Leadership diversity and community cohesion l.jpg
This presentation is the property of its rightful owner.
Sponsored Links
1 / 20

Leadership: Diversity and Community Cohesion PowerPoint PPT Presentation


  • 94 Views
  • Uploaded on
  • Presentation posted in: General

Leadership: Diversity and Community Cohesion. Diversifying School Leadership Generating Public Value. Overview. Context: the role of NCSL Diversifying School Leadership: the challenge Diversifying School Leadership: the activity Public Value: an organising principle?

Download Presentation

Leadership: Diversity and Community Cohesion

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Leadership diversity and community cohesion l.jpg

Leadership: Diversity and Community Cohesion

Diversifying School Leadership

Generating Public Value


Overview l.jpg

Overview

  • Context: the role of NCSL

  • Diversifying School Leadership: the challenge

  • Diversifying School Leadership: the activity

  • Public Value: an organising principle?

  • What this means for leadership


Overview3 l.jpg

Overview

  • Context: the role of NCSL

  • Diversifying School Leadership: the challenge

  • Diversifying School Leadership: the activity

  • Public Value: an organising principle?

  • What this means for leadership


1 context l.jpg

1 Context

  • NCSL purpose and style: inspiring leaders, improving children’s lives; learn, collaborate, develop, influence, empower

  • Diversity is a significant issue for school leadership: both the diversity of school leaders, and leadership for and of diversity

  • Schools reflect society: women, BME, disabled face the same challenges as we see in other sectors and wider society

  • We should not settle for this: moral, legal, demography and cohesion, business reasons to address diversity – and schools are unique

  • Local solutions: while we are National, we seek to enable local capacity, to ensure contextual sensitivity


Overview5 l.jpg

Overview

  • Context: the role of NCSL

  • Diversifying School Leadership: the challenge

  • Diversifying School Leadership : the activity

  • Public Value: an organising principle?

  • What this means for leadership


2 women in school leadership l.jpg

49

Classroom

Deputies / Assistant Heads

Heads

% female

2 Women in school leadership

Special

Primary

Secondary

Source:DfES, McKinsey (NCSL), 2006

87% Primary, 61% Secondary, 75% All (and NQTs) - GTC Digest 0708

31% female teachers and 44% male teachers aspire to Headship (2008)

900 additional female Heads between 2001 and 2006


Ethnicity analysis 2007 2008 l.jpg

Ethnicity analysis (2007/2008)

School leaders & teachers are not representative of pupils or popn?

Local Context is all

Unknowns are a problem

Between 2002 and 2006, an average of 2% of head teachers appointed to the role were from BME backgrounds. (source: Source: EDS, NAHT_ASCL data, 2002 – 2006)

Sources: NCSL data (47LAs), 618g Report, DCFS Schools & Pupils in England Report, 2001 Census data


Overview8 l.jpg

Overview

  • Context: the role of NCSL

  • Diversifying School Leadership: the challenge

  • Diversifying School Leadership: the activity

  • Public Value: an organising principle?

  • What this means for leadership


3 ncsl diversity projects l.jpg

3 NCSL Diversity Projects

Data

Initial collection from LAs,

to share back within

SP packs – local context

Equal Access

to Promotion

Aimed at BME Middle

Leaders, builds strengths and

strategies re

barriers

Guide to Good Practice

Online toolkit built

around eight key actions

and ten key

questions

Influencing and

Working in partnership

Panel members: CES, CEES,

GTC, NAHT, NASUWT, NGA, NUT,

TDA, SSAT, DCSF

Joint work: OFSTED, NASUWT, NUT

Research

Joint with NASUWT.

Leadership aspiration c.f. career

paths – factors assisting or

impeding progression into

leadership

HMI Shadowing

15 BME teachers with

experience of middle and

senior management per term,

shadowing inspections at two

different schools


3 equal access to promotion l.jpg

3 Equal Access to Promotion

  • Jointly developed with the NUT

  • Aimed at BME teachers in middle leadership

  • Professional development to support into senior leadership

  • Module within Leadership Pathways, but also standalone

  • Enhance strengths and extend strategies to overcome barriers

  • Boost knowledge of leadership development opportunities

  • Raise influence of leaders within schools

  • No official assessment, but description of learning and outcomes

  • Opportunity to network

  • Delivered by BME leaders


3 guide to good practice l.jpg

3 Guide to Good Practice


3 guide to good practice12 l.jpg

3 Guide to Good Practice


3 guide to good practice13 l.jpg

3 Guide to Good Practice


Overview14 l.jpg

Overview

  • Context: the role of NCSL

  • Diversifying School Leadership: the challenge

  • Diversifying School Leadership : the activity

  • Public Value: an organising principle?

  • What this means for leadership


4 what is public value l.jpg

4 What is Public Value?

  • Coined by Mark Moore in 1995, although many definitions

  • NCSL research and learning (see website for report)

  • Defines public value as:

    • developed when public services not only provide services but also create social outcomes that are also valued

    • created when educational settings work to improve the wider range of outcomes for their young people by engaging with families and communities in places and processes characterised by equal esteem and equitable authority


4 a public value approach l.jpg

3

1

5

5

2

2

3

4

4

1 Managing resources internally, better teaching and learning, measured by educational attainments

5

5

2 Drawing in more resources from within the community to supplement and complement those allocated

3 Reaching out to immediate social networks / families to help them enhance performance, attendance and attitude

4 Investing resources in creating social capital and capacity in the community

5 Making resources available as the basis for community activities. Most value ‘escapes’ into the community

4 A Public Value approach

Four key drivers?

Five key tasks?

Plateau in attainment improvement

Stubborn social and economic equality

Purpose of education in a transforming society and globe

Evolving approach to system improvement


4 public value some key issues l.jpg

4 Public Value: Some key issues

  • How does a leader know when, where and how to work with a community?

  • Whose needs in the community are to be addressed?

  • How is this wider work to be organised, lead and held to account?

  • What kinds of working practices, skills and people does this demand?

  • Is wider community work merely a means to the end of higher attainment scores?

  • What framework of measurement should be used to value this wider work within the community?

  • How should investment in these practices be traded off against investment within the organisation?


Overview18 l.jpg

Overview

  • Context: the role of NCSL

  • Diversifying School Leadership: the challenge

  • Diversifying School Leadership: the activity

  • Public Value: an organising principle?

  • What this means for leadership


5 what does it mean for leadership l.jpg

5 What does it mean for leadership?

Leadership focused on

Vision and purpose

Equity and Excellence

Teaching and learning

Extended Services

Outward-facing

Partnership

Local context is all

Change

Distributed leadership

Diversity strategy

Growing future leaders

See www.ncsl.org.uk for public value research and community cohesion event materials from 26th November


5 npqh unit 6 strengthening community l.jpg

5 NPQH Unit 6 Strengthening Community

  • Collaboration with parents and carers

    • Working with parents and carers (why, support and intervention)

    • Building productive partnerships (collaboration)

  • The school in the community

    • Building social capital (community to school, extended schools)

    • Deepening engagement (pupils, other schools)

  • Agencies and local services

    • Safeguarding children (policy / legislation, leading multi-d teams

    • More than the sum (role of local services)

  • Knowing your community

    • Celebrating diversity (identity and difference, changing communities)

    • Diverse communities (demographics)

  • Evaluating impact and moving to action

    • Evaluating impact on school (case-study)

    • Evaluating impact on self (your learning, graduation assessment)

  • Continuous review and improvement


  • Login