Governance

School Governance In 2018

Funding, staff recruitment and the government’s performance on education are the major issues facing volunteers governing state-funded schools, according to this report by the National Governance Association and the TES.

Three quarters of respondents gave a negative verdict on the government’s performance in education over the past year, with 38% of respondents saying they find it difficult to get good candidates for headteacher positions and 48% saying their school finds it difficult to recruit to teaching posts.

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      string(378) "... discriminatory educational and migration policies related to QTS requirements and exemptions. Thus, we see the career progression of OTTs being constrained by two mechanisms: by school leaders and school governance systems and by the structures and circumstances of their environment or by a society. Unfortunately, the personal agency of OTTs ..."
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      string(5714) "threat and under pressure. Of the six participants in the study, only one had been promoted, and promotion was to a Head of Year role. This is consistent with research by Miller (2015), which found that the career progression of OTTs was flatlined and where progression had occurred, females were more likely to be promoted and promotion tended to peak at the level of a Head of Department or Head of Year for BAME OTTs in particular. This is against the background of threats and discriminatory practices in schools which seemingly replicate racially discriminatory educational and migration policies related to QTS requirements and exemptions. Thus, we see the career progression of OTTs being constrained by two mechanisms: by school leaders and school governance systems and by the structures and circumstances of their environment or by a society. Unfortunately, the personal agency of OTTs is no match for a political and migration system designed to keep them in their place (Miller, 2008), thus defying Watts & Guessous’ (2006) argument that agency is an essential tool for navigating “… the political, economic, cultural and other systemic forces that shape society…” (p. 3). What can be done? OTTs are an important part of the teacher workforce in England, and they contribute to workforce stability, the continuity of teaching and learning due to falling numbers of locally trained teachers, behaviour management and all aspects of school. Despite these contributions, and clear evidence that they are holding their own, there is no clear evidence that school-based practices and a racially discriminatory educational and migration policy environment are having a negative impact on their career progression and their ability to thrive and flourish. There are no quick fixes to these issues in a country where the struggle for mutual recognition for persons from BAME backgrounds remains ongoing. Nevertheless, the government is called upon to re-examine its racist migration policy that grants exemptions to some OTTs (those from industrialised, ‘White’ countries) and not others (those from developing countries). Furthermore, school governors have an important role to play in holding school leaders to account to ensure teachers and leaders at all levels of a school adequately and appropriately reflect the diversity of the entire staff population, including diversity based on migrancy. Importantly, school leaders have a duty of care to all teachers, to work with them at developing career progression plans, and where possible, to create spaces and opportunities for ambitions and aspirations within those plans to be birthed. Furthermore, school governors and school leaders should lobby government for changes to their racially discriminatory educational/migration policies. Miller (2015) reported that OTTs sometimes felt they are “the forgotten teachers” and school leaders need to be aware of this and ensure programmes and policies are in place that move OTTs from threat and pressure to thriving and flourishing. This is smart human resource management and smart public policy. Conclusions How OTTs from predominantly developing countries or OTTs from BAME backgrounds are positioned in England’s education system underlines an ongoing struggle for mutual recognition, and where this is not forthcoming, returns on investments may not produce expected results. For, although OTTs ground themselves in a strong sense of self, which helps them to make sense of their day-to-day work, non-exemption from the requirements of UK QTS is a government barometer and lever for keeping them in check and in their place (Miller, 2008) until they have successfully been through a government sanctioned process which declares them ‘fit for purpose’.Paul Miller, PhD, is Professor of Educational Leadership & Management at Huddersfield University. He has been internationally recognised for his research on teacher migration and corruption in education in Jamaica. He was the first black academic to be appointed to a professorship in Educational Leadership and Management in a UK university. ReferencesBoffey, D. (2015). Dozens of Jamaican teachers hired to work in British schools. Available at: http://www.theguardian.com/education/2015/oct/11/agency-hires-jamaican-teachers-for-english-schools [Accessed 05 February 2018].Bandura, A. & Adams, N.E. (1977). Analysis of Self-Efficacy Theory of Behavioral Change. Cognitive Therapy Research 1: 289-308. Department for Education & Skills. (2014). Overseas trained teachers: Departmental advice for overseas trained teachers, local authorities, maintained schools and governing bodies. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/387894/OTTs_web_guidance_10_Dec_14.pdf Etherington, R. (2009). Life Story Research – A relevant contribution to a knowledge based profession, Paper presented at Research and Regulation: Towards a Knowledge Based Profession – 14th Annual BACP Research Conference, Cardiff.Miller, P.W. (2006). Professional lives in transition: Overseas trained teachers in England. Caribbean Journal of Education, 28(2): 187-215.Miller, P.W. (2007). ‘Brain gain’ in England: How overseas trained teachers have enriched and sustained English education.Perspectives in Education, 25(2): 25-34. Special Issue on Teacher Migration.  Miller, P.W. (2008). Downgrading and discounting the qualifications of migrant professionals in England: The case of overseas trained teachers. Education, Knowledge and"
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Leadership

Walking in the Shoes of Overseas Trained Teachers

12 Sep 2018

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      string(5672) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.CONVERTING MAINTAINED SCHOOLS TOACADEMIESKeywordsConverting,maintainedschools,academies,applications,underperformingschools,academy status,governance,policy, schoolsystemSummaryBy January 2018 the Department had converted nearly 7,000 maintained schools toacademies, at an estimated cost of £745 million since 2010-11. This National Audit Office(NAO) report focuses on the arrangements for converting schools to academies.Most of the academies have been performing well as maintained schools, making conversionrelatively straightforward and the Department has rejected or deferred very few applications. It has,however, taken longer than intended to convert a sizeable proportion of underperforming schools thatit considers will benefit most from academy status.More recently the Department has started to be more rigorous in its scrutiny of applicants’ financialsustainability and governance.Challenges are likely to increase in the future. The Department has not explicitly set out its currentpolicy, but it is unclear how feasible it will be for it to continue to convert large numbers of schools.Most schools that are still maintained by local authorities are primary schools. These include small,sometimes remote, schools that tend to be less easy to integrate into multi-academy trusts.There is substantial variation across the country, in the relative proportions of maintained schoolsand academies and in the availability and capacity of sponsors to support schools most in need. It isincumbent on the Department to clarify its policy and make sure that the school system is coherentwith all its parts working effectively together. This will be crucial to secure value for money andprovide children with access to good end-to-end schooling.Key Findings:■ A much higher proportion of secondary schools than primary schools are academies – 72%of secondary schools, including free schools, are academies compared with 27% of primaryschools. This leaves local authorities with responsibility for most primary schools and specialistproviders, but few secondary schools. In areas where a high proportion of secondary schools areacademies, it is more difficult for local authorities to take an integrated, whole-system approachto the education of children in their area.■ Most local authority areas are likely to contain both academies and maintained schools for theforeseeable future. The NAO report found, however, that the proportion of schools that are nowacademies varies widely across England, from 93% in Bromley to 6% in Lancashire, Lewishamand North Tyneside. There are 23 local authorities (15%) that have 150 or more maintainedschools, while 55 local authorities (37%) had fewer than 50 maintained schools.Week Commencing 5th March 2018https://www.nao.org.uk/wp-content/uploads/2018/02/Converting-maintained-schools-to-academies.pdfhttps://www.nao.org.uk/wp-content/uploads/2018/02/Converting-maintained-schools-to-academies.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.■ The Department directs maintained schools that Ofsted has rated as inadequate to convert toacademies, with the support of a sponsor, aiming to open them within nine months. However,almost two-thirds of these schools take longer than this to open as academies. The NAOestimated that, at January 2018, there were 37,000 children in maintained schools thatOfsted had rated as inadequate more than nine months before but that had not yet opened asacademies.■ The Department has found it difficult to find sponsors for some of the most challenged schools.Small, sometimes remote, primary schools can find it challenging to attract local sponsors andintegrate into multi-academy trusts. There are 242 sponsored academies that are more than 50miles from their sponsor.■ Furthermore, there is considerable regional variation in the number of available sponsors locatedclose to underperforming schools and a shortage of sponsors and multi-academy trusts able tosupport new academies. From 2012-13, the Department began offering grants aimed at boostingsponsors’ ability to take on more academies. 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Leadership

Converting Maintained Schools To Academies

27 Feb 2018

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      string(2823) "Challenge Unit.Feistritzer, C.E. (2011) The Profile of Teachers in the U.S.2011, Washington, DC.: National Centre for Education Information. Harris, A., Muijs, D. and Crawford, M. (2003). Deputy and assistant heads: Building leadership potential. Nottingham: National College for School Leadership. Higher Education Statistics Agency, (2016). Students. SFR 224. Available at: https://www.hesa.ac.uk/stats (accessed 11 January 2018). Kalra, V.S., Able, P. and Esmail, A. (2009) Developing leadership interventions for black and minority ethnic staﬀ: A case study of the National Health Service (NHS). UK. Journal of Health Organization and Management 23(1, 23(1), pp.103-118.Lumby, J. and Coleman, M. (2007) Leadership and Diversity: Challenging Theory and Practice in Education. London: SAGE. Lumby, J. and Coleman, M. (2017) Leading for Equality: Making Schools Fairer. London: SAGEMatias, C. E., & Liou, D. D. (2015). Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism. Urban Education, 50 (5), pp. 601-625.McClendon JH (2004) On the nature of whiteness and the ontology of race: Towards a dialectical materialist analysis. In: Yancy G (ed.) What White Looks Like: African-American Philosophers on the Whiteness Question. New York: Routledge, pp. 211–226. McNamara, O., Howson, J., Gunter, H,and Fryers, A. (2009). The leadership aspirations and careers of black and minority ethnic teachers. London: NASUWT and National College for Leadership of Schools and Children’s Services. Miller, P. (2016). ‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority academics and teachers in England. Power and Education, (8)3, 205-221. Miller, P. (2014). Becoming a Principal: Exploring Perceived Discriminatory Practices in the Selection of Principals in Jamaica and England. In: Beycioglu K and Pashiardis P (eds) Multidimensional Perspectives on Principal Leadership Eﬀectiveness. Hershey, PA: IGI Global, pp. 132–147.Miller, P. and Callender, C (2018). Black leaders matter: agency, progression and the sustainability of BME school leadership in England, Journal for Multicultural Education, 12(2). Forthcoming. Morgan, C, Hall, V, and Mackay, H, (1983). The selection of secondary school headteachers. Milton Keynes, England: Open University Press. Powney, J., Wilson, V. and Hall, S. (2003). Teachers’ careers: The impact of age, disability, ethnicity, gender and sexual orientation. London: Department for Education and Skills. Shah, S. and Shaikh, J. (2010). Leadership progression of Muslim male teachers: Interplay of ethnicity, faith and visibility. School Leadership and Management, 30(1), pp.33."
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Executive Leadership

Institutional Racism in Schools: What Can School Leaders And Governors Do?

8 Jun 2020

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Executive Leadership

Overcoming the Allure of Toxic Leadership

13 Nov 2018

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