Partnerships for Learning
Adding Value through
Partnerships for Learning
RM Conference29 April 2008
Dr John Dunford
General Secretary
Association of School and College Leaders
Partnerships for Learning
Adding Value through Partnerships for Learning Defining partnership The benefits of partnership The evidence Four phases of leadership Learning from other sectors Key partnerships Support federations Barriers The way forward
Partnerships for Learning
Defining partnership An arrangement between two or more schools or
colleges which has one or more of the following features:
- A constitution or clearly defined written protocol- A financial commitment or a shared budget- Shared appointment(s) or shared use of staff- Jointly commissioned or delivered activities
And is overseen by an agreed set of management arrangements, such as:
- A joint governing body or committee- A management group of heads and principals- An executive head - Another transparent supervisory arrangement
Partnerships for Learning
The benefits of partnership Economies of scale Increased efficiency Knowledge building Increased capacity Increased opportunities for students and
staff Broader curriculum Extended services
Partnerships for Learning
The evidence Improving performance(in supported and supporter schools) Improved inputs
- Professional practice and development- Leadership development
Improved outputs- Increased participation in school sport- Improved behaviour and reduced truancy - Improved learner motivation and staying on rates- Broader curriculum
Improved outcomes- Faster rates of improvement in attainment
Partnerships for Learning
The evidence
Partnership costs time and money The benefits take time to come
through
Partnerships for Learning
Four phases of leadershipPhases 1-3
Description of phase Approximate time period
Government policies
Head-centric/collaborative Up to late-1980s Local authority coordinationFew powers for governing bodiesTechnical and vocational educationinitiative
Head-centric/competitive Mid-1980s tomid-1990s
Funding through Local Managementof SchoolsGrant maintained schoolsParental choice and open enrolmentLeague tables. National testing
Distributed/competitive Early 1990s to mid-2000s
OfstedSpecialist schools (early)Expansion of popular schoolsAcademies (early)
Partnerships for Learning
Four phases of leadershipPhase 4
Description of phase Approximatetime period
Government policies
Distributed/collaborative
Early 2000s to present
London ChallengeWorkforce reform14-19Behaviour collaborativesExtended servicesSpecialist schools (later)Academies (later)Federations/Trust schoolsNational Leaders of Educationand National Support Schools
Partnerships for Learning
Learning from other sectors
Private sector NHS Police Higher education Local government
Partnerships for Learning
Key partnerships
14-19 consortia Behaviour collaboratives Extended services ICT-based partnerships Support federations
Partnerships for Learning
Support federationsThese are most effective in three phases:Early phase
clear mandate saturate with leadership and systems confront problems
Development phase build capacity strengthen curriculum leadership
Longer-term sustainability
Partnerships for Learning
Barriers Insufficient funding to pay for partnership working Too many partnership initiatives Schools and colleges funded on a differential basis Different pay and conditions frameworks for staff in
different parts of the partnerships Variable admission arrangements Need to focus on school’s own position in
performance tables Lack of recognition for partnership working in
inspection process No national system for monitoring and capturing
added value in partnerships
Partnerships for Learning
The way forward for the government Move to a culture of collaboration Fund partnerships Change accountability system Rationalise partnership programmes Produce coherent support strategy Encourage wider leadership Be patient
Partnerships for Learning
The way forward for schools Create a culture of collaboration Deal with non-collaborators Be prepared to commit funding Be rigorous about quality assurance and local
accountability Involve governors, staff, parents and students Define clear focus Embed values Develop joint CPD Distribute leadership Be patient and persistent Communicate, communicate
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