Docstoc

Collaboration

Document Sample
Collaboration Powered By Docstoc
					Leadership, Governance and
 Partnership Development
   Suites Hotel – Tuesday 4th March 08


                 Kelvin Peel
 Consultant for Next Practice in System Leadership
    and Vice Chair CATS (Consortium of All
                Through Schooling)
     kelvinpeel@hotmail.com 07816033415
             Aims of the Day
• To inform on national picture regarding leadership
  and governance
• To consider the merits of partnership working
• To determine local priorities for partnership
  working
• To inform on existing and emerging models of
  governance and give examples of their operation
• To determine relevance of such models to local
  circumstances
• To establish next steps to be taken
        Leadership Challenge
• More than half of the country’s
  headteachers are over 50
• Number taking early retirement after 55
  increasing (in 2004, 58% under 60)
• Number retiring estimated to rise from 2250
  in 2004 to 3500 in 2009
       Leadership Challenge
• Recent survey revealed 43% of deputies
  have no desire to become headteachers
• Nationally more than 30% of headteacher
  posts have to be re-advertised
• In London and in Catholic sector re-
  advertisement runs at 50%
Drivers for Partnership Working:
• Every Child Matters agenda
• Extended School agenda (full service
  schools)
• 14-19 Curriculum developments
• Develop leadership capacity to overcome
  shortages
• Deliver multi-agency support more
  effectively
Drivers for Partnership Working:
• Delegating resources/services to
  ESP/Clusters/localities
• Support failing schools
• Share expertise
• Fulfil a common goal
• Maximise the use of resources
Drivers for Partnership Working:
• Support pupils with behavioural difficulties
  (inclusion/exclusion)
• Deliver Sure Start Programmes
• Greater opportunities to dispersed
  communities (demographic issues)
• Support neighbourhood renewal
• Improve transition and deliver all through
  learning
     TASK ONE – Partnership
           Working
Using the cards provided, discuss the merits
and relevance of each “driver” for partnership
working as it pertains to your schools.

On your flipchart sheet draw 3 columns
entitled, “High, Medium and Low” and place
the cards in the appropriate column.
      Next Practice in System
            Leadership
• Joint Innovation Unit & National College
  for School Leadership project
• 16 field trial sites (chosen from over 35
  original applicants)
• Determination to support new and radical
  approaches to leadership and governance
• Capture the learning to inform others
• Succession planning to ensure sustainability
Established and Emerging
 Models of Governance
         Co-operation/Loose
           Collaboration
• Informal partnership between schools
  focused on a shared area of interest
• Professional (not legal) agreements such as
  shared aims or an action plan
• No change to governance within the schools
  involved
• Example – primary school benefiting from
  specialism of local secondary school
  Soft Federation/Collaboration
• Formal partnership between schools where
  governing bodies have “contractually”
  agreed to work together
• Executive group/Strategic committee
  created with delegated powers
• Separate governing bodies retained
• Example – Callington, Cornwall
           Hard Federation
• Up to 9 schools (to include FE) can form a
  Federation
• Statutorily regulated
• Special, primary, secondary and FE can
  federate (any combination)
• Single governing body
• Example – Bedford Catholic Schools
     Management Partnerships
• Two schools sharing one headteacher
• Both schools remain separate
• Independent governing bodies retained
• Usually short term contracts with an
  experienced headteacher leading a failing
  school
• Joint committee of governors oversee the
  Management Partnership agreement
    Company Limited by Guarantee
• Between schools and other partners
• Easy and quick to set up
• Robust legal entity
• Can provide a “brand” to denote the nature
  of the partnership working
• Can be profit making or a charity
 Company Limited by Guarantee
• Accountable for its own financial management
• Can trade with other
  companies/organisations/institutions
• Can appoint staff (on new terms and conditions of
  service if desirable)
• Financial independence doesn’t threaten the assets
  of partners if it fails
• Example – West Wilts (14-19 Curriculum)
                 Academies
• State-funded schools, established and managed by
  sponsors
• Intended to break the culture of low aspiration and
  attainment
• Sponsors – high performing schools and colleges,
  universities, individual philanthropists, voluntary
  sector, faith communities, Trusts, etc
• Backed but not maintained by LA
       Academies (continued)
• Follow Schools Admission Code
• No prescribed size to GB but expectation it
  will be small
• Follows National Curriculum
• Often have specialist status
• Many becoming all through (8 already but
  many being proposed)
       Academies (continued)
• Government committed to creating 400
• Currently 83 in 49 local authorities
• Further 50 planned for each of next 3 years
                     Trusts
• Between schools and other partners
• External partners in formal governance structure
• Can be small or large (town/locality-wide)
• Separate Governing Bodies retained (although
  Trust can appoint the majority of governors)
• The Trust has legal title to the land and assets
• Can oversee and embrace other formal structures
  (eg. Federations, Company, etc.)
• Can provide locality-wide strategic direction over
  a wide range of activities (Example – Furness)
       All through structures
• One 3-18 school (eg Serlby Park,
  Northampton)
• Collaboration (Callington)
• Federations (Darlington)
• Trusts (Hartcliffe)
• Locality-wide Learning Community
  (proposed under a Trust in Furness)
    Advantages of All Through
           Education
• Provides continuity (seamless transition) to
  overcome dips in performance
• Focuses attention on Teaching & Learning
  and creates exciting opportunities for
  curriculum modelling/delivery
• Can improve personalised learning
• Provides for the development of a common
  ethos throughout the School/Federation
    Advantages of All Through
      Education (continued)
• Consistent whole-school systems (eg teaching and
  learning, assessment, monitoring/tracking and care
  and guidance systems) aid pupil progression
• Increases opportunities for early intervention
• Provides benefits from economies of scale and
  sharing of resources (both physical and human)
• Can counter under-achievement, re-energise staff
  and boost morale
• Provides opportunities for sustaining
  parental/carer links and family support
    Advantages of All Through
      Education (continued)
• Can improve the recruitment and retention of staff
  by offering greater opportunities for professional
  development
• Provides better opportunities for continuity in
  multi-agency engagement with families
  (especially for Full-Service/Extended Schools)
• Provides a platform for neighbourhood
  regeneration
• Can enhance opportunities presented by a new
  build/BSF
    TASK TWO - Governance
• Applying the information given and using
  the supporting documents consider which, if
  any, of the priorities for partnership
  working could be better undertaken under
  one or more of the governance models.

• Is there a case for considering all through
  education within one of the models?
   TASK THREE - Next Steps
Should you wish to move forward with any
new models of governance it would be
advisable to identify the key personnel to
engage and establish working parties to
explore possibilities.

What else????

				
DOCUMENT INFO