1. Comenius: Future School Leaders Looking Ahead Raphael Wilkins Sub-brand to go here

2. 222 Leadership? Is ‘leadership’: Making marginal operational adjustments to an inherited system to achieve small efficiency gains, as externally prescribed? OR: Deciding what needs to be done, and designing systems to achieve it?

3. 333 The rising global importance of school leaders as a professional group NUMBER: More young people + more of them in schools + leadership more widely distributed within schools = exponential growth in the number of school leaders. CAPACITY: More recognition of impact + more knowledge of ‘how to’ + more autonomy (from governments and because of rising private sector) + more professional networking = increased potential influence. NUMBERS + INFLUENCE = OUTCOMES

4. 444 The English Scene: Opportunity Headteachers in England are set to have more autonomy than in any other state education system. So they have the potential to reclaim professional leadership of education, and to use that to design schooling for the future: for the benefit of the local population, and contributing to global knowledge of school leadership.

5. 555 The English Scene: Constraints BUT many headteachers in England are beset by heavy workloads dominated by short-term operational demands, in fragmented systems in which there is diminishing support and continuing political interference in professional matters. Meanwhile business and other interests will get control of chains of schools and turn headteachers into branch managers.

6. 666 The English Scene: Solution (i) True autonomy is taken, not given. It derives from a combination of: KNOWLEDGE (including choices) + SPACE IN WHICH TO GENERATE AND APPLY IT + COLLABORATION Driven by a VISION which will evolve as knowledge grows.

7. 777 The English Scene: Solution (ii) 1.Research engagement for school development 2.Global perspective (‘goodbye LA; hello world’) 3.Leadership of spaces and networks 4.Replace managerialism with professionalism

8. 888 Leading learning for public value Ecological value: promoting sustainability Political value: democratic dialogue, public and civic engagement Economic value: generating enterprise and employment Social and cultural value: social capital, community cohesion, cultural identity, well-being (Bennington 2009, quoted in Mongon and Leadbeater 2012)

9. 999 Technical v Adaptive Solutions Technical solutions’ - apply current known good practice, eg ‘school effectiveness’, and push harder: tighter management, more pressure, more accountability. ‘Adaptive solutions’ - new situation requires new approaches, eg urbanisation required municipalised infrastructures. What is the equivalent needed for new educational challenges? (Mongon and Leadbeater 2012

10. 10 Components of educational innovation Activism + Advance in + Management = Innovation professional practice

11. 11 Activism for educational innovation Philanthropic drive and motivation Co-option of stakeholders and power-holders Identification of problem and potential solution

12. 12 Standards for School Leaders Some examples: UK National Standards for Headteachers (2004) National Board (USA – non-governmental) Alberta School Leadership Framework Qatar Standards for Teachers and School Leaders (2012) Australian Charter for the Professional Learning of Teachers and School Leaders (2012) Strengths and limitations

13. 13 Evolving assumptions (i) OLD: Leader is concerned with own school and its parental community unless given a system leadership role System leadership concerns other schools in the local area School-to-school support is mainly where a proven expert applies a ‘tried and tested’ method to a closely comparable problem Leaders and system leaders rely on managerial authority

14. 14 Evolving assumptions (ii) NEW: All professional educators have a moral obligation towards the educational well-being of humanity generally System leadership can be practised internationally as well as locally School-to-school support, whether local or international, involves mutual learning and development, and context- specific co-created solutions Leaders and system leaders rely on professionalism in their interactions

15. 15 A spatial reconceptualisation of school leadership: 7 aspirations 1. School leadership understands starting points, making discerning and empathetic assessments of contexts.

16. 16 2.School leadership involves space-making: The leader’s own personal space The spaces in the institution they manage The networks with which they have links Leaders’ values guide how they want to change how each of these spaces is experienced

17. 17 3. School leadership is cosmopolitan, promoting global citizenship, multi-layered affiliations, and respect for and understanding of others’ spaces. 4. School leadership addresses humanitarian needs, using activism to impact on spaces of exclusion and disconnection.

18. 18 5. School leadership creates infrastructures for capacity-building, including by connecting homes, workplaces and civic spaces through the school’s networks. 6.School leadership designs pragmatic solutions in specific contexts, to co-create new spaces and mobilities. 7.School leadership engages critically with imposed values, and transforms spaces of prescription into spaces of negotiation.

19. 19 Aspects of school system leadership 1.Combine knowledge of global, national and local productive practices in the most effective combinations 2.Act with deep understanding of the processes through which professional practice evolves and spreads, within lateral relationships which are professional rather than managerial 3.Support worthwhile innovation locally and globally 4.Nest actions to address short-term needs within a long-term vision 5.Generate evidence and share the journey

20. 20 Elements of leadership development 1.From early leadership onwards, extensive exposure to a broad range of external experiences including international links 2.Opportunities to create new business models and new organisations 3.Short secondments, eg to work with international aid agencies, or multi-national companies providing schools 4.Executive coaching 5.Lead own development projects eg action research 6.Strategic and visionary intellectual stimulation