inaugural conference and launch - confederation of school ... · values driven our mission is to...
TRANSCRIPT
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Inaugural Conference and Launch
Thursday 11 October 2018
The British Library, London
www.CSTUK.org.uk The Voice of School Trusts
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2
10.00
Welcome
Rob McDonoughChair
Confederation of School Trusts
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The Voice of School Trustswww.CSTUK.org.uk @CSTvoice #CSTlaunch
Rt Hon. Damian Hinds MP
Secretary of State for Education
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4
10.25 – 10.55
Leora CruddasChief Executive Officer
Confederation of School Trusts
Response by: Ed Dorrell – TES (media partner)
John Cope - CBI
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The Voice of School Trusts
www.CSTUK.org.uk
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Teachers change lives
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7
The importance of trust
• Trust as a relational principle
• Trust as a core value
• Trust as a promise
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8
““There is no trust more sacred than the one the world holds with children.” Kofi Annan, THE STATE OF THE WORLD’S CHILDREN, 2000
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“Action without vision is only passing time.
Vision without action is merely day dreaming.
But vision with action can change the world.”
Nelson Mandela
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11
Thank youwww.cstuk.org.uk@CSTvoice
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12
10.55 – 11.15
Rt Hon. David LawsChair
Education Policy Institute
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Break
11.15 – 11.35
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14
11.35 – 12.05
Leading Curriculum
Christine CounsellDirector of Education
Inspiration Trust
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15
12.05 – 12.50
Choice of workshopsSession AWORKSHOP 1 Setting Executive Pay – Chaucer
WORKSHOP 2Governance Leadership/Board Evaluation – Main Theatre
WORKSHOP 3Shaping the future of school buying – Bronte
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Lunch and networking
12.50 – 13.40
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17
13.40 – 13.55
Q&A
Rt Hon. Nick Gibb MPMinister of State for School Standards
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18
13.55 – 14.20
Leading Improvement
Mufti Hamid Patel CBEChief ExecutiveSTAR Academies
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19
14.20 – 14.50
Leading through aligned autonomy
Luke SparkesExecutive Principal
Dixons Academy Trust
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ALIGNED AUTONOMY
Dixons AcademiesLeading through aligned
autonomy
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VALUES DRIVEN
Our mission is to challenge educational and social disadvantage in the North.
How?We establish high-performing non-faith academies which maximiseattainment, value diversity, develop character and build cultural capital.
MeasureBy the age of 18 we want every student to have the choice of university or a high quality apprenticeship.
Many minds, one mission
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ALIGNED AUTONOMY
Core Principles
AlignedAutonomy
Values Driven
High Expectations
Choice and Commitment
Highly Professional
Staff
Relentless Focus on Learning
Empowered to Lead
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ALIGNED AUTONOMY
A Different MAT Model
Received Wisdom Dixons’ USPs
School Improvement Central capacity Embedded
Model Define and develop Innovate and share
Autonomy 80/20 Earned
Leadership Command and control Align and distribute
Deployment As directed As negotiated
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EMPOWERED TO LEAD
Most companies curtail freedom asthey get bigger
Bigger
Employee freedom
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EMPOWERED TO LEAD
Why do most companies curtailfreedom and become bureaucratic asthey grow?
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HIGH EXPECTATIONS
Desire for bigger positive impactcreates growth
Growth
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HIGH EXPECTATIONS
Growth increases complexity
Complexity
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HIGHLY PROFESSIONAL STAFF
Growth also often shrinks talentdensity
Complexity
% High performance employees
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HIGHLY PROFESSIONAL STAFF
Chaos emerges
Complexity
% High performance employees
Chaos and errors spike here –business has become toocomplex to run informally withthis talent level
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EMPOWERED TO LEAD
Process emerges to stop the chaos
ProceduresNo one loves process, but feels good compared to pain of chaos
“Time to grow up” becomes the professional management’s mantra
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HIGHLY PROFESSIONAL STAFF
Process-focus drives more talent out
% High performance employees
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EMPOWERED TO LEAD
Process brings seductively strongnear-term outcome
• A highly-successful process-driven company:
– With leading share in its market
– Minimal thinking required
– Few mistakes – very efficient
– Few curious innovator-mavericks remain
– Very optimized processes for its existing market
– Efficiency has trumped flexibility
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EMPOWERED TO LEAD
• Market shifts due to new technology or competitors or business models.
• Company is unable to adapt quickly:
– Because the employees are extremely good at following the existingprocesses, and process adherence is the value system
• Company generally grinds painfully into irrelevance.
Then the market shifts…
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HIGH EXPECTATIONS
1. Stay creative by staying small, but therefore have less impact.
2. Avoid rules as you grow, and suffer chaos.
3. Use process as you grow to drive efficient execution of current model,but cripple creativity, flexibility, and ability to thrive when your marketeventually changes.
Seems like three bad options
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ALIGNED AUTONOMY
Dixons structureGovernance
MAT
Growth
2%TSA
Post 16Sch Imp NW
WDNM
SW
LS
JL
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ALIGNED AUTONOMY
Agile way of working
Authoritative organisationConformist culture
Innovative organisationCollaborative culture
Micromanaging organisationIndifferent culture
Entrepreneurial organisationChaotic culture
High Alignment
HighAutonomy
Low Alignment
LowAutonomy
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ALIGNED AUTONOMY
High Autonomy, Low Alignment
Growth Fragmentation
Divisional structure Inflexible deployment
Limited turnaround support
Confused model of school improvement
Inefficient central systems
“Be autonomous, but don’t sub-optimise”
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ALIGNED AUTONOMY
• We share the same mission and values.
• All Dixons students and staff should benefit from our best collectivepractice.
• We all benefit from the collective Dixons resources, brand andreputation.
• Staff can be more easily deployed to train and support at any academy.
• Central services become simpler to deliver and more efficient.
• Growth can be better controlled, supported and managed.
• A divisional leadership structure sub-optimises performance, and tendsto cliques and fragmentation.
Why Aligned
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ALIGNED AUTONOMY
Why Autonomy
• Leadership and personal accountability are founded on ownership andself-direction.
• If there is no variation in how we work, there will be no opportunity forus to learn from different practices.
• A culture of conformity kills innovation and drives away the best staff.
• Standardisation fails to respond to changing needs, and fails to adapt to achanging environment.
• Micromanagement breeds indifference.
• Autonomy is the foundation of our success so far.
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ALIGNED AUTONOMY
• Mission, values and drivers
• Governance and executive
• AIP, QA and appraisal
• Curriculum, assessment and feedback
• Classroom routines and behaviour management
• Safeguarding and attendance
• Vulnerable students
• Finance
• IT
• HR and policies
• Marketing and branding
Strong backbone vertebrae
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ALIGNED AUTONOMY
Strong backbone
Aligned Autonomy
Curriculum Long term plans EYFS to KS3Exam specifications and longterms plans KS4 EBaccEngage in cross-cutting teamsA Dixons SoW to support newschools
SoWLesson planningKnowledge organisersPedagogyExternal packagesPost 16 and KS4 non-EBacc syllabiDixons toolkit
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ALIGNED AUTONOMY
Strong backbone
Aligned Autonomy
Assessment 13-week cycleData Days and interventionplanningEnd-of-year common assessment(percentile rank)Reference testingPRAG
Implementation of cyclesImplementation of Data Days andintervention planningPlanning DaysCycle 1 and 2 assessmentDetermination of PRAG andreporting to familiesGL Assessment / AssemblyMarking and feedbackRetrieval practice / low stakestestingDixons toolkit
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EMPOWERED TO LEAD
• Avoid chaos as you grow with ever more high performance people – notwith rules:
– Then you can continue to mostly run informally with self-discipline,and avoid chaos
– The run informally part is what enables and attracts creativity
A fourth option
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HIGHLY PROFESSIONAL STAFF
The key: increase talent densityfaster than complexity grows
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HIGHLY PROFESSIONAL STAFF
Instead of a culture of process adherence, we have a culture of creativityand self-discipline, freedom and responsibility
With the right people
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EMPOWERED TO LEAD
The best managers figure out how to get great outcomes by setting theappropriate context, rather than by trying to control their people. Providethe insight and understanding to enable sound decisions:
Context, not control
Context (embrace) Control (avoid)
Strategy Top-down decisions
Metrics Management approval
Assumptions Committees
Objectives Planning and process valued more than resultsClearly-defined roles
Knowledge of the stakes
Transparency around decisions
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ALIGNED AUTONOMY
Scaling agile at Dixons
Academy
Dept. Principal
Academy Lead
Exec. Principal
Agile Coach
Dept. Dept. Dept.
LeadershipGroup
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ALIGNED AUTONOMY
Scaling agile at DixonsAcademy
Dept. Principal
Academy Lead
Dept. Dept. Dept.
Academy
Dept. Exec. Principal
Agile Coach
Principal
Academy Lead
Dept. Dept. Dept.
Academy
Dept. Principal
Academy Lead
Dept. Dept. Dept.
Academy
Dept. Principal
Academy Lead
Dept. Dept. Dept. Exec. Principal
Agile Coach
Exec. Principal
Agile Coach
Exec. Principal
Agile Coach
LeadershipGroup
LeadershipGroup
LeadershipGroup
LeadershipGroup
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HIGHLY PROFESSIONAL STAFF
• Talent is king. Talent, even more than strategy, is what creates value
• Hierarchy can isolate and bury talent
• A people-first company relies on true work of small, cross-functionalteams
• Flattening the organisation will stimulate creativity and personal growth.It creates speed
• Leading a talent-first organisation requires agility, an ability to fostercollaboration, calm decisiveness in the face of uncertainty, transparencyand faith
• It requires enough ego to be comfortable with making the hardestdecisions and enough humility to defer to the brilliance of other people
• It means living with the idea that the talent will determine the directionand strategy of the organisation
Talent wins
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HIGHLY PROFESSIONAL STAFF
3 critical moves to unleash talent:
1. Most vital people must be in roles where they can create significantvalue
2. They must be free from bureaucratic structure
3. They must be afforded the training and opportunities to expand theirskills
Talent wins
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HIGHLY PROFESSIONAL STAFF
Questions?
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ALIGNED AUTONOMY
• Control, can be important in emergency
– No time to take long-term capacity-building view
• Control can be important when someone is still learning their area
– Takes time to pick up the necessary context
• Control can be important when you have the wrong person in a role
– Temporarily, no doubt
Exceptions to “context, not control”
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56
14.50 – 15.35
Choice of workshopsSession BWORKSHOP 1How to survive, and thrive, as the CEO of a MAT in difficulty – Chaucer
WORKSHOP 2Condition Improvement Fund – Bronte A
WORKSHOP 3Supporting good governance – the role of the governance professional –Bronte B
WORKSHOP 4Ofsted's new proposals for MAT focused reviews – Main Theatre
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