Leadership

School Leadership 2010 To 2016: Characteristics And Trends

This DfE report builds on the statistics presented in the annual School Workforce Census by looking at the characteristics and trends of teachers in leadership roles in state-funded schools. Leadership Briefing (141)

The report examines the number of teachers in each leadership role and how this has changed over time; compares the characteristics of teachers in leadership roles with those of classroom teacher is and considers how these have changed over time; and explores progression to leadership and how this is affected by the characteristics of gender, ethnicity and region, and then once there how well these leaders are retained.

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      string(2576) "and Sood, K. (2006). Black and minority ethnic leaders in England: a portrait in School Leadership and Management, 26:(3), pp. 289 -305.Coleman, M. (2012) Leadership and Diversity in Educational Management, Administration and Leadership, 40(5)Coleman M and Campbell-Stephens R. (2010). Perceptions of career progress: the experience of black and minority ethnic school leaders. School Leadership and Management 30(1), pp. 35–49.Crenshaw, K. (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color, in Stanford Law Review .43(6) 1, pp. 241-1299. DfE (2016). https://www.gov.uk/government/news/social-mobility-package-unveiled-by-education-secretary (accessed 1 February, 2018).DfE (2017a). Schools, pupils and their characteristics: January 2017. SFR28/2017. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/650547/SFR28_2017_Main_Text.pdf (accessed 1February 2018). DfE (2017b). School workforce in England: November 2014. SFR 25/2017. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/620825/SFR25_2017_MainText.pdf (accessed 1 February 2018). Earley, P, Higham, R, Allen, R, Allen, T, Howson, J, Nelson, R, Rawar, S, Lynch, S, Morton, L, Mehta, P and Sims, D. (2012). Review of the school leadership landscape. Nottingham: National College for School Leadership.Gunter, H. (2005). Conceptualizing Research in Educational Leadership, Educational Management, Administration and Leadership, 33(2), pp.165-180.Lumby, J. and Coleman, M. (2016). Leading for Equality: Making Schools Fairer. London: Sage.MacKay, F. and Etienne J. (2006) Black Managers in Further Education, in Educational Management, Administration and Leadership, 34(1), pp.9 – 28.Ogunbawo, D. (2010). Developing Black and Minority Ethnic Leaders: The Case for Customized Programmes in Educational Management Administration & Leadership. 40(2), pp.158–174.Portelli, J. and Campbell-Stephens, R. (2009). Leading for Equity: The Investing in Diversity Approach, Toronto, EdPhilStrand, S. (2015). Ethnicity, Deprivation and Educational Achievement at Age 16 in England: Trends over Time. Annex to compendium of evidence on ethnic minority resilience to the effects of deprivation on attainment. London: DfE#Womened (http://www.womened.org/) accessed 10 February 2018)."
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Leadership

Black Leaders: A Case For More Research

16 Apr 2018

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      string(5647) "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.SPECIAL EDUCATIONAL NEEDS: ANALYSISAND SUMMARY OF DATA SOURCESKeywordsSpecialEducationalNeeds, pupils,educationalattainment,destinations,absence,exclusions,characteristicsSummaryThis DfE report provides statistics on pupils with SEN, including information on educationalattainment, destinations, absence, exclusions, and characteristics.It includes a combination of analysis and links to the key data sources on children and young peoplewith special educational needs (SEN).Key Trends: ■ Across all schools, the number of pupils with special educational needs has fallen from 1,301,445in 2015 to 1,228,785 in 2016. 14.4% of pupils had special educational needs in 2016, a fall from15.4% in 2015. This reduction is due to the decline in the number and percentage of pupils withspecial educational needs without a statement or EHC plan. This has declined in each of the pastsix years, falling from 18.3% of pupils in 2010 to 11.6% in 2016. From 2015, the School Actionand School Action Plus categories have combined to form one category of SEN support. Thisled to schools reviewing the needs of pupils previously under School Action and School ActionPlus, and an increased expectation that parents/carers are informed of the decision. 236,805pupils have a statement or EHC plan. This is an increase of 640 since 2015, but remains equalto 2.8% of the total pupil population. The percentage of pupils with a statement or EHC plan hasremained constant since 2007. ■ Moderate Learning Difficulty is the most common primary type of need overall. 24.2% of pupilswith special educational needs have this primary type of need. This percentage has increasedslightly since last year, from 23.8%. Moderate Learning Difficulty is also the most common typeof need for pupils on SEN support; 26.8% of pupils on SEN support had this primary type ofneed. Autistic Spectrum Disorder remains the most common primary type of need for pupils witha statement or EHC plan, 25.9% of pupils with a statement or EHC plan had this primary type ofneed. This has increased slightly from 24.5% in 2015. ■ Special educational needs remain more prevalent in boys than girls. 14.7% of boys are on SENsupport compared to 8.2% of girls. This is a reduction from last year when 16.0% of boys and9.2% of girls were on SEN support. 4.0% of boys have a statement or EHC plan compared to1.5% girls. This has fallen very slightly from 4.1% boys and 1.6% girls in 2015. ■ Pupils with special educational needs are more likely to be eligible for free school meals. 27.2%of pupils with special educational needs are eligible for free school meals in 2016 comparedto 12.1% of pupils without special educational needs. Pupils with statements or EHC plans aremore likely to be eligible for free school meals than pupils on SEN support.Week Commencing 05th July 2017https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/615192/Special_educational_needs_Publication_May17_v6.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/615192/Special_educational_needs_Publication_May17_v6.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. ■ Special educational needs is most prevalent in Travellers of Irish Heritage and Gypsy/Romapupils with 35.5% and 30.9% respectively having special educational needs in 2016. 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Indian pupils had the lowest percentageof pupils with statements or EHC plans at 1.9%, compared with 2.8% of all pupils nationally. ■ Pupils whose first language is known to be English were more likely to have special educationalneeds in 2016 than those whose first language is known to be other than English. 15.5% ofpupils whose first language is known or believed to be English had special educational needscompared to 13.6% of pupils whose first language is known or believed to be other than English.3.2% of pupils whose first language is known or believed to be English have a statement or EHCplan in 2016, whereas 2.5% of pupils whose first language is known or believed to be other thanEnglish have a statement or EHC plan. ■ The percentage of pupils with a statement or EHC plan attending state-funded special schools hasgradually increased each year. 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Leadership

Special Educational Needs: Analysis And Summary Of Data Sources

1 Jun 2017

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      string(5732) "OECD International Futures Programme (OECD 2016a) unsurprisingly concludes that young peoples’ daily lives as adults will be ‘radically different’ compared to today. The OECD predicts that the world economy, society, governance, technology (OCED 2016) and employment (ESPAS 2016:13) will be subject to ‘major transitions’ in the future. However, the OECD concludes that it is impossible to accurately predict what these ‘transitions’ will be or their impact on the future lives of children and young people. The World Economic Forum concludes that “in many industries and countries, the most in-demand occupations or specialties did not exist 10 or even five years ago, and the pace of change is set to accelerate. 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(2016) and the National College for Teaching & Leadership (undated) remind us that many of the recent structural changes to education in England and Wales (including, but not limited to, the content and delivery of the National Curriculum, and professional standards for teachers) were often short-to-medium term solutions to long-term challenges. If were we to attempt to design an education system that would preempt the challenges of the future, the only resource available to us is our understanding of ‘now’, projected forward. History demonstrates that this resource will always be insufficient for the task: even the best-informed projection will be wrong, to a greater or lesser degree. For example, in 1964, the writer Arthur C. Clarke predicted with alarming accuracy the online world of 2014, and changes to employment. 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Digital Learning

Future Proofing our Young People

22 May 2018

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      string(5727) "OECD International Futures Programme (OECD 2016a) unsurprisingly concludes that young peoples’ daily lives as adults will be “radically different” compared to today. The OECD predicts that the world economy, society, governance, technology (OCED 2016), and employment (ESPAS 2016:13) will be subject to “major transitions” in the future. However, the OECD concludes that it is impossible to accurately predict what these ‘transitions’ will be or their impact on the future lives of children and young people.The World Economic Forum concludes that “in many industries and countries, the most in-demand occupations or specialties did not exist 10 or even five years ago, and the pace of change is set to accelerate. By one popular estimate, 65% of children entering primary school today will ultimately end up working in… […] job types that don’t yet exist” (WEF 2016).In his 2006 ‘TED Talk’, Sir Ken Robinson observes that children; “starting school this year will be retiring in 2065. Nobody has a clue […] what the world will look like in five years’ time. And yet we’re meant to be educating them for it. So the unpredictability, I think, is extraordinary.”  (Robinson, 2006).The traditional response of policy makers to emergent challenge tends to be two-fold: (i) structural or systemic change; and/or, (2) short-term policy goals (Ilott et al., 2016 with Norris and Adam, 2017). These responses are understandable in the context of the UK political cycle that “naturally tends towards short-term activity” (Ilott et al., 2016:8) and the reality of education policy makers having a limited number of ‘levers’ to achieve change (Parliament. House of Commons, 2010, p.4).Ilott et al. (2016) and the National College for Teaching & Leadership (undated) remind us that many of the recent structural changes to education in England and Wales (including, but not limited to, the content and delivery of the National Curriculum, and professional standards for teachers) were often short-to-medium term solutions to long-term challenges.If were we to attempt to design an education system that would preempt the challenges of the future, the only resource available to us is our understanding of ‘now’, projected forward. History demonstrates that this resource will always be insufficient for the task: even the best-informed projection will be wrong, to a greater or lesser degree.For example, in 1964, the writer Arthur C. Clarke predicted with alarming accuracy the online world of 2014, and changes to employment.  However, Clark also predicted with equal confidence the universal delegation of manual work to trained chimpanzees (Middleton, 2013).So, what is the alternative to attempting to build a ‘future-proofed’ educational system that will fail to accurately predict real-world change?The best evidence we have suggests that the most effective support that we can give to young people to meet the challenges of tomorrow is to embed pedagogies and practice that could be described as ‘future-aware’.‘Future-aware’ pedagogies support young people to develop the mindset, capacities and characteristics required to meet new challenges as they arise, and on their own terms.In the following section, I suggest effective responses to the challenge of developing ‘future-aware’ pedagogies. Future-AwareA survey of key research literature1 provides a coherent and common ‘spine’ of key future-aware skills and capacities that young people will require in their adult lives:Effective collaborationBeing able to reflect on and extend knowledgeSelf-regulation and self-developmentResearch and problem solving skillsEffective use of technologyCommunicationCreativity and innovationMetacognitionGrit and resilienceThere is a need to build the core strength of every child or young person. Core strength, defined as a ‘future-aware’ concept is “the confidence and ability to learn, develop and participate in society” (Achievement for All 2017). To do this, a three-step approach, based on evidence, is proposed:Step One: Every Child IncludedChildren and young people are supported to identify themselves in terms of:Aspiration, ‘I can’Access, ‘I do’Attainment, ‘I have’Achievement, ‘I am’This self-aware and reflective identification equips children and young people to develop grit and resilience – they know they can achieve – and develops self-regulation and self-development – they know they can achieve more.Step Two: Building the FoundationsChildren and young people are supported to develop ‘future-aware’ skills and capacities, through:Inclusive school or setting leadership that meets the needs of children and young people.High-quality teaching and learning that closes the attainment gap and drives attainment and achievement.Wider outcomes and opportunities that develop children and young people’s engagement, positive behaviours, well-being, self-awareness, independence and self-efficacy.Game-changing engagement of parents and carers to embed aspiration, grit and resilience, motivation and self-development in the wider lives of children and young people.Step Three: The development of teams of significant adults and services that support all children and young people.AfA develops professionals at all levels through mutually ‘owned’ learning and support that deepens professional knowledge, capacity and confidence.Taken together, these three steps are a model that makes real change to support all children and young people to improve their"
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Inclusion

Future Proofing Teaching & Learning

17 Apr 2018

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