Core workshop 1 17 January 2013. Purpose of day: Launch the Leadership for Learning programme ...

Leadership for LearningCore workshop 117 January 2013

Purpose of day: Launch the Leadership for Learning

programme Consider the challenges for leaders in

Oxford City and in Leicester and agree the priorities for focus

Establish ways of working that will enable leaders to learn with and from each other and address some of the key priorities

Leadership for Learning

Programme for day

9.30 Our vision for pupils in the City 10.00 Realising the vision 10.15 The impact of leadership on pupil outcomes 11.00 Coffee11.15 The impact of leadership on pupil outcomes Question and answer session11.45 The Challenges for leaders 13.00 Lunch13.45 Key challenges13.50 Agreeing the focus for enquiry14.05 Support for leaders14.20 Establishing action learning sets15.50 Next steps16.00 Close


The vision for pupils in city schools

Bob Price and Steve Curran


The future challenge for education

How can we deliver on young people’s ambitions?

There have been significant changes in the youth labour market and in the school-to-work trajectories of young people over the last three decades

There has been a technological transformation of modes of production, accompanied by the decline in unskilled work and the growth of service industry.

There were record rises in youth unemployment in the 1980s and the collapse of the traditional route of early school-leaving and rapid entry into employment

As young people were removed from the labour market they increasingly moved into education and training – currently a third of 18-24 year olds

Many employers have access to a global workforce and can employ people with skills without needing to invest in training

Economic context for young people in Britain

Parental income is still the biggest predictor of school attainment at age 11 in the UK.

The Times Higher (29/3/12) reported 1 in 3 graduates working in lower skilled jobs compared with 1 in 4 a year ago

Other young people are ‘bumped down’ into still less remunerated and more insecure jobs and drift in and out of employment.

TUC figures show that between 2002 and 2012 the % of unemployed young people doubled from 10 to 20%

Employment context for young people

Super rich

Working class

Working/Middle class

Precariat

Middle class

Upper middle

Rich

Ainley 2012

Class structure – hourglass or pear shape

In June 2010 there were significant reductions in Connexions and EMA was terminated.

The prioritisation of an traditionalist academic curriculum for all

An increase in the number of apprenticeships, mainly contracted out to large employers

University tuition fees of up to £9000 pa The introduction of offers of unpaid work

experience for young people Youth Contract giving £2275 to the private

sector to take on unemployed youth

National policy and young people

In June 2012 there was a fall in the proportion of 16-18 year olds staying on in full-time education for the first time in ten years.

Youth unemployment has become ‘structural’ and permanent

The service economy which has replaced manufacturing has not generated ‘youth jobs’

Recent research by IPPR reports unemployment among young people will reach £1m in 2013

Since 2000 the number of young people out of work for between 6 months and a year has risen by 152%

For better off graduates internships are a way into work

Current situation

The transition to adulthood has become longer and more individualised, with educational attainment increasingly important

Lower-achieving young people and those from poorer backgrounds become more likely to experience ‘fractured transitions’,

In January 2013 the Prince’s Youth Trust research on the happiness of young people found 27 per cent in work reported feeling down or depressed “always” or “often” increasing to 48 per cent amongst those who are NEET.

The impact on young people

Is it?Young people today lack sufficient skills. They need to work hard and get good grades and they will then have access to financial security, housing and a range of other material benefits

Or is it?Rather than ‘employer demand for skills’, it is the absence of work that has been the reason for young people staying in full-time education for longer and experiencing a more prolonged transition to adulthood

If there is no change, the precarious nature of employment for our youth may well become a major destabilising factor in our society

What is the discourse we should use for this?

there is a growing ‘crisis of legitimacy’ for education as a way forward in young people’s lives

To young people it may feel like running up a down escalator where you have to go faster and faster simply to stand still

The risk is that education functions as a means of social control over youth to enhance existing divisions amongst young people,

But young people may stop believing, “if you work hard you’ll get a good job” or that “the reason you can’t get a job is that you lack skills”.

What does this mean for education?

How do we prepare young people best for a future in which there is substantially less work for them?

What do young people need to understand about the labour market and the economy to help them make better choices?

How do we equip them with the personal resilience and skills they will need to survive?

How do we help them develop a voice so that they can influence policy in the future?

Questions for schools

Realising the

vision


Education Excellence in Oxfordshire

Key aim of the project:

To establish ‘a world-class leadership programme to assist school leaders (including governors) to deliver on the ambitions for raised attainment in the City’,


Your learning journey

Carry out analysis of school data Identify challenges Carry out diagnostic of self as a leader Attend public seminars Engage with other leaders in core workshops Engage in action learning sets Work with leaders beyond your context Engage in coaching activity Engage in online activity Reflect on learning Record in learning log


What do you want from the programme ?


The Impact of Leadership on Pupil

Outcomes

Pam Sammons


The Challenges for Leaders


What are the key challenges for leaders in improving pupil outcomes?


Emerging challenges:To be completed after the morning session


Agreeing the focus of enquiry

Working in school leadership groups: draw on the outcomes of the morning look at your data decide who in each school team is going to

focus on which challenge


Support for

Leaders


Support onlineNF to complete


Support and challenge from a coach:The process Head teachers assigned a coach Coach will contact you Session 1: focus on challenges facing in improving progress

– areas of enquiry? Session 2 : focus on outcomes of diagnostic – from core

workshop 2 activity ? Session3 and 4: more related to their pace of development?

Developing coaching skills in Core workshop 2: Develop skills so that you can co-coach within your schools

and across schools



Leaders from similar challenging contexts provide support and challenge through:

• sharing practice both face to face and online • working alongside you in learning sets to explore

your leadership challenges and seek resolutions,• learning with you and helping to develop a wider

knowledge base• offering you opportunities to learn from the

Leicester context and our leadership challenges• peer co-coaching and professional dialogue

Leadership for Learning Collaboration with challenge, leading to action for change Avoidance of collaborative inertia and group-think by

◦ building the climate for change by “starting small” and gradually moving together towards systems for strategic school improvement in the collaborative

◦ facilitating opportunities for learners to access a greater range of learning resource based on the knowledge centres in Leicester

◦ sharing risks, particularly in relation to curriculum development

◦ improving efficiency in achieving knowledge transfer around leadership development

◦ sharing approaches to nurturing learning for identified groups, for example gifted and talented or behaviourally challenged pupils and building the trust to share and build on our leadership learning

◦ developing moral purpose – moving from each partner taking responsibility for the learning of their own pupils and staff to all the people served by the collaborative

Leaders from within the programme who will provide support and challenge through:

• working collaboratively with you to address your leadership challenges

• helping you to reflect on your learning and to determining changes in your leadership practice

• agreeing an on-going approach to working that will help build a process for learning that informs leadership for improvement that will continue beyond the life of the project


Facilitators who will provide support and challenge through:

• working with you in your action learning sets to provide appropriate support and challenge – and expert input - to enable you to find solutions to your leadership challenges

• facilitating online discussion forums• support you in sharing your learning with others –

in your learning set, with other participants on the programme and beyond


Chair of Governors can provide support and challenge in relation to: identifying school priorities through analysing

the data monitoring impact of outcomes from

learning sets on practice and improvements in school

ensuring the right conditions are in place for you to carry out your school based exploration to find resolutions to your leadership challenges


Learning log is a place to record: your reflections on your learning the implications for your leadership practice your next steps

Record of your learning journey


Establishing action learning sets

Linet Arthur


Action learning

Action learning is a process of learning and reflection, supported by colleagues, with a focus on action and improvement.

(ALN = Action Learning Network)

Action learning

Action learning cycle

Key principles of action learning Participation is voluntary Ground rules/ways of

working are agreed by the action learning set

Members both support each other and provide challenge so that others learn from their actions

Each member focuses on a leadership challenge in relation to improving pupil attainment and achievement that aligns with the common theme of the group

Key principles of action learning

Members agree to: explore with the group how to

address the issue highlighted and try out new ways of working

gather evidence initially to inform decisions about what action to take and subsequently to share with the group the outcomes of the action taken (expected and unexpected, positive and negative)

build on what has been learned to develop further actions to address the issue as necessary

regularly review and monitor individual and group progress to finding solutions

Key principles of action learning

Working collaboratively involves learning with and from others in the group by:

sharing evidence and concerns

analysing the outcomes and implications

supporting and challenging each other to understand the potential for change in leadership practices and how this can be achieved

Aims for today

Introductions (5 minutes) Any questions about action learning sets (5 minutes) Agree aims and ground rules (10 minutes) Each participant describes their key leadership challenge is;

other members of the group listen attentively, ask questions to explore the challenge and how it links to improvements in pupil achievement. Each participant identifies specific action/s they will take before the next meeting – at this stage it may be to gather data to form a baseline against which their future actions can be measured (10 minutes per participant)

Agree dates and venues for future meetings (5 minutes) Review how the first meeting has gone and whether to make

any adjustments to the ground rules (5 minutes)

Next steps: Register in online community Reflect on the outcomes of the day with members of

your school team and consider next steps Record your reflections in your learning log Make contact with your coach and engage in first

coaching session Carry out agreed activity as defined in your action

learning sets Keep using your learning log to reflect on learning

and record outcomes and impact on leadership Join us at our first Public Seminar on 19 February


Core workshop 1 17 January 2013. Purpose of day: Launch the Leadership for Learning programme ...

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Transcript of Core workshop 1 17 January 2013. Purpose of day: Launch the Leadership for Learning programme ...