1. Design Framework Tomorrow’s Heads: Leadership School March 2010

2. 2 Contents Executive summary 3 Project brief 4 Learning objectives, outcomes and design principles 5 Rationale for the design of the Leadership School 9 Leadership School assumptions 10 What is accelerated development? 11 Headline learnings from the consultation and research 12 Theoretical underpinning 13 Content for the Leadership School 14 Themes for the Leadership School 15 Content areas mapped to key themes16 Delivery Methods and structure for the Leadership School 22 Delivery methods 24 Group structures 25 Delivery Methods and structure for the Leadership School (continued) Participant Journey (including example day) 26 Expert class example 34 Simulations 35 Challenge tasks 36 Evening activities 37 Criteria for selecting speakers and facilitators 38 Evaluation process 40 Considerations for the drafting of the Leadership School budget 42 High-level implementation plan 44 Appendices 46

3. 3 Executive Summary The Leadership School will be an inspirational and transformational experience which will add value to participants’ leadership development journey to 21 st century headship The purpose of the Leadership School is to inspire and challenge participants to think innovatively in order to develop a deep understanding of what it means to be an effective school leader. By the end of the Leadership School, participants will have a good understanding of their own strengths and areas for development. This will be supported by a personalised plan to address gaps. Expert facilitators and peer networks will provide both support and challenge to participants. Above all, participants will leave the Leadership School with an appetite for furthering their learning and development in their drive to become a school leader. Throughout the Leadership School, there will be a continuing emphasis on accelerating leadership learning through a range of methods. Central to this is the need to accelerate leadership maturity. The Leadership School will continue to build commitment to and engagement in the Tomorrow’s Heads programme. Participants will also be able to share best practice and continue to build sustainable support networks. All of the sessions within the Leadership School will draw on real-life experiences and examples. Participants will be expected to draw on their experiences to date and also plan for impact in their school. The choice of content, speakers and delivery methods will reflect the diversity of the audience and be underpinned by the moral purpose. Delivery methods will include inspirational keynote speeches, interactive expert classes, experiential simulations, elective sessions, challenge tasks and sessions for reflection. The range of methods will aim to meet the varying needs of learners and model best practice. Content will cover the six key themes: Setting the strategic direction; Pursuing excellence through learning and teaching; Understanding and developing self and others; Delivering high quality services; Evaluating and improving school performance; Improving service through collaboration. The six themes are underpinned by the established AtH competency framework.

4. 4 Project brief Deloitte and Navigate were commissioned by the National College to deliver a design framework for the two week Leadership School for Tomorrow’s Heads The purpose of this residential is to enable Tomorrow’s Heads to: Be inspired and challenged by leading practitioners and renowned, world-class leadership thinkers Develop a deep understanding of how to develop the skills and attributes required to be an inspirational leader Sharpen thinking about educational vision and turning their vision into practice

5. 5 Learning objectives, outcomes and design principles

6. 6 Learning objectives The overall aim of the leadership school is to develop and motivate Learning objectives for the Leadership School The Leadership School aims to: Inspire participants through high quality input Challenge participants through practical, experiential activities which place them outside their comfort zone Sharpen thinking about educational vision Help participants identify what great school leadership looks like and understand how this impacts on outcomes for children and young people, building on the National Conference Challenge and support participants to strive for and acquire excellent leadership skills, knowledge and behaviours based on their own learning and development needs Provide opportunities for participants to experiment using leadership skills and behaviours Provide high-quality coaching Draw upon the direct experiences of headteachers and children Participants will: Establish additional, sustainable support networks Develop a deep understanding of how to accelerate development of the skills and attributes required to be an inspirational and effective school leader Develop their own vision and practise using tools to implement the vision Assess their strengths and development needs (building on work done on the Tomorrow’s Heads programme to date) Reflect on their own future leadership development needs

7. 7 Learning outcomes The overall aim of the leadership school is to develop and motivate Outcomes for the Leadership School What? Knowledge, awareness and understanding of the complexities and challenges of the headship role and the behaviours of highly effective heads Appetite for, and excitement about, progressing to headship How? The skills, tools and confidence to undertake the demands of the role The skills of how to adapt leadership styles and behaviours to meet the needs of different contexts Identifying strengths and development needs and recognising how these can be addressed, with specific reference to preparation for NPQH Motivated by expert training and evidence of excellent headship in practice Build upon work to date on the Tomorrow’s Heads programme When? Identify what more you can implement now to make a difference and what you need to do long term Who? Build a sustainable support network of peers within the Tomorrow’s Heads programme and identify a wider network to draw upon once back at school Draw upon additional resources (eg. LDAs)

8. 8 Design Principles The design principles for the Tomorrow’s Heads Leadership School have been developed building on the wider Tomorrow’s Heads programme design developed by the National College The Leadership School will: Motivate and inspire participants in their leadership journey to headship Help participants develop the required skills, knowledge and experience to step up to headship Enable participants to develop the skills and confidence to operate in a complex environment and deal with ambiguity Be focused on raising participants’ awareness, understanding and capability of values-led, system and authentic leadership Be tailored to meet stakeholder needs − Be personalised to individuals on the basis of their school phase, experience, and technical and non-technical need − Recognise and celebrate the diversity of the audience − Be aligned to the needs of the participants’ organisation and its stakeholders − Build upon the 360 self assessment Be underpinned by the Tomorrow’s Heads competency framework Use a blended style of delivery − Be practical and experiential, working with the specific real challenges and experiences of the participants − Be based on good practice learning theory using a blended, accelerated learning approach including a combination of classroom lectures, peer to peer action learning, simulations, coaching and mentoring etc. Require networking, peer-learning opportunities and sharing of best practice at national and regional level, supporting the creation of sustainable networks Ensure effective integration with the Tomorrow’s Heads programme and ensure effective transition to NPQH Be designed to be effective for both the short term and long term Drive participants to work with the moral purpose of education Be underpinned by the National College’s Quality Assurance Framework

9. 9 Rationale for the design of the Leadership School

10. 10 Leadership School assumptions How many? There will be 170 Tomorrow’s Heads participants split into 2 groups and there will be 2 separate 1 week blocks of activity (all 170 will be together for the opening and the close of the residential programme) Who? It will include participants from across the phases (primary, secondary and special) and across regions Where? It will be held at the National College’s Learning and Conference Centre in Nottingham and the East Midlands Conference Centre (to be confirmed) –Half of the participants will be staying off site at any one time How long? 2 weeks in duration: 1 week of the Leadership School will be the February half term 2011 Who will attend? Expert facilitators will attend for the whole 2 weeks (5:1 ratio) What is out of scope? This is not about the identification of leadership potential; it is about leadership development “External programmes are important, but they are one component of a portfolio of activities.” - Hay Group This is where the Leadership School sits in the overall AtH programme

11. 11 What is accelerated development? Working definition “ Accelerated development is about the strategies and tactics to speed the process from the start point to the end goal.” – AM Azure Consulting ‘’Accelerate to headship is about the strategies and tactics to speed the process from the start point to the end goal’’- AM Azure consulting This can be achieved by: ‘’Accelerated development is about the strategies and tactics to speed the process from the start point to the end goal’’ – AM Azure consulting This is the area which the Leadership School can address Practising and rehearsing skills which would otherwise be learnt “on- the-job” and over a number of years Providing opportunities for individuals to undertake learning at an earlier stage and in a different way than would otherwise normally be the case Plugging the gaps in an individual’s skillset in a way which is not dependent on length of service Challenging the mindset about progression – particularly the idea that you must have ‘served your time’ before taking on headship Building on and playing to already identified strengths The Hay Group’s research suggests that leadership maturity is what most aspiring leaders lack and that this is the key to accelerating leadership development. Leadership maturity is characterised by: vision; political awareness; indirect influencing and alliance building; and long term thinking and planning.

12. 12 Headline learnings from the consultation and research It's about quality and depth, not breadth “We want them to be really good at doing 3 or 4 things.” Clear structure which develops as the week unfolds “It is important to structure opportunities to reflect on the process.” A range of methods for all learning styles “It’s good to mix it up – presentations, practical application, action planning, group working.” Being able to make the link between theory and application “People like to see a balance between theory and practice.” Short term application alongside longer term planning for headship “Make participants think about their current role and the role of the head and the similarities and differences between the two. In this way participants should be able to see what they can do as soon as they get back to school and what they need to do longer term.” Focus on the skills which will equip them for the future, not the technical skills which will change with time. “Do not go with policy trends.” It’s about developing leadership maturity “We need to beef up (their experience) so that they are credible leaders.”

13. 13 Theoretical underpinning A range of research on both accelerated leadership development and learning theory recommends that a simple cyclic approach can help lead to effective and embedded learning. This principle has been utilised in designing sessions for the Leadership School. TutorialExamplePracticeReflect Concrete Experience ‘Feeling’ Reflective Observation ‘Watching’ Abstract Conceptualisation ‘Thinking’ Active Experimentation ‘Doing’

14. 14 Content for the Leadership School

15. 15 Themes for the Leadership School The NPQH Standards, Tomorrow’s Heads Competency Framework, our desk research and stakeholder interviews have been considered and 6 key learning themes identified

16. 16 Content areas mapped to key themes The following slides show the proposed topics for the Leadership School grouped by key areas, based on stakeholder consultation and feedback from the workshop with the National College The proposed delivery methods for each topic are also indicated (i.e. Keynote, simulation, expert class, elective or challenge task) The proposed topic areas and how they will be delivered will be further validated during the detailed design phase The current policy context will underpin delivery for the whole week Sessions will build on participants’ current work based learning and experiences and provide opportunities for reflection on how they will apply learning in their current and future roles Suggested delivery methods for each topic are indicated on the following matrix

17. 17 Content areas mapped to key themes TopicDelivery methodsThemes Simulation Keynote Expert Class Elective Challenge tasks Setting thestrategic direction Pursuingexcellence throughlearning andteaching Understanding anddeveloping self andothers Delivering high-quality services Evaluating andimproving schoolperformance Improving servicethroughcollaboration Leading to narrow the gap Using data to raise attainment Planning for improvement Vulnerable groups Tackling underachievement Evaluating Learning Knowing what makes quality learning Evaluating teaching and learning

18. 18 Content areas mapped to key themes TopicDelivery methodsThemes Simulation Keynote Expert Class Elective Challenge tasks Setting thestrategic direction Pursuingexcellence throughlearning andteaching Understanding anddeveloping self andothers Delivering high-quality services Evaluating andimproving schoolperformance Improving servicethroughcollaboration Curriculum Models of curricular delivery   Innovative and creative approaches to curriculum development Personalisation Developing others Coaching and mentoring Giving and receiving feedback, including difficult conversations Talent management

19. 19 Content areas mapped to key themes TopicDelivery methodsThemes Simulation Keynote Expert Class Elective Challenge tasks Setting thestrategic direction Pursuing excellencethrough learningand teaching Understanding anddeveloping self andothers Delivering high-quality services Evaluating andimproving schoolperformance Improving servicethroughcollaboration Understanding self Emotional maturity and resilience Physiology and psychology of performance (recognising signs of stress and coping strategies) Managing time/workload Building networks Leadership styles/models

20. 20 Content areas mapped to key themes TopicDelivery methodsThemes Simulation Keynote Expert Class Elective Challenge tasks Setting thestrategic direction Pursuingexcellence throughlearning andteaching Understanding anddeveloping self andothers Delivering high-quality services Evaluating andimproving schoolperformance Improving servicethroughcollaboration Change management Leading change for school improvement Stakeholder management Negotiation skills Engaging and consulting with different parties, including: Partnership and Multi-agency working Working with LAs Working with parents Working with community organisations Working with the media Managing resources to achieve your objectives Use of resources to drive vision (e.g. Securing additional finance)

21. 21 Content areas mapped to key themes TopicDelivery methodsThemes Simulation Keynote Expert Class Elective Challenge tasks Setting the strategicdirection Pursuing excellencethrough learningand teaching Understanding anddeveloping self andothers Delivering high-quality services Evaluating andimproving schoolperformance Improving servicethroughcollaboration Managing people Performance management Recruitment Policy development Diversity and equal opportunities Setting and communicating a vision Innovation and creativity Strategic vision and alignment

22. 22 Delivery Methods and structure for the Leadership School

23. 23 Delivery methods and structure The following section focuses on the delivery methods used over the two weeks and illustrates the participant journey

24. 24 Delivery methods Below is the range of generic delivery methods which will be employed within the different session types and this will inform the detailed design phase TraditionalExperientialCoaching & Mentoring NetworkingInnovativePersonal Development & Reflection Lecture (Key note speaker presentations) Classroom seminar Think pieces Case Studies Group discussion Simulations (including use of actors) Action learning sets Coaching (Expert facilitator – followed up further by LDA) Mentoring Buddying Reflective buddy/partner Planned groupings for paired peer working One-to-one reflection time with Expert facilitators (followed up by further discussions with LDAs) Networking Facilitated speed pairing (topics provided) Interactive instant feedback technology Collaborative think-piece creation (through use of wiki) On-line learning (hot seat topics) Wider use of IT Films Personal development planning Reflection 360 feedback Diagnostics On-line LDA time Time out Visits and external activities Filming of activities to allow self review

25. 25 Group structures For the purposes of the Leadership School, the following groups have been defined: Learning Set: A team of 5 participants and 1 expert facilitator* – participants will be numbered 1 to 5 to allow easy grouping (Options to group by phase/region, e.g. for the ‘Challenge sessions’) Learning Network: A grouping of 4 Learning Sets led by a Learning Network Lead Learning Community: The whole community of Tomorrow’s Heads participants, expert facilitators and other trainers A Learning Network Learning Set Larger groups of 6-7 may be used for some activities and group members may be switched around between weeks 1 and 2 Tomorrow’s Heads Participant *Expert facilitators may not be present for all sessions

26. 26 Participant Journey - Introduction The Leadership School will cover the six key themes identified previously over the course of the 2 weeks Content will be delivered through a range of delivery methods: keynote speakers, expert classes, simulations and elective sessions The framework which follows explains the participant journey over the two weeks and demonstrates the delivery methods used This is not a timetable, but an illustrative, high-level overview of what participants can expect

27. 27 Participant Journey - Introduction Below are the symbols used and a brief description of the delivery methods employed Delivery methodSymbolDescription KeynoteSpeech to whole learning community on a core topic which will then be explored further in learning networks. SimulationUsed as a key vehicle for accelerating leadership behaviours and maturity which will draw on the full breadth of the themes explored elsewhere. Expert classA compulsory session providing input following the format Tutorial  Example  Practice  Reflect. ElectiveParticipants attend sessions selected from a menu in consultation with their LDA. This menu is provided prior to the Leadership School and sessions will focus on more context specific areas. Challenge taskChallenge tasks will be introduced at various points throughout the Leadership School to throw participants off track. These will require them to apply previous learning. Reflection and feedback Included regularly throughout the Leadership School. This will include challenging feedback from peers in learning sets and personalised feedback from expert facilitators. Planning and preparation time Used to prepare for electives and expert classes and reduce the time spent in class on the basics of a topic. Evening sessionFacilitated opportunities for networking and team-building. KN Simulation EC Elective P&P

28. 28 Participant Journey - Overview Reflection against capabilities and competencies Peer coaching and feedback Personal development plan Expert facilitator Simulation Elective Event & Keynote KN EC Simulation Presentation: Celebrating Success KN EC Visits EC KN Celebration event Week 1Week 2 KN Networking De-brief and reflect with Expert facilitators After-dinner speakers Setting the strategic direction Understanding and developing self and others Pursuing excellence through learning and teaching Delivering high quality services Evaluating and improving school performance Improving services through community collaboration P&P Themes Delivery methods Elective

29. 29 “I really liked the fact we could choose to attend elective sessions that were targeted at our specific learning needs and personal interest areas.” “ The opportunity for networking with my peers has been fantastic. It was great to have a mix of social networking opportunities, targeted school leader case studies and leadership speakers, fun and challenging team building activities, theatre and singing.” “The expert classes have been a good way of gaining theory, information and insights from experts and real life examples on applying skills and knowledge. They have also provided the opportunity to put in to practice and apply new skills and knowledge through realistic scenarios and case study exercises.” “I spent time working with other Tomorrow’s Heads participants and my LDA as part of an Action Learning set. We discussed a number of issues and found many shared concerns. We were able to peer coach. We jointly agreed to have a follow up session tomorrow to discuss further.” “I’ve been able to reflect on my learning objectives and outcomes throughout my time at the Leadership School. I’ve been able to build on the 360 feedback and feedback from peers and my LDA and have a clear view of my strengths and development areas. Now at the end of this school I’ve built a personal learning plan for my continual development. “ “I found the key note speaker truly engaging and inspiring. I could really see the relevance of many of the key themes the school will cover and it was good to get a sense of the Tomorrow’s Heads community. It certainly looks an action- packed residential school.” Key note Key note input will be provided for all participants. Key notes will be high level and thought-provoking input followed by learning set time to discuss. Action learning set The rationale for the action learning sets is to allow dedicated and quality time to deal with learning issues from the group. This will be highly personalised and solution focused. Sets will be facilitated by Expert facilitators/coaches. These sessions will allow participants to raise issues linked to their context and own development needs. Reflection Reflection will be incorporated into every stage of the Leadership School. Participants will be expected to reflect against core AtH competencies and capabilities. Outcomes to be recorded in learning log, shared in learning sets and inform ongoing development planning. Electives Elective sessions will allow participants to select from a range of options linked to skills and content development. These will allow participants to meet their individual learning needs. In addition, there will be some early evening elective sessions. Participants will be required to attend one of the options. These will exemplify school leadership in action. Simulations Simulation will be a key learning strategy at the Leadership School. There will be two main types of simulation: Mini simulation: in the context of expert classes, i.e. allowing participants to apply their new learning to real contexts. Ongoing simulation: one in each week and they will unfold throughout the week, building to a final output. Expert classes The rationale for the expert classes is to develop key leadership skills. In the main, these will be developed through using context specific content to drive skill and capability development. The expert classes will, on the whole, follow a set format: Tutorial  Example  Practice  Reflect  Action plan. Participant Journey - Detail The participant experience Activities in more detail “The expert classes have been a good way of gaining theory, information and insights from experts and real life examples on applying skills and knowledge. They have also provided the opportunity to put in to practice and apply new skills and knowledge through realistic scenarios and case study exercises.” “I found the key note speaker truly engaging and inspiring. I could really see the relevance of many of the key themes the school will cover and it was good to get a sense of the Tomorrow’s Heads community. It certainly looks an action-packed residential school.”

30. 30 Delivery method overview for example day KN EC Simulation Elective sessions Making vision a reality (45 mins) Defining my vision (1 hr 30 mins) Using whole-school data (1 hr 15 mins) Tackling under- achievement - including challenges (2 hrs 15 mins) Stocks and shares team-building game (1 hr 30 mins) Pre-reading on curriculum design for next day and networking opportunity (1hr) This example day demonstrates use of all of the main delivery methods. It is not suggested, however, that every day employs the full range of methods, but that their use instead be alternated. P&P Where possible, sessions should actively draw on participants’ real life learning and context, so that they can build upon their learning to date and apply learning from the Leadership School back in school.

31. 31 Example day “This key note was a great start to the day as it really made me think. It was good to hear from a headteacher who has actually made this work in school. I also found it useful to hear how her vision was informed by her background as I wasn’t sure that was valid. I now feel really fired up to think about what it is that will make me distinctive as a leader in school.” “This morning has really helped me to think through my vision. I thought I had a very clear idea what I stand for but now realise that I would struggle to have articulated this to others. The opportunity to reflect on the input and also receive challenge from others has made my vision stronger and represents more about me as a leader. I want to spend time thinking about this some more to make sure it is really robust if challenged.” “ This session has left me realising that there is a lot I do not know! Whilst I understood the content I now need to make sure that I get far more experience of using data in school – without this I risk not developing expertise. I hadn’t fully appreciated the real value of good analysis in order to be proactive. To date I had only seen data as a way to report after the event.“ Elective 11.15 – 12.30pm Using whole school data Pre-session Participants will have undertaken pre-reading tasks and have made themselves familiar with the content of the data reports before this session. Participants will be required to bring a copy of their school’s RAISE online report. Key messages Effective use of data is critical to address under-achievement. Data analysis must be used by all staff groups to ensure that it influences the curriculum and learning. Outcomes Can use data from RAISE online to quickly tune into school context and pull out headline messages Know some of the key questions to ask in order to drill down through data to identify areas of concern: with a specific focus on vulnerable groups Understand what is meant by ‘narrowing the gap’ Identify a ‘closing the gap’ target group for impact in own school Linkages Learning on analysing and using whole school data will be tested and reinforced through challenge activity and simulation exercise during the Leadership School. Keynote 8.30 – 9.15am Making vision a reality Grouping Learning community Key messages The formulation and articulation of your vision as a leader makes a difference to organisational performance and outcomes. Outcomes Inspired by input Recognition that formulation of vision takes time Understanding that vision must impact on outcomes for children and young people Stimulated to reflect on defining own vision for leadership Recognition of potential de-railers which could take you off track Linkages This will be followed up in the expert class Expert class 9.30 – 11.00am Defining my vision Grouping Learning network and set Key messages My vision must be distinctive, based on personal values and lead to improved outcomes whilst matching the needs of my school context. My vision should be robust and well reasoned. Outcomes Personal vision for leadership articulated Challenged by peers on effectiveness of vision Structure It will follow the format Tutorial  Example  Practice  Reflect. 1.Tutorial input: will pull together and reinforce key messages and present succinct view of components of vision. 2.Individual exercise: What sort of place will the school I am head of be? How will I be known as a leader? What are my non- negotiables? How can I easily sum up my vision? What is my philosophy and how is this informed by my personal values? What is my bottom line? 3.Challenge session: Presenting vision to peer group with expert facilitator. Peers to offer both positive feedback and challenge in relation to robustness of vision. Linkages Participants will re-visit their visions at the end of the Leadership School to revise and update. KN Elective sessions

32. 32 Simulation (1 of 4 sessions over the week) 1.15 – 3.30pm Tackling under-achievement (Including challenges) Grouping Learning set Key messages Leadership is a collaborative process Strategies must be followed up with clear action plans Outcomes Have developed understanding of significance of school context Have experienced collaborative process of an SLT Have experienced the importance of time management for effective leaders Example task Devising a teaching and learning strategy to tackle historic and endemic under-achievement. The group will have been provided with school context information, data and staffing information. At the end of the week, they will be expected to present a well researched and well reasoned plan to both staff and governors and plans outlining key interventions to bring about rapid improvement. Unexpected challenge A challenge will be introduced mid session. They are not provided with any information about how or who should deal with it. Each group will be given a different challenge. Linkages The simulation will be built upon as each week progresses. Example day “We are now feeling under pressure to complete our task. Today, we were given some more data which has taken a long time to analyse – I am not sure whether it has added anything to our thinking. Our LDA has also told us that we have to present our report to the governing body and local authority as well as staff – I am not sure how we will do this. Part way through the session we were given a scenario to deal with within the hour. This was really challenging. We realise that we need some input on how to deal with the media as we think we made some mistakes. ” Preparation time 5.00 – 6.00pm Grouping Individual work with opportunity to network Key messages Planning and preparation are key to leadership Effective leaders are curious, self-directed learners Outcomes Have read about and understood the premises of the next day Have begun to reflect upon and discuss the implications of this for their own practice with peers Description Time to undertake pre-reading for next day. Participants will also have the opportunity to identify networks among their peers to support their reflections on this reading. These networks will form part of their sustainable support network for the future. Linkages The pre-reading and preparation will form the basis of the next day’s learning. Reflection 3.45 – 5.00pm Grouping Learning set Key messages Effective leaders are able to reflect on and learn from experiences Outcome Have reflected on learning from the day and referenced to competencies Had the opportunity for one-to-one feedback with expert facilitator as well as peer feedback within learning sets Have received and given feedback from the activities undertaken during the day and identified and discussed implications for the following day N.B. Specific content will be determined by expert facilitator and peer feedback as this is a participant-led session. Linkages Participants will re-visit feedback from these sessions with their expert facilitators throughout the Leadership School. “My reflections on today have made me realise that I have some significant gaps. I am really glad that these have been highlighted as I know what to do to improve my knowledge and skills: I need more support in analysing data. The challenge this afternoon demonstrated to me that I can be too quick to make judgements and can be impatient with people who can’t make a quick decision.“ “The thought-piece on curriculum development really challenged my thinking and posed a number of questions which I am looking forward to discussing with my learning set tomorrow. I also had the opportunity to have a discussion with my peer on how you promote innovation in the classroom while continuing to raise standards. I am now really excited about how I can apply this learning back in school”. Simulation P&P

33. 33 Example evening “This evening’s activity was great fun and allowed me to network with people I wouldn’t otherwise have met. I was able to meet a wide range of peers from a number of different types of schools. In this more relaxed atmosphere I was able to really start to appreciate the different talents we all brought to the group. I am exhausted now, but really excited about and looking forward to tomorrow’s sessions.” Stocks and shares game 7.00 – 9.30pm Grouping Mixed learning sets Key messages This activity has been selected to reinforce the power of collective team effort as a school leader Outcomes Have widened networks beyond learning sets and learning networks Had opportunity to apply interpersonal skills critical for school leaders such as communication, personal development and task achievement The format Participants are welcomed to the trading floor equipped with the fast paced equipment associated with the Stock Exchange. Groups are divided into trading teams. Each team is asked to pick a business name which sets them apart from their competitors. Teams are provided with a set budget. This loan must be paid back at the end of the game with interest. The activity now begins as trading takes shape. On offer are shares at various prices from 20 different companies across different industry sectors. The session now changes gear as the trading floor opens. This means that share prices will be constantly varying. All share prices are displayed and altered live on a giant visual trading board. Throughout the session, the goal posts will move through a series of world and economic changes, disasters and scandals. These are gradually teased in by newsflashes (presented on a large screen), newspaper releases (strategically delivered at different times) and by emails and phone calls presented from the trading desk. The game becomes more and more intense as companies start to go bust. The excitement comes to a conclusion as trading ceases with only one successfully buoyant company - but do you hold their shares?

34. 34 Expert class example TutorialExamplePracticeReflect TitleManaging performance Pre-readingSchool teacher performance management regulations and a model performance management policy; national statistics /data on staff under performance, no. of “Inadequate” lessons on Ofsted grading ObjectivesUnderstand statutory regulations Identify and provide appropriate support and challenge for a range of performance Set challenging SMART objectives Provide constructive feedback TutorialHeadline re-cap of school performance management Highlight the establishment of a high performance culture Outline potential risks of non-compliance and ineffective systems ExampleCase study DVD of example meeting challenging under-performance Group discussion Discussion of what went wrong and how it could be improved. TutorialTools and framework for effective performance management discussions. PracticeSimulation activity to put learnings into practice. Groups of 3 with peer observation ReflectParticipants will be given time to reflect individually and in pairs or larger groupings on the activity and learnings from it DebriefReflections, learnings and other feedback will be shared with the wider group. LinkagesWill link to other expert classes and simulations. This will be followed by an expert class on school self-evaluation. OutcomesUnderstand development needs in the area of performance management Understand framework for performance management and tools and techniques which they can put into practice Know where to go for more information, support and development

35. 35 Simulations Simulation will be a key learning strategy at the leadership school. There will be two main types of simulation: Mini simulation: these simulations will be in the context of expert classes, i.e. allowing participants to apply their new learning to real contexts Ongoing simulation: –Participants will work in a team over the course of the week on an ongoing simulation –In week one, the simulation will be ‘ task focused ’ : the team will be required to deliver an outcome at the end of the week –During the week, participants will be provided with additional input and goalposts will be moved –At the end of the week, teams will be required to present their outcome to a peer audience with evaluation and feedback (this will also provide peer learning as the groups will be working on different tasks) –In week two, participants will work on ‘ a week in the life of the leadership team ’ –Actors may be used in the week two simulation to provide participants the opportunity to experience working with a wide range of personalities –This exercise will require participants to deliver on a range of issues, which will not be made clear at the outset (information will be added as the week progresses) Point to consider: –Use of points awarded for performance to introduce competitive element between groups

36. 36 Challenge task examples Challenge tasks will be introduced at various points throughout the Leadership School. Participants will not be able to plan for these as they will be unexpected and no guidance will be given as to how they should respond to them. Tasks will be based on real experiences of school leaders, model best practice and will require participants to draw on learnings from across the six themes and core competencies. All sessions will include debrief and reflection time. Participants will also be able to learn from the feedback given to the other learning sets who have had different challenges. Any challenges introduced to simulations must add value, there must be a clear rationale for introducing the challenge and it must enhance the learning. As a general rule, no more than 2 out of 4 simulation sessions in one week should have additional challenge tasks. In addition to challenges introduced through simulations, some expert classes will include challenge sessions aimed at applying learning based on the input. The example below outlines a challenge task which could be introduced during a simulation. The local newspaper has contacted the school office and asked for a statement within the next hour. They are running a story which outlines your school as the school of choice for all travellers in the local authority – this story has been raised by a parent (they have said). They have informed the office that one of your governors has spoken to them and said that governors are not happy about the number of traveller children being admitted to the school. The newspaper report is going to include an interview with the local MP. Your local councillor, who is also a governor, has called the office and asked you to return the call. Other challenge tasks could include: Dealing with the media Dealing with HR issues Dealing with a challenging member of staff Dealing with a challenging parent Handling a crisis, such as a child’s death Dealing with a serious incident on the school site Dealing with an incident in the community which involves pupils A current challenge posed by a visiting head

37. 37 Evening activities A range of facilitated social events will be offered in the evenings. The learning outcomes will focus on team-building to enhance team and leadership skills, including communication, trust, personal development and task achievement. Example suggestions include: Crystal Maze Chocolate making ‘It’s a knockout’ Drumming Bridge building Stocks and shares Quiz evening Choral singing After-dinner speakers Olivier Mythodrama Treasure hunt Speed networking There will also be a range of elective sessions, in addition to those delivered during the day, where participants will learn more about school leadership. These will align closely to the key themes and topics covered elsewhere in the programme. These may include: Headteacher led case studies Knowledge sessions on technical content Workshops on leadership theory

38. 38 Criteria for selecting speakers and facilitators

39. 39 Criteria for selecting speakers and facilitators After-dinner speaker The type of speaker will depend on the tone and message required, but speakers will be expected to be motivational and engaging, clearly convey a message relevant to educational leadership and employ humour (when appropriate) Visiting headteacher Has proven credibility through use of real-life best practice examples Is able to articulate how they have developed as leaders and underpin this, where appropriate, with theory Is able to provide examples of overcoming challenges in their leadership careers Should represent a range of phases, regions and school contexts In some instances, should have experience of accelerated leadership development All external speakers will be expected to be supportive of the National College’s mission and core values It will be expected that all speakers will follow a brief and a process will be developed to monitor this The speakers should be a diverse group representing a range of backgrounds, contexts, genders and ethnicities In the detailed design phase, criteria for speakers and facilitators will be matched against each session Keynote speaker –Is recognised as a leading-edge expert in the topic area –Is a leading practitioner and renowned world-class leadership thinker, representing national and international thinking from within and outside education –(If not an education practitioner) Is able to link their messages to an education context –Has a track record of providing inspirational and high-level input to large audiences Expert class/elective tutor –Has widely recognised expertise in the topic on which they are providing input –Has a willingness and ability to use blended learning methods based on the model Tutorial  Example  Practice  Reflect –Is able to provide thought-provoking and innovative approaches to the delivery of their messages –Uses high-quality learning materials –Models good practice in recognising and meeting the differing needs of learners

40. 40 Evaluation process

41. 41 Evaluation process Leadership School Programme Management LDAs Learning Sets/Networks Individual participants Formative use for ongoing development of 2011 Leadership School Evaluation process –The Kirkpatrick model (see appendices) is recommended for evaluating the quality and impact of the Leadership School and could also contribute to the National College’s longitudinal study –It is proposed to use an adapted form of the National College’s events evaluation template included in Appendix 8 of the National College’s guide to planning events –Feedback will come from a range of sources (Expert facilitators, learning sets, learning networks and individual participants) –It will be used to inform the development of future Leadership Schools –Real-time feedback will also be used formatively to inform the development of the 2011 Leadership School as it progresses –Participant feedback via LDAs will be sought on an ongoing basis after the Leadership School, in order to assess its impact Planning for future Leadership Schools (2012 onward)

42. 42 Considerations for drafting the Leadership School budget

43. 43 Considerations for drafting the Leadership School budget –It is too early to give a detailed breakdown of the budget for the Leadership School at this stage –We have outlined below headline areas for expenditure for delivery of the two-week Leadership School Headline areas for expenditure –World-class keynote speakers –Expert class/elective tutors –Expert facilitators (ratio 1:5) –Lead facilitators (ratio 1:20) –Accommodation, travel and venue costs (including hospitality) –Evening speakers –Evening team events –Events management team –Programme management team –Technology (Crystal Interactive, films, recording of sessions and production of DVDs and supply of laptops) –Supply costs –Programme materials/printing –Actors for simulations –Transport for visits The National College’s budget assumptions are included in the appendices

44. 44 High-level implementation plan

45. 45 High-level implementation plan Confirmation of venue and implications for design Analysis of audience demographics and learning needs Detailed design of Leadership School, including: – Final validation of content areas with key stakeholders – Timetable for the 10 days – Session plans – Facilitator/speaker/design experts criteria matched to sessions – Identify links to the wider Tomorrow’s Heads programme (e.g. content, 360 evaluations and learning logs) – Tomorrow’s Heads Competency mapping – Detailed planning of evening sessions with speaker criteria – Confirm assessment approach Testing and validation of detailed design with stakeholders (National College, Nord Anglia, current headteachers and aspiring headteachers) Develop strategy for visits Agree evaluation methodology Develop budget Sign off detailed design Develop materials, simulation exercises, resources (including pre- reading) and groupings to achieve stated objectives of session plan Source and procure speakers/providers and content designers Procure appropriate technology Plan visits Produce elective menu Conduct QA and branding of materials, including delegate packs Conduct and evaluate pilot one-day taster session for validation of materials and fitness for purpose Develop briefing for all speakers, providers and facilitators Develop and deliver communications and marketing of Leadership School Send invitations to participants with programme agenda, pre- reading and elective menu Sign off of all content and materials Brief Expert facilitators Liaise with: – Event management team – Speakers – Facilitators – Content providers – Accommodation/venue manager Manage delivery of Leadership School Conduct evaluation of Leadership School Detailed Design Phase 1Detailed Design Phase 2Delivery

46. 46 Appendices

47. 47 Stakeholder consultation The following stakeholders were engaged to build an understanding of the wider context of the Tomorrow’s Heads programme and inform design of the Leadership School: Future Leaders Charitable Trust Tomorrow’s Heads provider Headteachers Future Leaders participants Teach First representative NPQH representative Others from National College

48. 48 Research sources The following documents were consulted as part of the research for the Leadership School: Churches, Richard, Hutchinson, Geraldine and Jones, Jeff (2009) 'Fast Track teaching: beginning the experiment in accelerated leadership development', School Leadership & Management, 29: 3, 277 — 293 Hay Group (2008) ‘Rush to the top’ Neveras, Neil Deloitte Development (2010) ‘Accelerated Development’ The National College for Leadership of Schools and Children’s services (2009) ‘Attracting Talented Candidates for Headship’ DfES (2004) ‘National Standards for Headteachers’ AM Azure Consulting (2008) ‘Acceleration - seven principles to speed up leadership development in a tough world’ Boshyk, Yuri (ed.) (2002) ‘Action Learning Worldwide: Experiences of Leadership and Organizational Development’ Future Leaders website Harvard Business School website ‘High Potentials Leadership Programme’ Canada School of Public Service website ‘Accelerated Executive Development Program’ The Cabinet Office website ‘Top Management Programme’ The National School of Government website “Modern Leaders Programme’ London Business School website ‘Accelerated Development Programme’

49. 49 Stakeholder views on the Leadership School 1 Below is a selection of views expressed by stakeholders during our consultation interviews : “It’s about making an impact from day 1.” – Current Headteacher “It’s about building their confidence and dealing with the non-negotiable elements you’ll have to deal with.” – Current Headteacher “It would be good to get headteachers who are going to be recruiting to come into the school and do mock interviews, followed by a chance to network.” – Future Leaders participant “Improving performance of teachers is key to what heads do.” – Future Leaders “You need to have more on dealing with difficult people.” – Future Leaders participant “You need a good blend of workshop topics.These need to be ones that people can reflect on and use in any phase and at any point of their career.” National College NPQH Representative “You get a lot of benefit from mixing phases – engaging with the community.” – National College NPQH Representative “You need to provide a lot of tasks.” – Current Headteacher “You can’t support people through improvement if you don’t know what it looks like. It would be good to video classroom practice and have discussions based on that.” – Current Headteacher “It’s always about the future, always about the vision, always about the strategic bigger picture, but if you haven’t got the nuts and bolts you’re going to stumble.” – Current Headteacher “People found connecting with peers and building networks of support the most valuable thing they took away from the residential.” – Teach First

50. 50 Stakeholder views on the Leadership School 2 Below is a selection of topics and themes suggested by stakeholders during our consultation interviews: Generic Leadership Skills Leading effective teams Strategic leadership of change Developing resilience Career management Being really good line managers Day-to-day issues with parents Difficult members of staff Delegative leadership Strengthening Community (thinking beyond your school) System leadership Effective communities Emotional intelligence Setting strategic direction Shaping the Future Managing Performance Engaging with all the different stakeholders Technical skills Leading teaching and learning Leading personalised learning Project Management Using data School finances Dealing with governors Strong cultures around behaviour Observation and feedback Staffing structures Achievement for All agenda Multi-agency working Engaging the disengaged Leadership in education for non-QTS Succession planning Strategic partnerships Maximising the diverse funding streams to support the community Premises

51. 51 The Kirkpatrick model provides a framework for understanding the levels of evaluation. This model describes the impact of the training on the participants in three areas: reaction to the learning, knowledge attained by the learning, and impact on on–the–job behaviours. Additionally, the impact and results on the organisation is measured in the fourth level. Level 1 – Reaction Do they like it? How do users react to training? 96% of organisations evaluate at this level. Level 3 – Behaviour Can they do it? Did successful training impact behaviour on the job? 13% of organisations evaluate at this level. Level 2 – Learning Do they get it? Did the participants learn what was trained? 37% of organisations evaluate at this level. Evaluation Approach Recommended Model Level 4 – Results Do they use it? Does training impact performance? 3% of organisations evaluate at this level.

52. 52 Assumptions for drafting the budget The following assumptions have been provided by the National College to inform the next stage – 108 Tomorrow’s Heads attending Leadership School in 2011 – Delivery based on 17 groups of 10 participants, 2 facilitators for each group plus 1 lead facilitator – 1 keynote speaker for one day – 3 speakers for one day – Accommodation for participants – Speakers residential for one night each – Travel costs for participants and speakers – Supply cover for participants for 3 days (and any whose ½ term does not fall 21-25 Feb 2011)

53. 53 Speaker suggestions As indicated in the National College’s tender documentation, it is too early to identify specific speaker requirements. At the detailed design stage, speaker criteria will be identified alongside each session.