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Gloucestershire vision
Ensuring every child thrives and reaches their potential
National challenges – local solutions
Working in partnership
Gloucestershire County Council is working in partnership with local organisations across the private, public and voluntary sectors to improve outcomes for all children and young people.
One team – one focus, helping every child thrive and reach their potential
2020 Vision
Report of the Teaching and Learning in 2020 Review Group
5 key drivers:
Demographic
Technological
Environmental
Economic
Social
Making Good Progress Pilot
School Improvement Partners
Early Years
Disciplined Innovation
14-19 Partnerships
Succession Planning
Success by Design packages
7 partnership elements
4 key levers
Teaching and Learning in 2020 - 5 key drivers
leadership building capacity
pupil
We define moral purpose as a compelling drive to do right for and by students, serving them
through professional behaviours that ‘raise the bar and narrow the gap’ and through so doing demonstrate an intent to learn with and from each other as we live together in this world.
The G100 Communique
The Succession Planning Challenge
Global workforce trends
Shifts in Education sector
Key drivers at national, local and school level
Demographics
Source: DFES
0
5
10
15
20
25
30
35
40
Under25
25-29 30-34 35-39 40-44 45-49 50-54 55-59 60 andover
Pe
rce
nta
ge
of
tea
ch
ers
in
ea
ch
gra
de
Heads Deputies and Assistants Classroom and others
Average age of first headship:
• Primary 42• Secondary 45
Perceptions of headshipMiddle leaders Assistant/
Deputy HeadsHead teachers
(general motivation)
Head teachers(decision to apply/ leave)
High standards
Dynamic role
Collegiality
Make a difference
Governors support risks
×Less teaching ×Personal priorities
×Negative media image
×Administration
×Inspection/ accountability
×Little impact on school
×Restricted autonomy
×Lack of challenge
Shared values
New challenges
×Less pupil contact
×Stress
Job satisfaction
Re-advertisements
• Trend increasing over
time• Recent improvements
for secondaries• Recent difficulties for
specials
0%
5%
10%
15%
20%
25%
30%
35%
40%
1997 1998 1999 2000 2001 2002 2003 2004 2005
Primary
Secondary
Special
Source: Hay
‘Hard to fill’ posts
Likely factors• Location• Faith• Deprivation• Performance (at both
ends of the spectrum)
Possible factors• Urban location• Small schools
Source: Hay
Most hard to recruit schools are “average”
• 75% of ‘hard to recruit’ primary vacancies are in community schools outside high cost Government Office Regions
• We need a system-wide response not just a targeted one
The ‘supply’ side3,000 NPQH graduates seeking headship
47% already applied forheadship
29% intend within 1 year
21% intend in over 1 year
Their support requirements:Interview skills
MentoringCoaching Internships
enough good leaders in the right places
adequate supply
better recruitment in difficult
areas
governors’ recruitment effective &
open
more women seek
leadership
talented staff get on
rapidly
more BME aspirants
wider supply (e.g.
bursars)
headship seen to
be positive
positive stories about
headship
more NPQH holders
seek headship
GB LA &c give good
support
talent and career
manage-ment
paths to earlier
leadership
remodelled and
distributed leadership
more use of Trusts,
Federations
improved ambition
and quality
collabora-tive
growing of leaders
better retention
fewer good HTs retire early
Sustaina-ble use of leaders by gnt & LAs
pensions support retention
better support
from governors
Strategic response
Diversity
“We, the following organisations, agree to work together to increase the diversity of school leaders in order to make full use of the talents of all members of the workforce. Our first priorities will be gender and ethnicity. We will also consider disability, sexual orientation, age and religious belief.”
National College for School Leadership, Training & Development Agency for Schools, General Teaching Council for England, London Centre for Leadership in Learning, National Union of Teachers, Association of Teachers and Lecturers, National Association of Head Teachers, Specialist Schools and Academies Trust, National Governors’ Association, the Church of England Education Service and the Catholic Education Service.
NQTIdentification of
career plan
ASPIRANT LEADER
Opportunities for Business &
International Placements
Leading school based projects
SUPPORTING LEADER
Creating capacityOpportunities to
‘Play with the train set’
SCHOOL LEADERModels of
Successful school leadership
SYSTEM LEADER
Portfolio of System Leaders –
increasing capacity
GOVERNORSVision to support enabling models
of leadership
SUBJECT LEADER
Curriculum leadership of one specific area of the curriculum
CURRICULUM LEADER/DEPARTMEN
T LEADERTeam & curriculum
leadership in one or more specific areas of the
curriculumADVANCED
SKILLS TEACHER
System Leadership of
specific curriculum area
PUPILSImproved quality of
Learning…preparation for lifelong learning
PARENTS – Opportunities to speak & listen
GREAT LEARNING LEADERS
– Growing Leaders & capacity
Improved quality of Learning…preparation for lifelong learning
© Debbie Innes – September 2007
ActivityAim: To promote the need for a local solution for
Succession Planning & ensure the commitment of Governors.
5 minutes
Using the placemat – place the cards in your envelope on the placement in the quadrant of the circle that you think is most appropriate
10minutes
Discussion of areas where we are with Succession Planning
5 minutes
Where next?
http://www.ncsl.org.uk/mediastore/image2/tomorrowsleaderstoday/governersindex.htm
Quick linksLive now: David Bell asks for your views on work-life balance
Recruiting head teachers and senior leaders (PDF, 316kb) Retaining school leaders: A guide to keeping talented leaders engaged (PDF, 266kb, 48 pages)
Leadership succession- overview (PDF, 183kb)
Turning heads(PDF, 291kb)
Greenhouse schools(PDF, 280kb)
NGA/NCSL discussion paper (PDF, 67kb) NGA conference letter (Word, 296kb)
NGA presentation (Powerpoint, 2,264kb)