Leadership Research & Policy Development Workshop

Toby Greany, Operational Director - Research and Policy, National College and Chris Flynn, DCSF

Presentation at DCSF Conference: The Use of Evidence in Policy Development and Delivery, 9 February 2010

Overview

1. Overview of why leadership matters and of the research and evaluation work at the National College

2. School leadership supply: the succession planning programme

3. School leadership quality: learning from outstanding leadership and the College’s leadership curriculum

4. School leadership deployment: National Leaders of Education and leadership for 21st Century Schools

5. Children’s Services Leadership

Why leadership matters

i. Effective leadership is essential to improve the efficiency and equity of schooling worldwide (Pont et al, OECD, 2008).

ii. Heads in England today take more decisions and bear more responsibility than anywhere else in the world except the Netherlands. Leadership is therefore at an even greater premium. (Pont et al, OECD, 2008)

iii. School leadership is second only to classroom teaching as an influence on pupil learning. (Leithwood et al, 2006).

iv. ’Successful school leaders improve teaching and learning and thus pupil outcomes … most powerfully through their influence on staff motivation, commitment, teaching practices and through developing teachers’ capacities for leadership.’ (Day, Sammons, Hopkins, Harris, Leithwood et al. DCSF, 2009)

iv. We know from our inspection data that for every 100 schools that have good leadership and management, 93 will have good standards of achievement. For every 100 schools that do not have good leadership and management, only 1 will have good standards of achievement. There is not a single example of a school turning around its performance in the absence of good leadership. (DCSF 2008)

v. Variation within-schools (WSV) in England is significantly above OECD averages (PISA, 2006) and is between five and 14 times greater than between school variance. Effective middle leadership is central to reducing within-school variation. (Reynolds, 2008)

Overview of Research and Evaluation

2001-2006: • Director of Research oversaw programme of work focussed on understanding the nature and impact of effective

leadership and leadership development, also oversaw evaluation work• Developed key concepts (eg distributed leadership, Learning Centred Leadership) and identified some key priorities

(eg Succession planning) • Strong focus on engagement with leaders themselves (eg Research Associates programme supporting practitioner

research), development of practical resources (eg FutureSight toolkit) and communication of research findings • Separate, timebound research and development programme: Networked Learning Communities • Review of 5 years’ research

2006-2010:• Ongoing focus on understanding the nature and impact of effective leadership and leadership development,

characterised by strong engagement with the profession.• Formal link to policy (Director of Research and Policy) and knowledge management, with separate Director of

Evaluation and Impact • Smaller, timebound research programmes/campaigns focussed on strategic priorities (eg succession planning) and

with strong emphasis on communication• Lead role in developing curriculum for College provision/programmes • From 2009, with new College remit, new team focussed on researching leadership of Children’s Services

Current and future programmes • New Models of Leadership (ongoing)• Every Child’s Future Matters (closes summer 2010)• Reducing Variability and Narrowing the Gap (ongoing)• Leadership Development (2006 onwards, includes College curriculum and links to programmes)• Children’s Services Leadership (ongoing)• From 2010: market research campaign

Overview

1. Overview of why leadership matters and research and evaluation work at the National College

2. School leadership supply: the succession planning programme3. School leadership quality: learning from outstanding leadership and

the College’s leadership curriculum 4. School leadership deployment: National Leaders of Education and

leadership for 21st Century Schools 5. Children’s Services Leadership

School leadership supply: overview

The profession continues to face a significant demographic challenge– two-thirds of heads are 50 years or older, and one third are 55 or over– one-third of heads will retire between 2008/09 and 2012/13 and annual retirement rate

expected to continue to rise steadily until at least that date – heads have always been older but never in these numbers – in the late 90s only 40% were

50 years or older and only 13% were 55 or over

The supply of new heads will need to match the retirement of the baby boomers – about one-quarter of assistant and deputy heads are 55 years and older – historically NPQH supply has exceeded headship demand in all phases but the supply of

heads in primary remains relatively lower than secondary– labour market for senior school leaders has tightened in the last few years, particularly in

primary and special and in small schools and those of a religious character

National College taking action to reduce the risk of headteacher shortages by bringing more high quality people through more quickly to headship and seeking to retain the best.

– strong and rising aspiration to progress to headship– significant engagement with the succession planning challenge across the country through

local solutions approach– National Succession Consultants working in partnership with Local Authorities, diocese,

headteachers and governing bodies– encouraging evidence of progress against the key indicators

20% 21% 20%16%

24% 28%

6%

8% 6% 8%7%

9%9%

5%

9% 10% 8%

8%

9%9%

9%

17% 15%18%

20%

14%17%

18%

19%16%

20%22% 16%

17%

23%

27%34%

24% 27% 28%20%

39%

TOTAL Male Female Primary Secondary Deputy /

Assistant 40+

Deputy /

Assistant under

40

Base: Deputy or Assistant Heads (526)

Very interested

Not at all interested

How interested would you be in becoming a school’s

head teacher in the future?

Succession planning: using research to inform policy and development

Overview

1. Overview of why leadership matters and research and evaluation work at the National College

2. School leadership supply: the succession planning programme3. School leadership quality: learning from outstanding leadership and

the College’s leadership curriculum 4. School leadership deployment: National Leaders of Education and

leadership for 21st Century Schools 5. Children’s Services Leadership

Quality: School Leadership Today

Changing and evolving

Focused onleadershipcapacity

Complex,accountable,

relentlessAND

rewarding Learning-centred

Distributed across

staff and professional disciplines

Responsive to its context

More collaborative

than ever

Data and

evidence based

Successfulschool

leadership today is

What we know about school leadership, NCSL, 2006

2

The quality of school leadership is the best it hasever been, and improving (Ofsted).

Good leaders employ good teachers,and help develop their skills (Barber and Mourshed, 2007).

Key drivers:• improving learning and standards• shaping vision and delivery of schools for the future• improving behaviour and pupil engagement • working with other agencies to regenerate areas and improve wider outcomes.

Growth of teams - the average secondary school now has five deputy or assistant heads compared with 3.4 in 2001 – but issues re diversity and succession planning.

Schools supporting schools: growing expectationthat schools will take greater responsibilityfor each other’s improvement.

Quality: understanding a headteacher’s working week

Source: A Day in the Life of a Headteacher, NCSL, 2007

Strategic leadership , 7.1

Management , 15.0

Administration , 23.5

External stakeholders , 17.0

Internal stakeholders , 8.8

CPD, 9.0

Personal issues , 4.2

Various tasks unspecified times, 14.0

NB. Percentages do not total 100 due to rounding

“Evidence suggests many school leaders are too involved in operational and delivery matters and that this has been, to some extent, at the expense of embracing their more strategic imperatives.”Independent Review of School Leadership, DCSF/PWC, 2007

Quality: all skills are seen as important

1% 1% 1% 1% 1% 1%1% 2% 2% 2%1% 1%4% 6% 5% 5% 7%

5%3% 4%7% 5%

17%20% 18%

24% 23% 27%

18% 20%

24% 28%

40%35% 37%

38% 37% 40%

78% 76%67% 66%

39% 37% 37%30% 30% 27%

1% 1%

Developing a

learning

culture and

organisation

Good

interpersonal

skills

Leading

learning to

raise

attainment

Implementing

change and

improvement

successfully

Developing

future leaders

/ succession

planning

Adapting your

leadership

style to the

school's

culture and

needs

Working with

governors to

strategically

develop the

school

Forming

collaborative

partnerships

with other

schools and

agencies to

improve

outcomes

Managing

finances and

premises

Effective

project

management

skills

Base: All (1500)

Very important

Not at all important

How important do you feel that the following skills are for the school leaders of today and tomorrow?

0.27

0.84

0.42

0.31

0.42

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

5. Ensuring an Orderly andSupportive Environment

4. Promoting and Participating inTeacher Learning and

Development

3. Planning, Coordinating andEvaluating Teaching and the

Curriculum

2. Resourcing Strategically

1. Establishing Goals andExpectations

Effect Size

Quality: focusing the curriculum on what matters

Prof Vivianne Robinson, 2008

Building quality: the College’s Review of Provision and a new curriculum for school leadership

1. Personal leadership and effectiveness

2. Leading Teaching and Learning

3. Growing leaders and leading learning organisations

4. Leading change

5. Outward facing, collaborative and multi-agency leadership

Too rigid

Mainly course based

Modest entry standards. 50%

went on to headship

How the NPQH has changed

Quality: National Professional Qualification for Headship

Encourages autonomous leaders.

Tailored to participants’

development needs

Mainly ‘on the job’

Much more rigorous assessment on

entry. Applicants must be 12-18 months from

headship

The programme was redesigned in 2008 to be more tightly focussed on those intending and ready to become a head teacher within 12-18 months

• Estimates suggest that 35% of schools are now led by an NPQH graduate (2007 Pensions data / NPQH records)

• Schools that were led by NPQH graduates for all of the three year period from 2004/05 to 2006/07 achieved faster rates of improvement in their exam results compared to those without an NPQH head.

• Our evidence shows that NPQH graduate heads take schools out of special measures more quickly

i) The NPQH Curriculum

ii) Impact and reach of NPQH:

• The curriculum is based on the current national standards for head teachers: i) Shaping the future; ii) Leading teaching and learning; iii) Developing self and working with others; iv) Managing the organisation; v) Securing accountability; vi) Strengthening community.

Candidates undertake a rigorous assessment process at the beginning to assess their preparedness and development needs. They also face an appearance before a viva style graduation board –including head teachers –at the end of the programme.

Building leadership quality: the College’s provision

Key Stage 2 (% L4+) improvement for maintained primary schools engaged with core College

programmes (2005-8)

7.2

2.8

7.5

3.7

7.8

3.8

0

1

2

3

4

5

6

7

8

9

2003-2008 2005-2008

%

No Engagment

Some Engagement

Very High Engagment (4-5 core programmes)

Primary schools that are more engaged with the College’s leadership development programmes have consistently achieved faster rates of improvement in Key Stage 2 results

Building leadership quality:the College’s provision

GCSE 5A*-C improvement of maintained secondary schools engaged with core College programmes

2005-08

6.6

8.29

9.6 9.8

0

2

4

6

8

10

12

NoEngagment

Engaged withone core

programme

Engaged with2 core

programmes

Engaged with3 core

programmes

Engaged with4 or 5 core

programmes

%

National Average

Secondary schools that are more engaged with the College’s leadership development programmes have consistently achieved faster rates of improvement in GCSE results.

Overview

1. Overview of research and evaluation work at the National College and how it informs leadership workforce policy

2. School leadership supply: the succession planning programme3. School leadership quality: learning from outstanding leadership and

the College’s leadership curriculum 4. School leadership deployment: National Leaders of Education and

leadership for 21st Century Schools 5. Children’s Services Leadership

Deployment: making the best use of our best leaders

National Leaders of Education

NLEs are outstanding head teachers, who, along with their schools (National Support Schools), have capacity to support underperforming schools

Over 300 designated and target for 500 by 2012.

Both supported and supporting schools experiencing greater than average rates of improvement: see fig 1 & 2

Independent evaluation identified how NLEs can succeed in supporting other schools. This included:

• Taking decisive action on behaviour, curriculum and quality of teaching.

• Focusing relentlessly on teaching and learning

• Prioritising staff development and training

• Achieving consistency, clarity of expectations, and carefully monitoring areas of concern and progress

2007 - 2008 GCSE Improvement in % 5 A* - C (including Maths & English)

0

0.5

1

1.5

2

2.5

3

3.5

4

National Average National SupportSchools

Supported Schools

%p

t im

pro

vem

ent

3.5%

1.3%

1.8%

2%

7.1%

2.1%

2007 – 2008 Improvement in % Level 4 at Key Stage 2

0

1

2

3

4

5

6

7

8

National Average National SupportSchools

Supported Schools

7.1%

2.1%2.0%

Deployment: new models of leadership and partnership

Within School

Across Schools

Beyond Schools

Management

Leadership

Governance

System direction

Headteacher role

Other roles

Uni of Manchester for NCSL, 2008

Key findings:• Context as the greatest variable in determining success• The quality of leadership is a powerful determinant

Most schools still fit traditional model of headship (eg 78% of primaries and 39% of secondaries have no senior support staff on leadership team – PWC, 2007)

One in ten schools say they are in a formal collaborative (PWC)

2009 survey of 50 LAs found 264 schools in 122 federations. 88% involved 2 schools, 8.5% three-schools, remainder larger. 81% had joint Headteacher, 19% did not. 15% had a joint governing body, 85% did not.

Analysis of these federations against comparator schools found evidence of positive impact on pupil outcomes from federation, particularly in ‘Performance Federations’ (ie high and low performing schools together, which represented 15.6% of the sample).

124 Trust schools open and a further 444 schools have applied for Trust status.

40 sponsors of multiple academies either open or in the pipeline. 15 “all-through” academies are open or planned.

Over 300 NLE/NSS now accredited, supporting 220 struggling schools in May 2009. NLE/NSSs will increase to 500 by 2012 (300 primary and 200 secondary).

200-400 Executive Heads? (research forthcoming)

Deployment and new models of leadership: the current-ish picture

Overview

1. Overview of research and evaluation work at the National College and how it informs leadership workforce policy

2. School leadership supply: the succession planning programme3. School leadership quality: learning from outstanding leadership and

the College’s leadership curriculum 4. School leadership deployment: National Leaders of Education and

leadership for 21st Century Schools 5. Children’s Services Leadership

Research into children’s services leadership

The average age of Tier-2 managers is 51 years

The average age of those who said the option of becoming a DCS appeals to them is slightly younger at 50 years

The average age of Tier-3 managers is 50 years

The average age of those who said the option of becoming a DCS appeals to them is younger at 47 years

The average age of DCSs is 53 years

The vast majority of current DCSs describe themselves as White British

Just over half of current DCSs are female

The average tenure would be 5 to 7 years as system currently operates

This equates to an annual turnover of 19% or ~30 DCSs

This is slightly higher but fairly consistent with historical data – there was a 15% turnover of DCSs in 2008, but this is highly volatile

A small scale survey of the voluntary sector suggests that:

other Children’s Services professionals are interested in the DCS role;

one third of respondents said the option of becoming a DCS in the future appealed to them.

80% of Tier-2 and Tier-3 survey respondents perceive there to be barriers to them entering the DCS role in the future. These barriers include:

- experience, expertise, skills- age

- politics; and- lack of confidence in own abilities

Our research has established that there is a succession planning challenge in children's services:

McKinseys&Co/National College/CWDC, 2009

Discussion

How can we best balance the need for rapid evidence to inform policy development and more longitudinal research into the practice and impact of leadership?

How should we approach the development of a research and evidence strategy for leadership in children’s services which informs both policy and practice?

What are the lessons for research, evidence and policy across the wider children’s workforce?