1. AIAA Conference September 2010 Steve Munby Chief Executive National College for Leadership of Schools and Children’s Services

2. 2 “Pupils produced work of better quality when their teachers explained the criteria used in its assessment. Relatively few teachers did this effectively and pupils were generally unaware of any assessment criteria that the teacher might have been using. Pupils rarely understood the reason for their grades and often felt, wrongly, that features such as length and presentation were most important.” OFSTED 1992

3. 3 “The pupils’ response to the task was sometimes less than their ability warranted because they were not given regular progress reports or were unaware of the specific criteria used to assess their work. Some pupils recorded Attainment Levels were depressed as a consequence” OFSTED 1992

4. 4 “In less successful lessons, however, the activities do not engage or challenge students enough. In these lessons, students are unaware of their targets and in some cases lose concentration. Marking is often good, but in a few classes student’s work is left unmarked or lacks sufficient feedback on how to improve.” OFSTED report, 2007

5. 5 Challenge 1: Developing Alignment – reducing variation within and between schools

6. 6 “The biggest sign of trouble is when everybody tells you they are achieving their objectives, yet the company is in bad shape. Because when you have a situation where everybody feels good about what they are doing personally and is blind to how much what they are doing is causing trouble…..nobody feels really responsible for the situation of the company and that is why there was no sense of urgency” CEO, Nissan

7. 7 Developing teaching skills is at the core of daily activity Observation of practice on an ongoing basis, with feedback and advice Identification of the best teachers, who are then required to play a key role in developing other staff Regular demonstrations of best practice followed by open discussion A commitment to joint sessions for planning and reflection Fenton Whelan, Lessons Learned, 2009

8. 8 2.1% 2.0% 10% 1.0% 9.7% National Leaders of Education are achieving above average improvements in the schools they are supporting

9. 9 8.6% 3.5% National Leaders of Education are achieving above average improvements in the schools they are supporting

10. 10 i)Isolationism

11. 11 ii) The wrong motives

12. 12 Challenge 2: Growing tomorrow’s leaders

13. 13 i)Creating opportunities to ‘step up’

14. 14 ii) A new approach to leadership development

15. 15 -Be absolutely clear about the standards/criteria -Ensure that our assessment was both valid and reliable -Personalise the process more for the learner -Learn by observing good practice -Using triangulation and moderation

16. 16 Challenge 3: Making best use of the resources available

17. 17 “Public-sector organisations have benefited from a huge injection of funding in recent years, yet with budgets being radically reduced while citizen expectations continue to rise, public sector leaders will be challenged to demonstrate a set of skills and insights that will be unfamiliar.” Leadership at all levels, Deloitte 2010

18. 18 Resilient Leadership

19. 19 i) Utter determination

20. 20 ii) Help from others

21. 21 Courageous Conversations

22. 22 Optimistic Leadership

23. 23 “I have spent much of my life studying the great philosophies – but cheerfulness kept breaking through” Leonard Cohen Photo: Rama

24. 24 “As for the future, your task is not to forsee it, but to enable it” Antoine de Saint-Exupery