System leadership and collaboration – a new skillset for leaders?

In this article, Toby Greany describes the development of school-toschool support, networks and partnerships, focussing in particular on recent developments in England. He explores the leadership practices associated with these and argues that school leaders must become adept at working in an environment that incentivises collaborative competition.

This article explores the development of school to school support and partnerships in England. These partnerships have become a defining feature of what the Government calls the ‘self-improving, school-led’ system (DfE, 2010; Sandals and Bryant, 2014). Most schools engage in partnerships that are informal and emergent, based on shared interests, concerns, or simply personal relationships. Even partnerships that do have a more formal basis face sometimes fraught political and inter-personal adaptive challenges (Kamp, 2013). The focus here, however, is on more formal arrangements that are structured through a policy-driven process. These generally fall into one of the following non-mutually exclusive categories:

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      string(5655) "(2011) Leading a self-improving school system, Nottingham: National College for School Leadership. ■ Hargreaves, D. (2012a) A self-improving school system in international context, Nottingham: National College for School Leadership. ■ Hargreaves, D. (2012b) A self-improving school system: towards maturity, Nottingham: National College for School Leadership. ■ Higham, R. Hopkins, D. and Matthews, P. (2009) System leadership in practice, Bucks: Open University Press. ■ Hill, R. (2008) Chain reactions, Nottingham: National College for School Leadership. ■ Hill, R., (2015) ‘The rise and rise of Multi-Academy Trusts’, blog http://roberthilleducationblog.com/ posted on 31.8.15 accessed 18.1.16 ■ Hill, R. Dunford, J. Parish, N. Rea, S. and Sandals, L. (2012) The growth of academy chains: implications for leaders and leadership, Nottingham: National College for School Leadership. ■ House of Commons Education Committee (2013) School Partnerships and Cooperation: Fourth Report of Session 2013–14, Volume I. ■ House of Commons Education Committee (2013) School Partnerships and Cooperation: Fourth Report of Session 2013–14, Volume I. ■ House of Commons Education Committee (2017) Multi-Academy Trusts: Seventh Report of Session 2016–17. Report, together with Formal Minutes Relating to the Report. [online]. London: TSO. ■ Hutchings, M. Greenwood, C. Hollingworth, S., Mansaray, A. Rose, A. with Minty, S. Glass, K. (2012) Evaluation of the City Challenge Programme, London Metropolitan University/Coffey International Development for the Department for Education (Ref: RR215). ■ Hutchings, M. & Francis, B. (2017) Chain Effects 2017: The impact of academy chains on low income students. London: Sutton Trust. ■ Institute for Government (2012) The development of quasi-markets in secondary education. London. Jensen B, Downing P, and Clark A, (2017) Preparing to Lead: Lessons in Principal Development from High-Performing Education Systems. Washington, DC: National Center on Education and the Economy. ■ Kamp, A. (2013) Rethinking Learning Networks: Collaborative Possibilities for a Deleuzian Century, Peter Lang Publishers. ■ Kee and Wespeiser (2017) Academies and maintained schools: what do we know? Slough: NfER. Available at: https://www.nfer.ac.uk/publications/FFEE06/ [Accessed 10 September 2017]. ■ Lubienski, C. (2009) Do Quasi-markets Foster Innovation in Education? A Comparative Perspective, OECD Education Working Papers, No. 25, Paris: OECD Publishing.  ■ Matthews, P. and Berwick, G. (2013) Teaching schools: first among equals?, Nottingham: National College for Teaching and Leadership. ■ Matthews P, and Headon M, (2015) Multiple Gains: an independent evaluation of Challenge Partners’ peer reviews of schools. London: IOE Press. ■ Mathews, P. and Hill, R. (2008) School leading schools: the power and potential of National Leaders of Education, Nottingham: National College for School Leadership. ■ Mathews, P. and Hill, R. (2010) Schools leading schools ii: the growing impact of National Leaders of Education, Nottingham: National College for School Leadership. ■ Muijs, D. (2015) Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector, Oxford Review of Education, 41:5, 563-586. ■ OECD (2011) PISA In Focus 2011/9 (October).OECD (2015) Education Policy Outlook 2015: Making Reforms Happen, Paris: OECD. ■ Ofsted (2010) Evaluation of London Challenge, Ref: 100192.Popp J, Milward B, MacKean G, Casebeer A, Lindstrom R, (2014) Inter-Organizational Networks: A Review of the Literature to Inform Practice, IBM Centre for The Business of Government ■ Provan, K., Kenis, P. (2011) Modes of Network Governance: Structure, Management, and Effectiveness.  Journal of Public Administration Research and Theory 18 (2): 229-252. ■ Rea, S. Hill, R. and Sandals, L. (2011) System leadership: does school-to-school support close the gap?, Nottingham: National College for School Leadership. ■ Rea, S. Hill, R. Dunford, J. (2013) Closing the gap: how system leaders and schools can work together, London: National College for Teaching and Leadership/Department for Education.  Robinson, S. (2012) School and System Leadership: Changing Roles for Primary Headteachers.  Bloomsbury: London. ■ Rudd, P. Poet, H. Featherstone, G. (2011) Evaluation of City Challenge Leadership Strategies: London Area Report, Slough: NFER. ■ Sandals, L. and Bryant, B. (2014) The evolving education system in England: a ‘temperature check’, London: Department for Education Research report. ■ Supovitz, J. (2014). Building a Lattice for School Leadership: The Top to Bottom Rethinking of Leadership Development in England. Research Report (#RR-83). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania ■ Vangen S, and Huxham C, (2006) Achieving collaborative advantage: understanding the challenge and making it happen, Strategic Direction, Vol. 22 Issue: 2, pp.3-5. ■ Wheatley, M. and Frieze, D. (2010) Leadership in the Age of Complexity: From Hero to Host.  Resurgence Magazine, Winter 2011. ■ Wilkins, A. (2017) Rescaling the local: multi-academy trusts, private monopoly and statecraft in England, Journal of Educational Administration and History, 49 (2), 171-185."
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Executive Leadership

System leadership and collaboration – a new skillset for leaders?

18 Apr 2018

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      string(5755) "negatively or negatively on theirschools. Middle/senior leaders in particular (64 per cent), just under half of headteachers (45 per cent) andjust over half of chairs of governors (54 per cent), also felt there would be a negative/moderately negativeimpact from fewer government-commissioned professional development programmes. The marketisation ofschool improvement programmes was also an issue.On the local authority, there was a significant phase difference. Among secondary school headteachers, 41per cent saw the changing role of their local authority having a positive impact on their school, while 49 percent thought the impact would be negative. Among primary headteachers, only 23 per cent were positiveand 72 per cent were negative.On funding more generally, two-thirds of headteachers were positive about the impact of the Pupil Premium,and interview and case study participants had started to notice the Pupil Premium’s redistributive effects.Unsurprisingly, schools serving a high proportion of students eligible for free school meals (FSM) saidthey had experienced an increase in funding. A number of schools, however, particularly those with lowerproportions of FSM-eligible students, said they had experienced a reduction in funding and had alreadymade staff redundancies in consecutive years. In part these decreases resulted from the end of a number ofinitiative-based funding streams.On approaches to managing policy change, four main clusters of headteachers emerged through a latentclass analysis (this searches for underlying types of individuals, known as latent classes, so that the keypatterns among responses can be revealed).— Just over a fifth of headteachers (22 per cent) were strongly positive about current policy and wereactively pursuing new autonomies and system leadership roles.— About a third (34 per cent) were more cautious about engaging with policy while being moderatelypositive about its potential impacts.— Another third (32 per cent) were less positive, more apprehensive and hesitant about engaging with newpolicy opportunities, especially around school autonomy.10 © National College for School Leadership— The smallest group, about 1 in 8 headteachers (12 per cent), viewed policy negatively and wererelatively sceptical about its intentions and potential impact.While there was a relatively even spread of headteachers (by school type, phase, Ofsted category andcontext/FSM band) across the four classes, there were more academy principals (both primary andsecondary) and headteachers of ‘outstanding’ secondary schools in the first cluster: those most positive aboutand actively engaged in the new opportunities created by policy.The qualitative data reinforced differences in terms of headteacher attitudes and sense of readiness tomeet policy change. Overall, partnership and collaboration were viewed most positively but reforms to theinspection framework and curriculum change were perceived more negatively.Current models of leadership and future challengesOn current models of school leadership, the vast majority of headteacher survey respondents reported beingthe sole headteacher of a single school (91 per cent). A further 7 per cent reported working as an executivehead of two or more schools. (The 2011 School Workforce Census recorded 410 such heads.) The majorityof headteachers worked with a single governing body (83 per cent), and 15 per cent worked within acollaborative governance arrangement, either as part of a hard federation (9 per cent), a soft federation (5per cent) or an academy chain (1 per cent).The average number of senior leaders serving in a school’s core SLT was four (ranging from 0 to 15members), with just under two-thirds, mostly primary schools, not having a bursar or school businessmanager currently on the leadership team. As well as staff on leadership scales as deputy or assistant heads,many SLTs included other teachers who were seen as key to improvements in teaching and learning, suchas subject leaders for core subjects or advanced skills teachers (ASTs). The headteachers of schools with highproportions of FSM-eligible students were more likely to report ‘very significantly’ in relation to a lack ofcredible external middle leader candidates.The average number of governors serving on a school governing body was 14. Over a third of chairs ofgovernors and nearly one-half of headteachers reported experiencing difficulties in recruiting governors overthe last 12 months. On the governing body’s role, more than three-quarters of chairs of governors felt thatthey should play a major role in strategic leadership, whereas only 46 per cent felt they actually did play amajor role. The comparable figures for headteachers were lower.Headteachers, chairs of governors and middle/senior leaders were asked to describe the three mostsignificant challenges they anticipated facing over the next 18 months. 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Leadership

Review of the school leadership landscape

6 Jul 2017

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      string(5923) "Since gaining independence from the Soviet Union in 1990, the Lithuanian system of education has seen major reforms in curriculum, school structures, testing of students’ achievement and the decentralization of governance. Education is one of the major priorities for further development, along with innovation and the knowledge economy. To fully embed these social changes, Lithuanian education needs to be radically reformed and given new objectives. Over the last three decades major changes have been implemented addressing the structure of the Lithuanian educational system; quality and the creation of the necessary conditions for social-pedagogical self-development and strengthening of relations between educational institutions. The Time for Leaders project shows how the government is taking this a step further and implementing significant changes in education through school leadership.  The context of education in LithuaniaLithuania is one of the Baltic states with a population of 2, 810,865 (as at December 2017). There are 1268 general education schools, app. 400 000 students and 45 374 teachers. Gaining independence in 1990, led to new possibilities being created for social, cultural, economic and political developments that correspond with national aspirations. This historic shift has demanded a change in the attitude and perspective climate of Lithuanian society: a basic understanding of democratic values: a new political and economic literacy: and the maturation of a moral culture. Recently the Lithuanian government published a 2030 Vision statement. 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To do this the government proposed that strategic planning should be introduced at all levels (p 7) with a view towards community self-governance. When in place it should give increased openness and collaboration between schools and their communities. But, to do all of this there needs to be a change of understanding about the leadership of Lithuanian Schools and The Time for Leaders Project has provided that resolute focus.Time for Leaders projectThe national project Lyderių laikas: Time for Leaders (1) aimed to develop leadership capacity of all educators: teachers, formal leaders of school, municipality and state level and stakeholders (2). The project began in 2009 and has provided the opportunity to develop a variety of professional development opportunities: MA studies in educational leadership, long-term informal programmes on educational leadership, national and international study visits, short-term training programmes, group and individual coaching, and creative project-based work. As part of the project these opportunities were offered firstly to 15 out of 60 municipalities in Lithuania. At 2017 the new stage of the project was started involving the rest of 45 municipalities. 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Leadership Skills

Time for Leaders: Putting Leadership First In Education

17 Apr 2018

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      string(5892) "This report by the Future-Ready Skills Commission calls for the government to expand the entitlement to a first full Level 2 and 3 qualifications to all ages, including local flexibility to determine provision. Published in September, it contains nine policy recommendations designed to build an adult skills and training system better able to meet the needs of local economies, and future challenges and opportunities in the workplace.  The Future-Ready Skills Commission was launched in 2019 to undertake a review of the post-16 landscape in England as one of the most centralised systems in the UK and indeed the world. The review had an explicit focus on designing a blueprint for a devolved skills system – with the ability of local areas and regions to have the powers and funding to respond to what is needed in the local labour market is critical for the economic prosperity for all. Key recommendations of its final report are now to be adopted by government. This includes a universal entitlement to a first, fully-funded Level 3 qualification – or A-Level equivalent – in almost 400 courses to help adults gain in-demand skills.Mayoral Combined Authorities will play a central role in identifying the skills needed in their local labour market and delivering courses and training to make this happen.Currently, funding for a first Level 3 qualification is only available to those aged under 23. The government has announced that this entitlement is now extended to adults of all ages with be able to study to gain a first, fully funded Level 3 in qualifications that are valued by employers.Funding for the Level 3 adult offer will be delivered through the Education and Skills Funding Agency (ESFA) in non-devolved areas, and delivered through Mayoral Combined Authorities and the Greater London Authority, which will also be able to submit additional courses to the list where they are able to provide evidence that they should be funded.It follows the announcement in Autumn by the Prime Minister of the Lifetime Skills Guarantee, to help people train and retrain at any stage in their lives with a flexible lifelong loan entitlement to four years of post-18 education.This closely mirrors the Future-Ready Skills Commission’s recommendation to universal skills entitlements from school-leaving to retirement, with a right to minimum qualification levels, and funding to support people’s ambitions. The Future-Ready Skills Commission is an independent, national commission supported by the West Yorkshire Combined Authority and made up of experts and leading thinkers from business, education, local government and think tanks. The Leeds City Region Enterprise Partnership and West Yorkshire Combined Authority have also agreed to implement key recommendations from the Future-Ready Skills Commission. The Commission’s findings will be used to inform the creation of the region’s new Employment and Skills Plan for 2021-25, as well as addressing digital skills needs in West Yorkshire.As the Combined Authority takes responsibility for West Yorkshire’s Adult Education Budget (AEB) from August 2021, it will expand the successful use of delivery agreements with FE colleges as recommended by the Commission, to make the skills system more responsive to local needs.The Commission’s findings have also been incorporated in the West Yorkshire Economic Recovery Plan to identify the priorities for employment and skills in the short, medium and long term.At the latest meeting of the West Yorkshire Combined Authority, the region’s leaders agreed to use £13.5 million of funding secured through the West Yorkshire devolution deal to help over 10,000 people in the region, who have been made redundant or are at risk of redundancy, to build new skills and access training or find work, over the next two years.Key Points:10 things that need to change:Careers  information needs to be relevant to the local labour market and empower individuals to make informed decisions. Employment and skills should be integrated within local housing, transport and environment strategies. The local approach to skills, employment and health needs to be joined up to support progression to work. The skills offer for businesses needs to be simplified through coordination at the level of functional economic areas. Investment in technical education and skills should be increased to sustainable levels. Greater collaboration is needed in order to spread good workplace practices to improve business performance and productivity. The learning offer should be simplified and made more affordable, with the right level of finance that removes barriers to access and supports progression in learning. Employers need to be motivated to train and re-train staff and support progression at all levels, including those in lower paid work to gain higher level skills. Local areas should have strengthened responsibilities for planning the provision of technical education and training so that it is responsive to local economic priorities. Employers need greater influence over the design and delivery of technical training to ensure it is responsive to local economic priorities.Blueprint for a future-ready skills system: A fully devolved adult skills system with responsibility for funding and delivery at a local or regional level will create benefits for education and training institutions, employers, individuals, and the economy as a whole. Critically it will equalize opportunities for different labour market groups and accelerate inclusive growth with local leadership"
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Leadership

Future-Ready Skills Commission - a Blueprint for a Future-Ready Skills System

16 Dec 2020

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