Author: Ankhara Hunte, Diversity Consultant for National College for Leadership of Schools and Children s Services

Transcription

1 Governors Title: A succession planning (diversity) audit tool for Governors Author: Ankhara Hunte, Diversity Consultant for National College for Leadership of Schools and Children s Services Date: May 2010 Learning resource Working together, governors and headteachers can develop internal talent in our schools and offer opportunities to experience leadership. I think we need to discuss together the plans for staff development and look at how we are identifying leadership potential within our schools. We need to be looking for that potential and when talent emerges we should be nurturing it. It is important to provide a breadth of experience to prepare teachers for further promotion. This may be difficult, especially for small schools where there are fewer openings. With many now working collaboratively in groups through confederations and clusters, there is more scope to share good. We can learn how other schools are developing future leaders and the skills of experienced leaders from across the group can be used to encourage and guide colleagues and widen their experience, especially if different types of schools are involved. nothing is more important for the progress of a school than a good headteacher. Doris Neville-Davies, School governor From NCSL Tomorrow s Leader s Today Developing Leadership Talent

2 A succession planning (diversity) audit tool for Governors Governors play a critical role in the development of schools and centres. Arguably, the most important work of a governing body is the development, recruitment and development of staff. Ofsted reports clearly indicate that the quality of teaching and learning available to young people and children is most influenced by the quality of the leadership, teaching and support staff especially important is the work of the senior leadership team. A strong focus on succession planning is essential given the large numbers of headteachers expected to retire in the next few years. In this context it is even more important that all who are capable of leading our schools, have the opportunity to do so. Women and those from Black and Minority Ethnic (BME) backgrounds are generally under-represented in leadership posts. Much work is underway to ensure that the profile of senior school and centre staff reflects the diversity of pupil populations and there is still much to do. This audit tool is designed to support school and centre governors in raising levels of awareness around diversity and equality in relation to succession planning, and the recruitment, development and retention of all staff. understanding the importance of ensuring that the school workforce is fit for purpose and reflects the diverse nature of the environments and communities the children in our schools come from and carrying out their strategic function through ensuring school leadership teams (SLTs) implement effective strategy, policy, and planning in order to achieve diversity and equality in the school and centre workforce. Why equality and diversity matter A diverse work force- one comprised of people from a wide range of backgrounds is a stronger and more effective one. Although approximately 20% of pupils in our schools come from Black and minority ethnic backgrounds (BME), only 1.5% of primary and 2.2% of secondary headship appointments were from BME backgrounds (Education Data Survey 2008). Although 85% of the teaching workforce in primary schools is female, only 68% of primary headteachers are women. In secondary 57% of teachers are women and only 37% are headteachers. Equality means that any barriers in the way of advancement to senior leadership for those under-represented, are dismantled. Equality also means that recruitment and selection procedures are transparent, unbiased and fair and appointments are solely on the basis of merit. By law institutions are now required to ensure gender and race equality. We also of course have a moral duty to ensure fairness for the greatest good of all. Gender issues Research has identified a number of barriers to women becoming headteachers. Key barriers are as follows: Concerns around balancing work and domestic/family responsibilities Partner s career taking precedence Concerns after taking a career break Concerns about the viability of maternity leave Lack of confidence in applying for senior posts Lack of interview skills Lack of career planning Negative perceptions of headship Lack of information concerning educational developments following a career break such as a maternity leave and Experiencing sexism at interview. 2

3 Black and Ethnic Minority [BME] issues As noted earlier, teachers from BME backgrounds are under-represented in leadership and management positions in schools. The National College commissioned report Black and Minority Ethnic Leaders led by Professor Tony Bush (2005) identified a number of perceived barriers to leadership amongst BME teachers. These include: Experiencing racism at interview Lack of confidence in applying for senior posts Lack of confidence in applying for senior posts in large majority white pupil population schools Disillusionment as a result of experiencing and witnessing racism Concerns about maintaining a healthy work/life balance Being over-represented in the most challenging schools Exclusion from informal professional networks and Lack of support from line manager and or senior leadership team members Research into the Leadership Aspirations and Careers of Black and Minority Ethnic Teachers, compiled by researchers from the University of Manchester and Education Data Surveys for the National College and NASUWT found that while most BAME teachers are keen to progress into leadership positions and develop their careers, issues of workload, a lack of self-confidence and discrimination are blocking the paths of many aspiring teachers. Governing Body Responsibilities Governing bodies have a range of responsibilities in relation to Community Cohesion Gender equality sexual orientation equality Race Equality and Disability. The governing bodies of schools have a statutory duty to promote positive relationships between those from different groups, eliminate unlawful discrimination and promote equality. We hope that this audit tool assists you in carrying out these duties. Ankhara Hunte Diversity Consultant for The National College for School and Children s Centre Leadership January

4 Succession planning audit tool Using the audit tool This audit tool is designed to support school and centre governors in raising levels of awareness around diversity and equality in relation to succession planning, and the recruitment, development and retention of all staff. understanding the importance of ensuring that the school workforce is fit for purpose and reflects the diverse nature of the communities the children in our schools come from, and carrying out their strategic function through ensuring school leadership teams (SLTs) implement effective strategy, policy, and planning in order to achieve diversity and equality in the leadership of the school and centre workforce. The tool is divided into five sections: 1. Governance, leadership and management of succession planning 2. Talent spotting 3. Development of talent 4. Recruitment 5. Retaining talent For each of the areas there are a range of indicative guidance statements which are graded from emergent to high impact. The statements reflect different stages of and are intended to assist governors in agreeing priorities with the head teacher. A range of approaches to using the audit document could be successful e.g. a small group of governors with the head and a few SLT members could work through the audit document together. You could also choose to number the levels 1-5 and work out average scores. A particularly busy governing body might ask for the SLT to work through the audit document and present them with the findings. Step 1: For each statement place a tick in the column for the statement which is the closest to the case for your school or centre. Step 2: Give each of the five sections an overall grade. Step 3: Identify your strengths and areas for development in each section. Step 4: Finally, identify priorities and ensure that the SLT or a representative staff team lead by a member of the SLT creates an action plan to get your school to a higher level of performance. 4

5 Succession planning audit document 1 Governance leadership and management of succession planning Element Emergent Developing 1.1 The leadership of succession planning by the headteacher and chair of governors. 1.2 The school leadership team s (SLT s) systematic use of data analysis (numbers and percentages) on the school workforce and governing body. Succession planning is occasionally raised by the headteacher or chair of governors. Good staffing data is available on post type but not by ethnicity, gender or disability. Succession planning is reviewed annually at a governing body meeting. Staffing and governance data by gender, ethnicity and grade/post type is analysed, annually. Highly effective Succession planning is a standing agenda item for full or termly governing body meetings All staffing data relating to applications, appointments and training etc is fully analysed annually. Outstanding Succession planning is a top priority and strongly led. E.g. A lead governor/ the chair of governors and or sub committee and the headteacher regularly report on plans and progress. A wide range of staffing data (e.g. including vacancy data) is fully analysed, published, shared and used to inform target-setting. Sensitive governing body data analysis is published with due regard. 1.3 The development and implementation of a succession planning strategy, policy and action plan which includes training on diversity, equalities and Succession planning for SLT and governors. 1.4 The effective use of performance management in relation to succession planning and recruitment. There are several examples of good, a policy is being developed. The headteacher has performance targets for succession planning and recruitment. An effective policy, plan and strategy are in place. Performance targets are in place for the recruitment or development of staffing by gender and ethnicity for all SMT members An effective plan and policy are in place which are monitored on a termly basis. Challenging staffing targets are in place including by gender, grade, ethnicity and disability, for all SMT members. An effective policy and plan are in place which are monitored termly and evaluated annually. A wide range of challenging targets by gender, ethnicity and disability are in place which are monitored termly and evaluated annually. 5

6 2 Talent spotting Element Emergent Developing 2.1 The Identification of talented members of staff as a core. The headteacher and chair of governors discuss the identification of talented staff annually. Most senior members of staff contribute to the identification of talented staff at termly discussions. Highly effective Members of the governing body are invited to contribute to SLT discussions on talent spotting. Termly data is available by gender and ethnicity. Outstanding Senior members of staff are very positive and proactive in a systematic way about identifying new talent and this is a high priority. Information is shared with governors. 2.2 The availability of information on talentspotting which ensures that staff are clear that SLT members are keen to identify and develop talent. Talent spotting information e.g. criteria, processes etc is being developed with governing body engagement. Talent spotting information is displayed in the staffroom. Talent spotting information is displayed and included in induction and in the staff handbook. Talent spotting information is included in newly qualified teacher (NQT) training, in a wide range of staff documents and displayed. 2.3 The development of clear criteria for identifying talent for staff at all levels in the school. e.g. outstanding contribution to working parties, early leadership success, successful work with parents, regular display of initiative, level of interpersonal skills, strong but calculated risk taker, high level organisation skills etc. 2.4 The effective assessment of talent e.g. it is carried out fairly, objectively and consistently using a range of transparent measures.e.g. 360 degree leadership assessment, Briggs Myer, at a centre, selfselection against agreed criteria etc. SLT are researching criteria around identifying talent. The headteacher and chair of governors have discussed assessment of talent. SLT and or middle managers/leaders are developing criteria around identifying talent. A system of talent assessment has been identified with staff involvement. Clear criteria have been discussed with the whole staff and governors and agreed. A system of talent assessment has been implemented. Clear criteria have been discussed with the whole staff and governors and agreed and are subject to termly monitoring to identify over or under-representation. There is an annual evaluation/review. A system of talent assessment has been implemented which is monitored termly and evaluated annually. 6

7 3 Developing talent Element Emergent Developing 3.1 The leadership and resourcing of Continuing CPD is led by an CPD is led by a professional development (CPD) assistant head and has deputy headteacher. a small budget. and has a moderate budget. 3.2 The development of CPD priorities CPD priorities have been discussed at a whole staff meeting. 3.3 Development of CPD policy and action planning (policy ideally addresses fair access to opportunities, assessment of staff satisfaction levels for performance management and appraisal and access to career planning ( e.g. see NCSL online tool) etc. 3.4 Availability of internal personal and professional development opportunities e.g. shadowing, coaching, mentoring, early leadership of working parties, acting up, associate SMT membership, leadership training, secondments, action research projects, executive head ship, job application skills, preparing for NPQH etc. 3.5 Availability of external, online professional and personal development opportunities e.g. best observation visits, teaching assistant training, national leadership training e.g. Leadership Pathways, BME or women specific training, NPQH, assertiveness training, secondments etc. 7 Some good is in place. A policy is being developed. A small range of opportunities are available. All staff have access to a small range of opportunities. A working group has been established to agree CPD priorities. Governors are invited to participate. There are several examples of good. A policy is being developed. A wide range of opportunities are available. All staff have access to a wide range of opportunities. Highly effective CPD is led by a deputy headteacher and has a substantial budget. A working group has established CPD priorities. Governors are fully informed. An effective policy is and action plan are in place. Evidence has been gathered from staff regarding the effectiveness of CPD. Governors are fully informed of policy and. A comprehensive range of opportunities are available and data on applications and take-up is analysed by gender, ethnicity, disability grade and post. All staff have access to a wide range of opportunities and data on applications and take-up is analysed by gender, and ethnicity, disability, grade and post. Outstanding Quality CPD is a top priority, is led by a deputy headteacher who works closely with the headteacher and has a substantial budget. Women and staff from BME backgrounds are proportionately represented on the working group and equalities and diversity issues are fully addressed. Priorities are appropriate. There is a policy and plan in place which is monitored termly and evaluated annually. Governors are fully informed of impact and issues. Access to CPD is transparent and equitable. A comprehensive range of opportunities are available. Applications and take up is monitored termly for over or under-representation and impact is evaluated annually. Governors are fully informed of impact and relevant issues. All staff have access to a comprehensive range of opportunities. Applications and take up is monitored termly and evaluated annually. Governors are fully informed of impact and relevant issues.

8 4 Recruiting talent Element Emergent Developing 4.1 Diversity and equalities recruitment training for SLT and governors. Recruitment Policy. 4.2 Review of job descriptions and person specifications to ensure that they are adequately focused, clear, ask for appropriate skills, experience and qualifications and attractive to the majority of candidates, especially women and BME candidates 4.3 The use of images and wording used during the recruitment process (e.g. in the advert and in the recruitment pack) indicate a high value on diversity and equality 4.4 The use of a range of media and approaches to ensure the recruitment of staff from a range of backgrounds. 4.5 The provision of clear, precise, accurate feedback to candidates who have been interviewed as part of their professional development. The headteacher and regular chair of recruitment panels have had diversity and equalities recruitment training. A representative working group of trained members has been established to review job descriptions and person specifications, as posts become vacant. A core advertising strap line which demonstrates a high value on diversity and equality is being created by staff and involving the governing body. SLT is examining a range of media options and approaches. Brief telephone feedback is sometimes provided for those interviewed for senior posts. Most of the SLT and several governors have had diversity and equalities recruitment training. A representative working group has reviewed and amended as appropriate 50% of middle leadership/ management job descriptions and person specs. A core advertising strap line which demonstrates a high value on diversity and equality has been agreed with the governing body. Adverts are placed in the national and local press. All post for internal only applicants, are advertised on a dedicated staff notice board. Brief telephone Feedback is often provided for those interviewed for senior posts. Highly effective All of the SLT and all governors have had diversity and equalities recruitment training. There is a strong recruitment policy in place. A representative working group including a member of the governing body has reviewed and amended as appropriate 100% of leadership/management job descriptions and person specifications. Images and text used throughout the recruitment process reflect diversity, and equalities and diversity statement is included in the recruitment pack. Adverts are placed in national, local, and specialist press e.g. The Voice (a Black national newspaper),eastern Eye ( an Asian national newspaper). Brief telephone feedback is provided for all interviewees. Outstanding It is a school policy requirement for all panel members to have had diversity and equalities recruitment training. A representative working group has reviewed and amended as appropriate, 100% of job descriptions and person specifications. Diversity and equalities features strongly in recruitment. A range of relevant statistics and information on opportunities and support groups for BME staff and women are included in the recruitment pack. A range of media including community radio are employed as well as headhunting and working with the voluntary sector. Quality in depth feedback is consistently provided for all interviewees. 8

9 5 Retaining talent Element Emergent Developing 5.1 Use of literature reviews and or research on The SLT is carrying out Amongst SLT what motivates teachers to remain at a research / finding out members there is a particular school. about retention factors. good level of shared understanding concerning retention factors. 5.2 The development of strategy for retaining talent at every level in the school from teaching assistant to the headteacher including well-being provision. 5.3 The provision of Information regarding local authority schemes intended to retain staff e.g. access to masters courses at subsidised rate, cheap rate health club scheme, key worker housing scheme, Black Educators Networks, nursery provision etc. 5.4 The use of exit interviews (i.e. interviews of members of staff leaving the school) to inform recruitment and retention. 5.5 The use of anonymous staff satisfaction surveys in order to identify what aspects of school life are conducive to staff retention and which are not. Some good is in place but there is no strategy. A small amount of information on an ad hoc basis is available. A structure and system for exit interviews is being considered by the SLT. A structure and system for a survey is being considered by the SLT. Some good is in place and the SLT is developing a strategy in consultation with governors. A good range of information is available but there is no particular system. School staff are being consulted on a structure for exit interviews. School staff are being consulted on a structure and system for a survey. Highly effective The SLT has carried out research regarding retention factors at the school, and analysed the results. There is a clear strategy and good in place for middle and senior managers A very good range of Information is available on the main schemes as part of a structured information system. A structure and system for exit interviews has been agreed and implemented. All leavers are offered an exit interview. A staff satisfaction survey process and structure has been agreed, at least one survey run and results analysed by gender and ethnicity. Outstanding Practice There is a high level of shared understanding concerning retention factors in general and for the school. Information is shared with governors There is excellent and a clear strategy in place for retaining all staff i.e. including support staff. Staff retention levels are above the borough average. A comprehensive range of accessible and regularly updated, promoted information is available to all staff (posters, folders, flyers, intranet information etc). Information from exit interviews has been analysed by gender, disability, post and ethnicity. Key issues have been identified, findings shared with governors and issues addressed. Information from annual surveys has been analysed by gender, disability, post and ethnicity. Key issues have been identified findings shared with staff and governors and issues addressed. 9

10 Notes Element Strengths Areas for development Overall grading 1 Leadership management and governance Priorities for development 2 Talent spotting 3 Developing talent 4 Recruiting talent 5 Retaining talent We would be delighted to receive feedback on the use of this audit document and any suggestions for improvement. Please forward your comments to: diversity@nationalcollege.org.uk 2010 National College for Leadership of Schools and Children s Services All rights reserved. No part of this document may be reproduced without prior permission from the National College. To reuse these materials, please diversity@nationalcollege.org.uk. 10