leadership: diversity and community cohesion diversifying school leadership generating public value
TRANSCRIPT
Leadership: Diversity and Community CohesionDiversifying School LeadershipGenerating Public Value
2Confidential / Proprietary
Overview
1. Context: the role of NCSL2. Diversifying School Leadership: the
challenge3. Diversifying School Leadership: the
activity4. Public Value: an organising principle?5. What this means for leadership
3Confidential / Proprietary
Overview
1. Context: the role of NCSL2. Diversifying School Leadership: the
challenge3. Diversifying School Leadership: the
activity4. Public Value: an organising principle?5. What this means for leadership
4Confidential / Proprietary
1 Context
• NCSL purpose and style: inspiring leaders, improving children’s lives; learn, collaborate, develop, influence, empower
• Diversity is a significant issue for school leadership: both the diversity of school leaders, and leadership for and of diversity
• Schools reflect society: women, BME, disabled face the same challenges as we see in other sectors and wider society
• We should not settle for this: moral, legal, demography and cohesion, business reasons to address diversity – and schools are unique
• Local solutions: while we are National, we seek to enable local capacity, to ensure contextual sensitivity
5Confidential / Proprietary
Overview
1. Context: the role of NCSL2. Diversifying School Leadership: the
challenge3. Diversifying School Leadership : the
activity4. Public Value: an organising principle?5. What this means for leadership
6Confidential / Proprietary
2 Women in school leadership
Source: DfES, McKinsey (NCSL), 2006
71
57
88
64
42
76
49
34
65
Primary Secondary Special
% female
ClassroomDeputies / Assistant Heads
Heads
31% female teachers and 44% male teachers aspire to Headship (2008)
900 additional female Heads between 2001 and 2006
87% Primary, 61% Secondary, 75% All (and NQTs) - GTC Digest 0708
7Confidential / Proprietary
Ethnicity analysis (2007/2008)
Sources: NCSL data (47LAs), 618g Report, DCFS Schools & Pupils in England Report, 2001 Census data
Ethnicity by population segment: School staff ing does not represent its pupil or community populations how ever the volume of 'Not Stated' presents issues
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Head AH/DH Teachers Pupils Population
White
Mixed
Asian/Asian British
Black/Black British
Chinese/Other Ethnic
Not Stated
Non-White proportions:The leadership team for each phase does not represent the pupil population how ever the volume of 'Not Stated' presents issues
0%
5%
10%
15%
20%
25%
Head AH/DH Pupils
Primary
Secondary
Special
Not Stated
Non-White proportions:Generally the leadership team does not represent the teacher population how ever the volume of 'Not Stated' presents issues
0%3%6%9%
12%15%18%
East M
idlan
ds
East o
f Eng
land
Lond
on
North
Eas
t
North
West
South
Eas
t
South
Wes
t
West
Mid
lands
Yorks
hire
& H
umbe
rside
Not S
tate
d
Head
AH/DH
Teachers
'Not Stated' ethnicity is an issue particularly in the East of England & South West for National statistics providers & mirrors w hat w e have seen at NCSL
0%5%
10%15%20%25%30%35%
East M
idlan
ds
East o
f Eng
land
Lond
on
North
Eas
t
North
West
South
Eas
t
South
Wes
t
West
Mid
lands
Yorks
hire
& H
umbe
rside
Between 2002 and 2006, an average of 2% of head teachers appointed to the role were from BME backgrounds. (source: Source: EDS, NAHT_ASCL data, 2002 – 2006)
Local Context is allUnknowns are a
problem
School leaders & teachers are not representative of pupils or popn?
8Confidential / Proprietary
Overview
1. Context: the role of NCSL2. Diversifying School Leadership: the
challenge3. Diversifying School Leadership: the
activity4. Public Value: an organising principle?5. What this means for leadership
9Confidential / Proprietary
3 NCSL Diversity Projects
HMI Shadowing15 BME teachers with
experience of middle and senior management per term,shadowing inspections at two
different schools
DataInitial collection from LAs,
to share back within SP packs – local context
ResearchJoint with NASUWT.
Leadership aspiration c.f. careerpaths – factors assisting or impeding progression into
leadership
Equal Access to Promotion
Aimed at BME Middle Leaders, builds strengths and
strategies re barriers
Guide to Good PracticeOnline toolkit built
around eight key actions and ten key
questions
Influencing and Working in partnership
Panel members: CES, CEES, GTC, NAHT, NASUWT, NGA, NUT,
TDA, SSAT, DCSFJoint work: OFSTED, NASUWT, NUT
10Confidential / Proprietary
3 Equal Access to Promotion
• Jointly developed with the NUT• Aimed at BME teachers in middle leadership• Professional development to support into senior leadership• Module within Leadership Pathways, but also standalone• Enhance strengths and extend strategies to overcome
barriers• Boost knowledge of leadership development opportunities• Raise influence of leaders within schools• No official assessment, but description of learning and
outcomes• Opportunity to network• Delivered by BME leaders
11Confidential / Proprietary
3 Guide to Good Practice
12Confidential / Proprietary
3 Guide to Good Practice
13Confidential / Proprietary
3 Guide to Good Practice
14Confidential / Proprietary
Overview
1. Context: the role of NCSL2. Diversifying School Leadership: the
challenge3. Diversifying School Leadership : the
activity4. Public Value: an organising principle?5. What this means for leadership
15Confidential / Proprietary
4 What is Public Value?
• Coined by Mark Moore in 1995, although many definitions
• NCSL research and learning (see website for report)
• Defines public value as:– developed when public services not only provide
services but also create social outcomes that are also valued
– created when educational settings work to improve the wider range of outcomes for their young people by engaging with families and communities in places and processes characterised by equal esteem and equitable authority
16Confidential / Proprietary
4 A Public Value approach
Purpose of education in a transforming
society and globe
Stubborn social and economic
equality
Plateau in attainment
improvement
Evolving approach to system
improvement
1
1 Managing resources internally, better teaching and learning, measured by educational attainments
22
2 Drawing in more resources from within the community to supplement and complement those allocated
3
3
3 Reaching out to immediate social networks / families to help them enhance performance, attendance and attitude
4 4
4 Investing resources in creating social capital and capacity in the community
5 5
5 5
5 Making resources available as the basis for community activities. Most value ‘escapes’ into the community
Four key drivers? Five key tasks?
17Confidential / Proprietary
4 Public Value: Some key issues
• How does a leader know when, where and how to work with a community?
• Whose needs in the community are to be addressed?
• How is this wider work to be organised, lead and held to account?
• What kinds of working practices, skills and people does this demand?
• Is wider community work merely a means to the end of higher attainment scores?
• What framework of measurement should be used to value this wider work within the community?
• How should investment in these practices be traded off against investment within the organisation?
18Confidential / Proprietary
Overview
1. Context: the role of NCSL2. Diversifying School Leadership: the
challenge3. Diversifying School Leadership: the
activity4. Public Value: an organising principle?5. What this means for leadership
19Confidential / Proprietary
Vision and purpose Leadership focused on
5 What does it mean for leadership?
Outward-facing
Change
Partnership
Equity and ExcellenceExtended Services
Distributed leadership
Growing future leaders
Local context is all
Teaching and learning
See www.ncsl.org.uk for public value research and community cohesion event materials from
26th November
Diversity strategy…
20Confidential / Proprietary
5 NPQH Unit 6 Strengthening Community• Collaboration with parents and carers
– Working with parents and carers (why, support and intervention)– Building productive partnerships (collaboration)
• The school in the community– Building social capital (community to school, extended schools)– Deepening engagement (pupils, other schools)
• Agencies and local services– Safeguarding children (policy / legislation, leading multi-d teams– More than the sum (role of local services)
• Knowing your community– Celebrating diversity (identity and difference, changing
communities)– Diverse communities (demographics)
• Evaluating impact and moving to action– Evaluating impact on school (case-study)– Evaluating impact on self (your learning, graduation assessment)
• Continuous review and improvement