit? The case study shows a senior leader facing up to problems identified around community involvement and engaging with community groups to overcome the difficulties and setbacks. It provides an honest account of the difficulties we might face in engaging with the community. Positive outcomes are achieved through the senior leader s belief in doing the right thing and persistence in developing good relationships. Who would benefit from this unit? Senior leaders who are beginning to develop strategies to involve their community in the life of the school. Senior leaders who have established links within the community but would like to extend and deepen their understanding. Leaders working in an area that has links with the community who would benefit personally and professionally and would find this useful in stepping up to more senior roles. Leadership Pathways Online Units Directory 20

21 Revisiting Community Introduction An increasing concern is that while national strategy may deliver discrete incremental gains in student achievement it may not deliver the transformational change required. This may be particularly true in schools based in disadvantaged areas that have been resistant to statistical improvement. The starting point for this unit addresses the concern that where a child is born and the family they are born into still has the strongest effect on their life chances. School leaders need to consider how to engage and empower the community, particularly the family, to become partners in the learning process. The unit is underpinned by the Every Child Matters: Change for Children agenda in relation to the five key outcomes: staying safe, being healthy, enjoying and achieving, making a positive contribution and economic well-being. This unit is the key area of the programme for improving links with the wider community. It links closely with the unit Leading through influence which offers some approaches which can be used to support productive engagement with the community. Unit content This unit focuses on how to engage and empower the community by exploring examples from successful schools and by considering the skills that school leaders need. This unit has been strongly influenced by the National College s initiative on community leadership. A thinkpiece considers the different approaches to ECM and extended school provision, including discussing leadership structures. Socio-economic factors are examined alongside responses to local needs. This segment will prompt participants to consider the leadership implications for effective community collaboration. A second thinkpiece draws on the work of two proponents of community empowerment, John West-Burnham and George Otero, who encourage leaders to consider how they build their relationships with families and the wider community through fair and respectful discourse. Unit aims For participants to: develop their understanding of how community involvement can improve learning outcomes for pupils analyse the effectiveness of their own community leadership practice identify any areas that emerged from the activities for their leadership practice Leadership Pathways Online Units Directory 21

22 Unit details The unit is designed to provide a challenging blend of learning around community engagement. Some of the key pieces are given below. In the first thinkpiece, a National College report details the findings of research into how school leaders contextualised the principles of ECM and the leadership of extended schools for their local area. In the second thinkpiece John West-Burnham and George Otero propose that building social capital may be the answer to the plateauing standards debate. A dynamic case study looks at a project designed to enrich the curriculum for pupils. It explores the barrier and successes in doing this and incorporates a model for leaders to use in their own situations. An exemplar explores how a primary school in the North West has strengthened its links with parents and carers in the wider community. By launching a series of initiatives, the school has been successful in bridging the gap between home and school, and standards of attainment and pupil motivation have improved significantly. The case study demonstrates the practical ways in which the school tuned into the community's needs, and discusses the challenges faced along the way. The extension segment provides an opportunity to look back at an important pioneer of community schooling, Henry Morris, and to look forward to the Schools of the Future agenda. The piece is intended to stimulate thinking about how school design can reflect the community s vision. What is special about this unit? Both thinkpieces provide excellent opportunities for self-review of strategies to enhance learning. Feedback provides not only a wide framework for further development but enables priorities and next steps for progress to be identified. Who would benefit from this unit? Staff responsible for professional development across the school. Senior leaders who wish to explore ways of further developing a professional learning environment within and between schools. Schools that have identified the value in enhancing the learning environment and have senior leaders in place to take the development forward. In the cameo, we hear how a school leader created the climate for joint working between staff from different service backgrounds. She presents a useful tool to build on shared perspectives to increase understanding. Leadership Pathways Online Units Directory 22

23 Urban leadership Introduction What are the special qualities demanded of school leaders in an urban setting? A recent National College report argued that urban schools face challenges of an intensity, volatility, frequency and variety that calls for distinctive types of leaders. Tim Brighouse highlighted some of the qualities of such leaders as an indomitable will and a passion for success that brooks no denial. This unit explores the realities of leading in an urban context. What strategies have leaders drawn on to meet these realities? How do leaders work with the community often multiple communities to raise aspirations and improve pupil learning? This unit resonates with the theme of social cohesion raised in the Revisiting community unit. It also provides an urban perspective on the issues aired in the High pupil mobility unit. Some of the strategies outlined for creative curriculum development are comprehensively underpinned in the Influencing learning unit. Unit content The unit is designed to explore the spectrum of challenges and opportunities facing school leaders in an urban setting. Research articles give a detailed overview of the complex realities that characterise such schools and their communities. The unit offers rich insights from successful school leaders on the ways they have addressed issues as diverse as curriculum development, managing behaviour, pastoral care and community cohesion in the face of cultural and social diversity. An interactive card-sort activity invites leaders to reflect on their own approaches to integrating school and community. Unit aims For participants to: gain an understanding of the challenges and opportunities of leading in an urban context reflect on and analyse their own leadership practice in light of their learning from this unit identify any areas that emerge from the activities for their leadership development Leadership Pathways Online Units Directory 23

24 Unit details The unit is designed to provide a challenging blend of learning around urban leadership. Some of the key pieces are given below. A thinkpiece by Professor Kathryn Riley draws on research from over 70 schools to provide a carefully crafted framework for examining leadership in an urban setting. The case study offers a thought-provoking insight into the realities of leadership in an ethnically diverse secondary school serving a socially deprived catchment area. It also presents a range of views from primary and secondary school leaders on the advantages and challenges of their own particular urban contexts. The data segment focuses on one section of a comprehensive report that outlines the impact of ethnicity on education. It emphasises the importance of data as a tool for monitoring achievement, attitudes and behaviour, a key step in identifying appropriate intervention strategies. The cameo highlights the imaginative ways in which one urban primary school has exploited the arts to develop a global curriculum that reflects its own diversity. A research segment draws on the experience of a number of primary, middle and secondary school headteachers to examine what drives individuals to take on challenging leadership roles. This acts as a springboard for a more personal examination of the motivations and coping strategies of participants operating within their own setting. The extension offers an opportunity to explore further three aspects of urban schools that both excite and challenge urban leaders: the ethnic, linguistic and spiritual diversity of the communities they serve. How do they promote social inclusion and integration in the face of such diversity? What is special about this unit? The thinkpiece based on Professor Kathyrn Riley s research gives a comprehensive analysis of the realities that face urban leaders: physical, social, emotional and spiritual. It also outlines the key challenges that face urban schools as they relate to their local communities. The cameo vividly puts flesh on this framework by exemplifying how school leaders in an urban primary school have collaborated with the local community to generate a host of innovative projects that have greatly enriched the curriculum, while mirroring the community s global diversity. Their story illustrates how cultivating community and global links on the outside, while growing your staff from within, is a potent recipe for imaginative and innovative thinking. Who would benefit from this unit? Leaders of urban schools in challenging contexts. Senior leaders who are seeking innovative approaches to the issues of ethnic, cultural and spiritual diversity. School leaders interested in promoting social cohesion in an urban setting. Leadership Pathways Online Units Directory 24