This document discusses system leadership and school improvement. It begins by outlining key components of school improvement such as developing a narrative for sustained change, organizing improvement activities, and putting professional learning at the heart of the process. It then discusses themes from turnaround schools, including developing system leadership capabilities. The rest of the document covers a vision for educational purpose, the nature of system leadership roles, and how personalizing learning, professional teaching, intelligent accountability, and networking can drive achievement and system reform.

2. The key components to school improvement

5. Session 1 Professor David Hopkins System Leadership and System Reform

11. Towards system wide sustainable reform Every School a Great School National Prescription Schools Leading Reform Building Capacity Prescription Professionalism System Leadership

13. Networks & Collaboration Personalised Learning Professional Teaching SYSTEM LEADERSHIP Intelligent Accountability Leading Success-ful Internal variation Underperforming Low attaining Below floor target 4 drivers mould to context through system leadership

14. Networking and Segmentation: Highly Differentiated Improvement Strategies Below floor target Low attaining schools Underperforming schools Succeeding schools with internal variations Succeeding, self-improving schools Leading Schools Type of School - Intensive Support Programme - New provider: e.g. Academy. - Formal support in Federation structure - Consultancy in core subjects and best practice - Linked school support for underperforming depts. - Underperforming pupil programmes, e.g. catch-up. - Consistency interventions: such as AfL. - Subject specialist support to particular depts. - Regular local networking for school leaders - Between school curriculum development - Become leading practitioners - Formal federation with lower-performing schools Key strategies – responsive to context and need

15. Leadership as Adaptive Work Technical Solutions Adaptive Work Technical problems can be solved through applying existing know how - adaptive challenges create a gap between a desired state and reality that cannot be closed using existing approaches alone System Leadership

24. The distribution of System Leadership activity in England in 2006

26. The extent of System Leadership activity in England in 2006 [1] The small ‘other’ category included shared or joint headship and cross phase school amalgamations. 100% 3078 - Total 1.7% 49 - Other [1] 8.3% 255 National School Improvement Partners 4.5% 139 National Mentor Heads 74.5% 2292 National Consultant Leaders 2.6% 83 Local Sustain improvement in a previously low achieving school in challenging circumstances 2.5% 78 Local Brokering & shaping partnerships across communities to support the ECM agenda 2.6% 81 Local Less formalized support for a school facing difficulties 3.3% 101 Local Executive Headship of a Federation % Number Origin System Leadership Roles

31. Session 2 Professor David Hopkins Teaching and Learning

32. Leadership Capacity Ofsted overview of secondary schools

39. Three ways of thinking about Teaching Teaching Models Reflection Teaching Relationships Teaching Skills

45. The Logic of School Improvement Learning Potential of all Students Repertoire of Learning Skills Models of Learning - Tools for Teaching Embedded in Curriculum Context and Schemes of Work Whole School Emphasis on High Expectations and Pedagogic Consistency Sharing Schemes of Work and Curriculum Across and Between Schools, Clusters, Districts, LEAs and Nationally

50. Example of an Evaluation Sheet given to pupils being mentored in English: Pupil Leadership How Pupils Use Data to Track & Improve Performance Has your attitude towards this subject changed since mentoring? Has your effort level improved? How hard are you working? Poor: Improvement Adequate: Improvement Good: Improvement Excellent: Improvement English

51. Impact of the Mentoring Scheme – Pupil Tracking Pupil Overall Comments: ‘ My presentation has become neater which I am glad about because I can now understand it, so I can revise for tests. I still need to make improvement on my homework.’ ‘ I need to read more to help with my spellings. I think the mentoring scheme is good.’ ‘ I am going to try and get the level. My target is to listen and answer class questions. The mentor has helped my level.’ ‘ I think I need to take more interest in my subjects and I always try my best. I think the mentoring scheme is helping me in my lessons and persuades me to do my best.’ Pupil Leadership How Pupils Use Data to Track & Improve Performance

52. Lunch!

55. Personal Development Strategic Acumen Managing Teaching and Learning Developing People Developing Organisations Work as a Change Agent Lead a Successful Educational Improvement Partnership Moral Purpose Partner another School Facing Difficulties and Improve it Lead and Improve a School in Challenging Circumstances Act as a Community Leader

57. Module 1 – Leadership qualification (NPQH or equivalent demonstration of Leadership competence). Module 2 – APEL ( demonstration of Pedagogic competence with critical commentary). Module 3 – System Leadership Module (see below). Existing Module – MBA School Leadership (International) Module 4 – Pedagogy Module (see below). Existing Module – Teaching and Learning in Classrooms [MMAELN_02] Module 5 – Research Methods and Change Agent Skills. Existing Module – Doing and Using Educational Management and Leadership Research System Leadership MA - Overview Module 6 – Action Research Project.

58. Overarching framework for developing System Leaders Progression Effect MBA Existing developments programmes for leaders MA Existing Designate Aspiring

59. Model of Haedteacher characteristics Development of: Attributes Skills Knowledge Values Attitudes Skills Understanding Knowledge Moral capital Social capital Knowledge capital Work by Peter Matthews

61. Assessment Matrix Work by Peter Matthews Examples of ass. tools A S K APLE? X X PMD record? X Head’s reference/SIP? X 360? X X X In-tray? X X X Role play? X X Group task? X X X Critical incident interview? X X Psychometrics? X X X

69. Session 4 Developing the System Leadership Movement

72. Professor David Hopkins HSBC Chair in International Leadership David Hopkins was recently appointed to the inaugural HSBC Chair in International Leadership, where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education, University of London. He has also just been appointed a Professorial Fellow at the Faculty of Education, University of Melbourne. Between 2002 and 2005 he served three Secretary of States as the Chief Adviser on School Standards at the Department for Education and Skills. Previously, he was Chair of the Leicester City Partnership Board and Professor of Education, Head of the School, and Dean of the Faculty of Education at the University of Nottingham. Before that again he was a Tutor at the University of Cambridge Institute of Education, a Secondary School teacher and Outward Bound Instructor. David is also an International Mountain Guide who still climbs regularly in the Alps and Himalayas. Before becoming a civil servant he outlined his views on teaching quality, school improvement and large scale reform in Hopkins D. (2001) School Improvement for Real, London: Routledge / Falmer. His new book Every School a Great School has just been published by The Open University Press.