DRAFT - Identifying and developing talent – Guidance for schools IDENTIFYING AND DEVELOPING TALENT – GUIDANCE FOR SCHOOLS DRAFT DRAFT - Identifying and developing talent – Guidance for schools This document is to support schools and governing bodies to identify and manage the talent of their school staff; this is an entitlement for all members of the school community, reflecting the contribution of each individual to school improvement and the achievement of pupils At an individual level, developing talent means equipping staff with the leadership skills, knowledge and understanding to carry out their role effectively and apply for promoted positions Putting in place strategies to identify and nurture new talent sends out a clear message that the leadership is committed to its workforce, to helping them to progress in their careers and achieve their aspirations At a school level, it supports school improvement planning, increases leadership capacity and provides a set of ‘homegrown’ leaders ready to step up to roles and promoted posts At a system level, it creates a pool of leadership talent able to fulfil leadership needs at local and national level IDENTIFYING TALENT Succession planning should be an integral part of every improvement plan Leaders in all settings have a responsibility to identify and nurture leaders of the future, for the sake of not only their own school, but the education system as a whole It should not be just about filling vacancies Equipping staff to take on leadership roles at all levels shows a commitment to meeting colleagues’ aspirations, while putting in place a structure that enables talented individuals to progress Identifying talent must be done in the context of the school’s understanding of its needs and demands in the foreseeable future WHAT MAKES A GOOD LEADER? The first step in identifying future talent is to ensure that leaders understand the qualities needed to undertake leadership tasks These traits and characteristics will vary depending on the level of leadership concerned but some qualities are common in the most effective leaders Outstanding classroom practice, for example, is an obvious one Resilience and the ability to bounce back from set-backs and day-to-day challenges is another, as is the ability to effectively communicate with others As well as being a good, confident practitioner, a leader needs to be able to influence colleagues and to use their insight to see things from different angles They also need to be open to criticism which could help them to improve, something that can be difficult to handle for people who are used to excelling in their current role Other key leadership characteristics are: the courage to take risks and to learn from the outcomes having a good work-life balance, with opportunities to develop as an individual the ability to work beyond their comfort zone being optimistic and having a positive outlook SPOTTING LEADERSHIP POTENTIAL There are a number of ways in which leadership potential can be assessed or measured Some headteachers find that an informal approach as simple as conversations with colleagues can help to identify aptitudes and aspirations Some look for that spark of potential at the recruitment stage by asking pertinent questions about the candidate’s interests and aspirations Teacher appraisal is probably the most equitable and cost-effective method; all staff are set objectives that are reviewed annually and the process identifies where individuals have met challenges and grown in experience, maturity and emotional intelligence and is a good indicator of potential Here are some more ways to spot talent: DRAFT DRAFT - Identifying and developing talent – Guidance for schools Career progression interviews; these can be linked to the appraisal processes and can be used to monitor an individual’s aspirations and to ensure that challenges are set which are appropriate and meet their needs Self-nomination; individuals can put themselves forward via an application process and have an opportunity to show their leadership qualities The down-side to this method is that it may not highlight those who currently lack confidence, but still have potential IS YOUR EXISTING PRACTICE IN LEADERSHIP TALENT-SPOTTING ROBUST AND EFFECTIVE OR COULD IT BE IMPROVED? These questions will help you reflect on your current practice and establish a starting position: Do you place a high priority on the development of your leadership team? Do you have a process in place for identifying and managing talent? Do you distinguish between the variety of behaviours and competencies required for different roles? Do you offer objective feedback to staff on their behaviours and competencies? Do you carry out regular professional development reviews leading to individual action plans? Do you proactively manage the careers of talented individuals within the school? DEMONSTRATING YOUR COMMITMENT Do you have a policy on succession planning that all governors and staff are aware of? Do you make a point of talking regularly to individuals about their career aspirations and look for leadership potential in new staff, especially those at the start of their career? If you these things, you are sending out a message to staff at every level, that developing talent is a priority for your organisation DEVELOPING TALENT AND LEADERSHIP DEVELOPMENT Leadership development can take a range of formats including formal National College and other accredited programmes, participating in local leadership networks and CPD opportunities, in school leadership development programmes, local school-to-school and collaborative programmes and individual personal reading and research Evidence confirms that organisations that offer able and talented staff opportunities to develop leadership skills have a lower turnover because the workforce feels motivated, empowered and valued At the same time, in-house leadership development creates a ready-made pool of potential candidates for when senior vacancies arise WHO IS INVOLVED? Decisions about leadership development should be linked to the requirements of your school or academy Creating leadership opportunities need not be restricted to teaching staff Support staff carrying out roles as diverse as office administrative tasks or site management, for example, also have aspirations and can bring vital expertise to your school through their own personal and professional interests The governing body, too, is a key part of the equation Any decisions on leadership development should be carried out in consultation and with the support of governors, who need to understand the vital part that succession planning can play in the school improvement process Working with other schools in your locality, arranging job swaps or secondments for example, may enable you to address both your leadership needs and theirs more effectively STRATEGIES FOR GROWING LEADERS It is important to have a strategic approach to developing leaders in order to bring on people with the right skills and abilities It can also mean a smoother transition when someone in a leadership role announces they are moving on DRAFT DRAFT - Identifying and developing talent – Guidance for schools Popular strategies include: carrying out an audit or questionnaire of your staff annually asking them where they see themselves in three to five years’ time having in place a systematic talent management pathway that provides leadership opportunities within the organisation or across a group of schools mapping management opportunities with individual aptitudes and needs providing a range of authentic leadership placements and context-based development experiences taking positive action to encourage diversity within the senior leadership team GIVE THEM OPPORTUNITIES TO LEAD Effective school leaders not just emerge Some people are well suited to leadership but don’t realise it themselves; others are put off by the impression they have formed of leadership, which may be very different from the reality To overcome misconceptions and to give people a true picture of what leadership entails, they need to see for themselves what it means on a day-to-day basis Asking staff to ‘act up’ to take on new and greater responsibilities for a particular aspect of work, for example, or putting emergent leaders in key positions, gives them the opportunity to this and to develop professionally in a safe, supportive and familiar environment Job shadowing and observing effective, more senior colleagues and taking on some of their duties in their absence is another way of giving staff insight into leadership, while encouraging individual leadership on whole-school issues gives people a valuable understanding of the big picture beyond their existing role Added support from a coach or mentor can also give people the confidence to try out leadership, knowing they have a ‘safety net’ BEYOND THE COMFORT ZONE Internal opportunities are valuable, but potential leaders may actually need to be taken beyond the comfort zone of their own setting to face challenges in different contexts to allow real progress to be made, and for their potential to blossom One way to facilitate this is to provide them with opportunities to develop new skills and knowledge in a different organisation, such as a secondment to another, perhaps more challenging setting Time limited ‘job swaps’ or shadowing opportunities with staff in other settings within the Local Authority, can have a similar impact for both your emerging leaders and those elsewhere BENEFITS FOR THE SCHOOL Developing leadership potential within the organisation and offering opportunities for professional enhancement, can have far-reaching benefits for a school The internal capacity of the organisation also improves as individuals’ leadership experience increases their knowledge and insight, which they can share with colleagues Other benefits include: the encouragement of innovative practices and continuing professional development of all staff, which can keep schools at the cutting edge identification and implementation of innovation and good practice observed in partnership schools by prospective leaders on secondment adding value to school improvement agendas and building capacity to meet those demands promoting a culture of high aspiration and expectation within the school – for staff, as well as pupils DRAFT DRAFT - Identifying and developing talent – Guidance for schools Most importantly, the enhanced professionalism, expertise and knowledge that staff derive from their new leadership experiences is likely to mean better outcomes for pupils, helping them to progress and raising attainment THE ROLE OF THE LOCAL AUTHORITY The Local Authority currently brokers and signposts to a range of programmes to support and develop leaders at all levels, for example: Emerging Leaders Aspiring Middle Leaders Aspiring Senior Leaders National Professional Qualification for Middle Leadership (NPQML) National Professional Qualification for Senior Leadership (NPQSL) National Professional Qualification for Headship (NPQH) Delegates showing signs of leadership potential are spotted as part of their involvement in Local Authority programmes School Improvement Advisors will also spot potential leaders as part of their work with individual schools and capture this as part of MRE Reports and Notes of Visits Delegates identified as potential leaders of the future are signposted to are encouraged to access National College for Teaching and Leadership training delivered by Teaching Schools, or apply to become Specialist or Local Leaders of Education to support not only the development of their own schools, but on a system wide level The role of Teaching Schools Teaching schools systematically identify leadership talent within and across alliances Teaching school alliances have an increasingly important strategic role in succession planning by systematically managing the talent in their alliances to bring through the next generation of Headteachers for all schools Teaching school alliances increasingly take responsibility for: securing local leadership supply data in order to strategically plan for how they will develop leaders to meet their future local needs developing future Headteachers to help meet the most pressing national needs of primary, small rural, special, challenging urban/coastal and faith schools putting in place systematic processes across teaching school alliances to identify leadership talent in areas of need putting in place systematic talent management that develops this leadership talent within and across their schools (through a range of authentic leadership placements and experiences) measure and understand the success of their succession planning role DRAFT DRAFT - Identifying and developing talent – Guidance for schools Wakefield Leadership Development Programmes Title/ Progression Route Emerging Leader for Support Staff Emerging Leader for Support Staff Aspiring Middle Leader Phase Programme Overview Primary The programme: Is focused upon school improvement and building leadership capacity across support staff in school Is differentiated according to individual needs Incorporates school-based activities Is practical, challenging and up-to-date Secondary The programme : Is focused upon school improvement and building leadership capacity across support staff in school Is differentiated according to individual needs Incorporates school based activities Is practical, challenging and up-to-date Primary Aspiring Middle Leader Secondary NPQML Primary Secondary Cross Phase This programme: Is interactive, participatory, personalised and reflective - involving case studies, role play and practical activities all embedded within leadership scenarios and aimed at enhancing key leadership skills Develops identified areas are with participants and a programme is built, tailored to meet their needs Participants will complete a school improvement project which is developed throughout the programme In this exciting practical programme, aspirational colleagues will focus on preparing for the significant step into middle leadership – arguably the most important role in effecting school change and improvement The course will cover: Leading a team within an organisation, leading teaching, managing systems and processes For further details: http://www.education.gov.uk/nationalcollege/index/professio nal-development/middle-leadership-development-programme Who is it for? Higher level teaching assistants Teaching assistants Educational support assistants Learning mentors All who aspire to lead Teaching Assistants or Higher Level Teaching Assistants Administration staff Premises staff Site supervisors Catering teams Learning mentors ICT support team staff Data team members All who aspire to lead This programme is aimed at aspiring or recently appointed core subject leaders, Key Stage leaders or coordinators Recently appointed Middle leaders/coordinators Classroom teachers who aspire to middle leadership Established middle leaders with responsibility for leading a team including: key stage/ subject/ curriculum leaders/ heads of department/ pastoral leaders DRAFT DRAFT - Identifying and developing talent – Guidance for schools Title/ Progression Route Aspiring Senior Leader Aspiring Senior Leader NPQSL Phase Programme Overview Who is it for? Primary The aims of this course are for participants to: Develop an understanding of what effective leadership is Evaluate personal leadership strengths and areas for development Improve monitoring and evaluation techniques and understanding Identify the steps needed to improve teaching and learning Plan effectively for change Lead and support colleagues through the change process Evaluate impact of change Disseminate findings and impact to stakeholders Participants cover the areas of: Moral & Ethical leadership; How to create team vision & mission; Working Smarter- increasing personal effectiveness; Leading people to perform with excellence; Governance; Being strategic - thinking strategically; Using Emotional Intelligence to maximum effect; Employment Law & Human Resource issues The programme will cover: Leading beyond a team within an organisation, closing the gap and succeeding in senior leadership This is a course that is aimed at colleagues who have actual leadership responsibilities within their school improvement plan Secondary Primary Secondary For further details: http://www.education.gov.uk/nationalcollege/index/professio nal-development/middle-leadership-development-programme Cross Phase NPQH Primary Secondary Cross Phase The programme covers: Leading an organisation Leading and improving teaching Leading an effective school Succeeding in headship http://www.education.gov.uk/nationalcollege/index/professio nal-development/npqh.htm Curriculum leaders Pastoral leaders Key Stage leaders/coordinators All who aspire to senior leadership Senior leaders with cross-school responsibilities including: experienced middle leaders/deputy heads/SENCO/ other senior staff looking for professional development but not aspiring to headship at this stage Aspiring Headteachers or Principals who are no more than 12-18 months from applying for leadership posts and have full support of the Headteacher DRAFT ... developing talent is a priority for your organisation DEVELOPING TALENT AND LEADERSHIP DEVELOPMENT Leadership development can take a range of formats including formal National College and other... Develop an understanding of what effective leadership is Evaluate personal leadership strengths and areas for development Improve monitoring and evaluation techniques and understanding Identify... management that develops this leadership talent within and across their schools (through a range of authentic leadership placements and experiences) measure and understand the success of their succession