Tag Archives: cpd

Grow your own school leaders

Schools are spending more of their limited resources on recruitment. Our survey of more than a thousand school leaders found the most challenging roles to fill are those with a teaching and learning responsibility (TLR).

I keep hearing about schools paying vast amounts of money to advertise and re-advertise such posts, sometimes never finding anybody. Many schools are looking further afield, getting creative with social media and competing rather than collaborating to find the best people from an ever limited pool.

This isn’t sustainable and we’re still waiting to hear how government is going to help the situation. In time, the college of teaching will be part of the solution, but this doesn’t help those schools that are missing key staff right now. Threatening announcements about greater accountability, sacking school leaders and forced academisation aren’t helpful. We’re hoping to see a more positive, sophisticated and holistic response from Nicky Morgan and colleagues this parliament. We need to encourage graduates to consider teaching as a career option, entice experienced leavers back to the profession and highlight the benefits and opportunities of leadership responsibilities rather than just the risks and challenges.

So, what can schools do? For many, the answer has been to grow their own school leaders because this can be cost effective and a way to develop people who know the school and have the right skills; however, this takes time and can be particularly challenging in stand-alone or small schools.

Here are three strategies I’m seeing more schools use to grow the next generation of senior teachers and school leaders despite, rather than because of, government intervention.

1. Map out your leadership pipeline

Ofsted is explicitly looking for schools to do succession planning, with clear development plans for their middle leaders. This requires senior leaders to map out different scenarios for who might be able to step up into different roles over time. This not only helps to highlight the development needs of existing high-potential staff but also shows any glaring gaps that require fresh thinking from beyond the school.

Doing a good job with succession planning often relies on strong relationships and an appreciation of what motivates different individuals. If done right, helping colleagues to consider the options available in the future can build trust and increase capacity. School leaders need to take the time to get to know their middle leaders, including what drives them and what’s holding them back.

2. Prioritise and invest in good CPD

Many schools have an experienced member of the team taking the lead on professional development, which in turn can be a good learning opportunity for them. Increasingly, we’re seeing schools and groups of schools with directors of teaching and learning, or research leads.

There’s growing evidence that high-performing schools develop a systematic approach to professional learning, so each member of staff is clear about their learning goals, how they align with the school strategy and what impact they have on students.

Professional development often starts with a phase of examining the available evidence and could involve working with external experts, attending TeachMeets, focused time spent on Twitter, literature reviews, reading groups and relevant training. Insights can be reflected on and shared with colleagues to identify what might work best for a particular group of students. The next phase is about testing those approaches through action research, peer coaching, student-led research and lesson study. The final phase of good CPD is about evaluating the impact for students and colleagues; it’s often better to have clear but modest targets to judge any intervention, so you know what does and doesn’t work in your school.

3. Build deep relationships with other schools

The estimated school budget cut of 12 per cent combined with a c.500m surge in students and the decline in graduates all create a perfect storm for school leaders. For many schools, the answer has to be working closer with a wider range of partners. Stand-alone schools and those with weak links to others are likely to struggle in this tough environment.

Recent research in this area has highlighted the importance of having a clear agreement about values and goals right from the start of any partnership. Successful school-to-school collaboration also requires regular communication between a number of different people on either side. Regular face-to-face meetings and online workspaces can help colleagues to share information, suggest improvements and report back to colleagues.

Partnerships can aid recruitment by offering a wider range of leadership opportunities to promising staff and allowing resources to be shared. Discrete leadership assignments and projects, mentoring, coaching and shadowing can all help connect staff between schools and build capacity. In turn, such projects can improve the working practices and mood within a school, which helps with retention and attracting new staff.

More formal options include secondments and job-sharing. People with an explicit mandate to spread good practice between partner schools can help to make the most of existing knowledge and talents.

It’s an increasingly tough environment for schools, but those that work creatively together for the good of their students can achieve a lot. Hopefully, government will start to help the situation sooner rather than later.

First posted through my former day-job, via Teach Secondary.

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Nine ways middle leaders can reach beyond their own school (and why they should)

Make no mistake, being a middle leader in a school these days is a tough job. You’re probably spending most of your time teaching and trying to fit leadership and management responsibilities around it. There’s a good chance you proved your abilities teaching your own class and then got given additional responsibilities across the whole school. It’s likely you’ve had little to no training for all that other stuff; instead, you learned most things on the job. Your school probably has a senior leadership team, but no clear group of middle leaders that meets regularly. You’re probably juggling 101 different things, so it doesn’t feel like you have any time to take a step back and lift your head beyond your own school.

One of the privileges of my last role was that I got to visit schools across the country and meet lots of different middle leaders. If any of the concerns mentioned above sound familiar, believe me you’re not alone. In our schools, there are about 200,000 middle leaders and each of whom is teaching on top of their school-wide responsibilities. Given tight budgets and rising expectations of schools, it’s more important than ever before that every middle leader is motivated, supported and satisfied. Increasingly, we need our middle leaders to not only have a positive impact in their own school but also to be excited by the challenges that come with helping colleagues and students further afield. Working beyond your own school could help to improve outcomes for students, and it may also bring you greater satisfaction and a more rewarding career.

Here are nine suggestions for how middle leaders can broaden their horizons beyond their own school.

  1. Make a plan. Start thinking about what you’re trying to achieve. For example, you could ask yourself which students at your school need the most help and where you might learn from others that have supported similar students. Perhaps one of your colleagues is struggling with something, so how might you find out how to help them? And what do you want to do yourself? Are there parts of your job you particularly enjoy, or are there some areas you’re still unsure of? Once you’ve decided on a problem you’d like to fix, work back from there. Try to be as specific and realistic as possible. How might you address it, who do you need to speak to and what’s a realistic time frame? Share your ideas with your line manager and get their feedback and support
  2. Develop your subject leadership. Middle leaders often have an impressive mix of hand-on teaching experience and deep subject knowledge. They may be local champions for their subject and get involved with communities of practice, TeachMeets and subject associations. The moderation of teaching practices across schools can help those involved to learn from each other
  3. Mentor and be mentored. Middle leaders should proactively seek to develop and practise their coaching skills with others. Such relationships can be powerful with peers, junior colleagues, senior staff or even pupils. Remember, it’s important to ask good questions and not just provide the answers in such situations. This encourages the other person to reflect
  4. Use research, evidence and data to inform practice. Middle leaders should be advocates of evidence, sharing insights with colleagues and keen to learn. Lesson study can be a particularly powerful professional development model
  5. Make continuing professional development your own. Middle leaders are increasingly taking responsibility for owning their professional development – finding and evaluating different sources. This can range from formal training to Twitter chats (#UKEdChat, #MLTChat or #SLTChat), blogs or events (#ResearchEd or TeachMeets). You should reflect on what you’ve learned and document the evidence of that learning, even if it’s just a few notes and the time spent
  6. Find a secondment. School can feel like a small place sometimes, especially if it’s not part of a family, federation or trust. If you want to develop new skills, try a different role or tackle a particular challenge, a secondment opportunity could be a great way to do so without losing touch with your home school
  7. Connect with the community. Schools are doing more with less and middle leaders could build relationships with other local stakeholders through specific projects. For example, working with parents and carers to put in place strategies for the early identification of vulnerable children to prevent long-term problems
  8. Trial a new intervention. Middle leaders are typically the ones testing and evaluating a new teaching practice, supplier or learning technology in their school. By comparing notes with others locally and taking an experimental mindset – with a clear and modest measure to judge success – you can quickly work out what’s effective for your students and what isn’t
  9. Be a governor at another school. Working with the senior leadership team and governors of another school can be an enlightening and rewarding experience. All you need to give is a little of your own time

This blog was written for Challenge Partners.

(a version of this blog first appeared through my former day-job)

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New year resolutions. How many teachers will be entitled to develop this year?

When we asked middle leaders in schools what was holding back their development, the most common answers were time and money. This may seem unsurprising, but it’s also unnecessary and wasteful when there’s this talented group of individuals in schools who are ready for more responsibility if they can get the right support and professional development. In 2015 a new national entitlement to development could start to give emerging leaders in schools the support that professionals in other industries enjoy, helping them to reach their potential. Surely that’s a resolution worth sticking to?

Even though we invest thousands in ‘golden hellos’ for graduates to get them into teaching, we do little to get them to stay in the profession or to transition into leadership roles. Too often time spent on continuing professional development (CPD), including at INSET days, is focused on short-term information-giving and regulatory compliance, rather than sustained personal development that leads to better leaders, teachers and student outcomes.

The government-backed accredited qualifications are one important part of this puzzle. And although we’re waiting to see the latest projections from the National College about the number of school leaders completing the three accredited qualifications (NPQML, NPQSL and NPQH), our own research shows some potentially worrying trends, especially around the former.

Despite seeing the value in such qualifications, the incentives to enrol don’t always seem to be there in many schools. Too many promising and talented teachers aren’t being supported fully when they take on greater responsibilities beyond their own classrooms. This puts their careers, their colleagues and their students at risk.

Why is this the case when doctors can take up to 10 paid days of study or professional leave a year, with all expenses paid and regardless of their employers’ financial position?

The reasons why this group of emerging school leaders aren’t always properly nurtured are complex, involving a mix of in-school and system-wide factors. For example, circumstances don’t always encourage some senior leaders to let go of their staff, or they struggle to find new opportunities for people to step up internally. Middle leaders aren’t always properly recognised, given the right responsibilities or rewarded accordingly. It’s also hard for anybody to spend time and money on meaningful personal development in a context where schools are still adapting to such an intense period of reform and change. The whole area of professional development is an ongoing focus for NAHT Edge. We’re pursuing the issue on all fronts to help improve the situation.

Although they’ll play their part, schools and unions can’t do everything. Whoever governs after May’s general election could help by ensuring sufficient time and money are ring-fenced for emerging school leaders who’ve started to prove their potential. A national entitlement to development could initially feature, say, a modest five days and £5,000 of government-backed funding a year for each TLR one or two post holder who has served a year successfully and met their performance objectives. Making this statutory would ensure a minimum level of support for all emerging school leaders, regardless of in-school circumstances.

Perhaps the funding could include existing CPD-related bursaries and scholarships for Teaching Schools or accredited NCTL qualifications. This would save a lot of new money being required and ensure all middle leaders are supported. Qualified individuals in all schools could then spend the development time and money they’re entitled to as they saw best, including but not exclusively on accredited qualifications. That could make for a much happier new year.

This blog was written for the Teacher Development Trust.

(a version of this blog first appeared through my day-job)

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