Developing a self-improving system LT4 ROOM. Creating a Self Improving System Sarah Heesom –...
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Developing a self-improving system LT4 ROOM. Creating a Self Improving System Sarah Heesom – Teaching School Director Rebecca Meredith – NLE & Executive
Creating a Self Improving System Sarah Heesom Teaching School
Director Rebecca Meredith NLE & Executive Headteacher Peter
Brown Academy Principal Steve Cox Operations Director
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The National Context National College of Teaching and
Leadership (NCTL) have developed a vision of a self-improving
system, where schools and academies take collective responsibility
for leading sustainable school improvement In this system, leaders:
care about and have the skills and capacity to work for the success
of other children beyond their own school collaborate with other
leads to share and develop common solutions make effective use of
resources to raise standards shape thinking, policy and practice
will be school and academy based by 2016
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The National Context David Hargreaves was commissioned in 2010
by NCTL to explore the conditions necessary to achieve a
sustainable, self-improving school system He focused on the
development of school clusters and the associated provision of
cluster leaders He chose a time horizon of 5 years in his thinking
These documents have subsequently informed the evolution of
Teaching Schools
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The Journey so far
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Round 2 TSA Established in May 2012 Grown from an initial 10
schools to 45 schools Primary, Secondary, Special, Early Years City
& County Outward looking public and private sector partners
Everyone contributes Values-led School-led
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Leadership Committee schools and partners - provides overall
strategy Whole Alliance Days provides themed strategy Research
& Action Learning Groups Working Groups NLEs, LLEs, SLEs, OFPs
Building Capacity Aspiring Leaders - Talent Management underpins
growth
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Working Groups Focused working groups lead Alliance priorities
Needs-led gaps identified and priorities agreed by schools Each
group operate within core Alliance values Each group has
Headteacher involvement Each group agrees outcomes Each group feeds
back to the whole Alliance
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Working Groups SEND School to School Support Leadership for
Learning Initial Teacher Training Talent Management Specialist
Leaders of Education ICT & Computing The Arts Primary
Curriculum Data Outstanding Facilitators
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School to School Support
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Vision for Teaching School Alliances Play a fundamental role in
a self-sustaining system where: Trainees, teachers and leaders
learn from the best, supported by a culture of coaching and
mentoring; Professional development is school-led and high quality
with improvement through exposure to excellent practice, through
observation, mentoring, coaching, practice, reflection, sharing
with peers; Talent development and distributed leadership are the
norm staff are encouraged to lead and are given structure and
stretching opportunities to grow and develop; Leaders have local
knowledge and can identify where key resources and expertise
lie
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School to School Support Mission As partners we embrace
opportunities within Transform to transfer best practice from our
own organisations to support others. Being a partner also requires
us to maintain the best as part of our collective endeavour for
children
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Values and principles Partnership of equals Trusted
relationships between schools Peer review Shared and deliberate
focus with clear purpose Shared accountability Partnership work A
balance between taking from and giving to
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Commitment Every partner will work collaboratively with another
partner over the course of each year We will open ourselves up to
honest, supportive and challenging conversation across the Alliance
about data in our own schools We will develop a range of provision
so local leaders can identify and access key resources and
expertise to support school improvement We accept that all school
to school support will be quality assured
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Tiers of Support Tier 1 (Reactive) Intervention Tier 2
(Proactive) Prevention Tier 3 (Proactive) Entitlement Tier 4
(Proactive) Sharing Practice Tier 5 (Proactive) Supportive &
informal
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Pilots Support + impact of support Process and protocols Peer
led health checks 2 other pilots in development
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Remit of the Working Group To continue to develop and oversee
the S2S Support programme To determine where support is best
deployed To question and challenge the appropriateness of the
support brokered To receive updates on progress and impact To
oversee quality assurance To capture evidence of impact &
progress
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Resiliency & Sustainability
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it enables us to look outside [our school], otherwise we can
all be a bit parochial and left behind We feel a lot of trust
within the Alliance [Transform] brings good people together and
provides blue skies thinking as a way of driving school improvement
Headteachers value the peer to peer support.as we value the
knowledge of our own peers very solid values and foundations No-one
is there to point the finger; its about support and doing it
together feel incredibly strong We feel part of something special
easy decision to join [Transform]
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We feel a lot of trust within the Alliance very solid values
and foundations We feel part of something special
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We feel a lot of trust within the Alliance very solid values
and foundations We feel part of something special
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When this is a truly commercial model, will it sustain itself?
because it has worked so well for us, [Transform] should be around
for a long time The establishing and sharing of these very solid
values and foundations engenders trust and reciprocity, and
suggests that the self-sustaining TSA has longevity built in
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Where now? Continual review of values and commitment of members
Pro-actively growing the system creating the right conditions -
aspiration Talent Management & Succession Planning Constantly
looking for opportunities Pushing ourselves and boundaries
Reflection built in - all stakeholders