NSW DEPARTMENT OF EDUCATION AND TRAINING
LEADERSHIP FELLOWSHIP 2004–2005 REPORT
Preparing for the Principalship – Lessons from the English Experience
Ian Carlin
Principal
Narrabri High School
Overview of the Research Study
The National Professional Qualification for Headship (NPQH) is a professional qualification of preparation for aspiring Headteachers (Principals) in England and Wales that was begun in 1997 and underwent a major revision in 2001 based on consultation with the profession. In April 2004 the NPQH became compulsory for all those aspiring to the headship in English and Welsh schools.
The study examined the way in which the NPQH prepared potential candidates for the Headship and its effectiveness for schools and individuals. It sought to gain lessons for the way in which aspiring Principals could be prepared in NSW.
Research Questions
- How are aspiring educational leaders in England prepared for Headship through the NPQH?
- What is the framework underpinning the NPQH?
- What are the benefits of the NPQH?
- What concerns are there with the NPQH?
Research Methodology
Interviews and observations were conducted at the following institutions:
1. National College of School Leadership, Nottingham
Dr Robin Atfield, Assistant Director Leadership programmes and Richard Jones, Senior Programme Manager and staff
2. London Institute of Education
Jeanette Maddox, Director, and staff
3. Buckinghamshire Local Education Area
Simon Lockwood, County Adviser
4. Schools in West Sussex, Buckinghamshire and Leicestershire:
· Chichester School for Boys, Chichester – Boys, Upper (i.e. Comprehensive)
· Aylesbury High School, Aylesbury – Girls, Selective Grammar
· Spalding Girls High, Spalding – Girls, Upper
· Chesham Park School, Amersham – Mixed, Upper
· Dr Challoners Grammar School, Amersham – Boys, Selective Grammar
· Great Marlow School, Marlow – Mixed, Upper
· Wycombe High School, High Wycombe – Girls, Selective Grammar
· Cressex Community School, High Wycombe – Mixed, Upper
· Royal Latin School, Buckingham – Mixed, Grammar.
The schools were chosen because they had current or recent participation in the NPQH, generally by the Deputy Principal or Headteacher, although at Wycombe High School the Finance Manager was a candidate in the NPQH with one of the Deputy Headteachers.
All the school were government schools, although in discussions with candidates from all educational sectors at the London Institute of Education it was apparent that the issues of educational leadership were the same no matter what the educational segment.
The school were also chosen as they gave a range of level of academic level, resourcing and socio-economic background. From the elite,
to the middle class comprehensive,
to the successful, but under-resourced upper school.
Background Information
Leadership within NSW Department of Education and Training (DET) schools is ageing. Not only at the level of principal, but also in the positions which would be the principals natural successors, the deputy principals and head teachers. Principals traditionally have gained experience and knowledge by moving at a steady rate through the leadership positions within the school system. However, with the expected large number of retirements caused by the ageing of the leadership team, this knowledge process will need to be accelerated through systematic training.
In England and Wales the training and assessment for the National Professional Qualification for Headship (NPQH) attempts to address this need.
The basis for the NPQH is the National Standards for Headteachers.
The main aims of the national standards are to:
a. set out clear expectations for teachers at key points in the profession,
b. help teachers at different points in the profession to plan and monitor their development , training and performance effectively and to set clear, relevant targets for improving their effectiveness … and,
c. help providers of professional development to plan and provide high quality relevant training which meets the needs of individual teachers and head teachers , makes good use of their time and has maximum benefit for pupils.[1]
The National Standards have compatibility with the leadership domains in the DET School Leadership Capability Framework and sets out the clear expectations for those who aspire to school leadership and the training regime that should be provided for them. The apparent difference with the preparation process and understanding of the role in England to that in NSW is that, in England, the preparation and qualification are highly developed and mandated.
The National Standards for Headteachers sets out the knowledge, understanding, skills and attributes, which relate to the key areas of leadership. They are designed to serve as a basis for planning the professional development for both aspiring Headteachers. The standards were designed by the Teacher Training Authority in consultation with all stakeholders in and out of the profession and are regularly reviewed. The National Standards for Headteachers September 2000, (Reference: DfES 0195/200) may be found in Appendix 1.
The National Standards were the basis of the NPQH and continued until the National Standards for Headteachers were revised and the new standards issued in October, 2004.
Reflects the evolving role of headship in the 21st century and incorporates current government thinking and guidance. The Standards recognise the key role that head teachers play in engaging in the development and delivery of government policy and maintaining levels of attainment in schools in order to meet the needs of every child.[2]
(My italics) It is interesting to note the emphasis created by the priority.
The current National Standards for Head Teachers are expressed in Appendix 2:
It is the role of the NPQH to ensure that Headteachers meet these standards.
Nationally the NPQH is administered through the National College for School Leadership in the grounds of Nottingham University. The task of the College is:
to narrow the gap between the best research knowledge and the realities facing school leaders and emphasize the dynamic interdependence between practice and enquiry and action and research.[3]
Steve Munby, NCSL Chief executive
My vision is of a national college that is distinctive, collaborative, responsive, flexible and self-evaluating – fit for purpose and meeting the real needs of school leaders.[4]
The College building is a purpose built design by Michael Hopkins and partners. It is based on two atriums and surrounded by a moat. Within the building is first class accommodation with Internet access, an auditorium and seminar rooms, with the latest technology, office areas and a bar and restaurant. It is a self contained setting for individual and group learning and reflection. The teachers that I interviewed said that they appreciated that the setting and facilities of the College, apart from the utility value, gave them the impression that they were valued as individuals and as a profession. Staff at the College told me that the initial reaction of some visiting teachers to the College was one of guilt that they were being treated so well, as they were unaccustomed to it, or that the money should be spent directly in schools. Indeed elements of the Conservative Party at the 2005 election called for the closure of the College. However supporters of the College have a cogent argument that one of the greatest influences on a school is the quality of the leadership. To create excellent schools it is necessary to have excellent leaders. To create excellent leaders it is necessary to have well defined, quality training.
Tony Blair, the British Prime Minister and one of the driving forces behind the establishment of the NCSL said that:
Our best heads are superb – that is why we need more of them and that means offering the best available training and time for reflection, refreshment and inspiration.[5]
In addition to the published materials and the residential training at the College, online learning is a key component of the leadership learning. The online components to the leadership development programs include the Virtual Heads where candidates have the opportunity to study NPQH materials online, question national “hot seat” speakers about issues in education, relate to their tutors, and network and engage in professional debates with other colleagues around the country.
The Virtual School presents real life situations where school leaders have to make a choice about their response. The game then shows them the possible consequences of their choice. This gives the participants the ability to assess possible future situations dispassionately and without having to make judgements without consideration.
While the online facility is very well developed and appeared, at least to me, user friendly and offering a very exciting opportunity for learning, the majority of candidates that I spoke to felt that they were underutilising the facility and not getting as much as they could from it. They felt that there were time restraints and problems with their own skill levels or having the necessary software at home or at school. Statistics from the NCSL, however, indicate a very high use of the online learning so that the belief amongst the candidates may have been one of perception rather than reality. Many of the aspect of the online learning facility could be used successfully in NSW.
While the NPQH is designed, produced, administered, referenced and moderated and partially taught at the NCSL in Nottingham, there are nine Regional Centres that are responsible for the majority of the delivery of the program and for the assessment of candidates. One of the regional Centres is the London Institute of Education (IOE). The Institute of Education is a graduate college of the University of London. Founded in 1902, the Institute of Education is a world class centre of excellence for research, teacher training, higher degrees and consultancy in education and education-related areas of social science. The staff of pre-eminent scholars and talented students from all walks of life makes up an intellectually rich and diverse learning community.
Since 2001 (new model NPQH) at the London NPQH Centre[6]:
· 722 NPQH candidates graduated
· 150 candidates have withdrawn
· 652 candidates were in progress in 2005.
Nationally the overall failure rate is 5% for School Based Assessments and 3% for Final Assessments.
The Institute's main building is in Bedford Way. It was designed by the renowned British architect Sir Denys Lasdun, creator of London's Royal National Theatre and the Genoa Opera House.The tutors used by the IOE are generally serving or recently retired Headteachers who bring a great deal of practical experience to the training.
Although each Regional Centre is responsible for the delivery of the NPQH material, the program is dependent on the approval and co-operation of the candidates’ schools. The initial application must be supported by the candidates’ Headteacher and Governors who must not only approve the application to begin training for the NPQH but also comment on the suitability of the candidate for the program and to the veracity of the application. Interviews at the NCSL indicated that approximately 8% of candidates who apply for the NPQH are deemed as currently unsuitable as a result of school and NCSL assessment.
Achievement of the qualification is based heavily on school-based assessment of the candidates’ skills against the National Standards.
There are three different routes through the NPQH depending upon the candidates experience level.
· Route One: Access Stage – Candidates with limited experience, which takes two years to complete.
· Route Two: Development Stage – Candidates with good experience but who wish to confirm their knowledge, which takes one year to complete.
· Route Three: Final Stage – Candidates with considerable experience who are likely to be already applying for headships.
When the NPQH became compulsory there was a considerable increase in the number of applications for Route Three, although not all were successful. Therefore there is a Recognition of Prior Learning (RPL) built into the training for the NPQH.
Stages of NPQH
Access Stage
Each candidate is allocated a tutor. There are four modules to complete. They are based directly on Key Areas of Headship from the National Standards. Candidates may choose to complete all of the modules or only some aspects of them, depending on their previous experience, knowledge and skills.
Strategic Direction and Development of the School
Unit 1 - Determining the curriculum
Unit 2 – Vision into action
Unit 3 – Accountability for improvement
Teaching and Learning
Unit 1 – Analysis of data for school improvement
Unit 2 – Target setting for school improvement
Unit 3 – Equal opportunities
Unit 4 – Monitoring evaluation and review
Leading and managing staff
Unit 1 – Working with stakeholders
Unit 2 – Leading and managing teams
Unit 3 – Managing performances
Unit 4 – personal effectiveness
Efficient and effective development of staff and resources
Unit 1 – Managing a budget
Unit 2 – Planning and implementing the curriculum
Unit 3 – Recruitment and selection of staff
Unit 4 – Health, welfare and safety
Candidates maintain a reflective journal, which is shared with their tutor when progressing to the Development Stage, and a portfolio of evidence to demonstrate achievement of Standards.
Development Stage
Candidates who are assessed as eligible to start directly at the development stage without completing the access stage will have a sound senior management experience. Candidates can select which modules they are to complete based on their previous experience, or gaps in that experience. This is negotiated with the candidate's tutor and Head Teacher so the work completed is of benefit to the school and part of the school’s normal planning.
Some, who are assessed as close to headship and already have considerable experience, achievements and expertise in relation to the National Standards for Head Teachers, may not need to undertake any of the training modules. Such candidates may complete the Development Stage in as little as four months as they only require the induction day, contract visit and school based assessment. John Robinson, Head Teacher at Chichester School for Boys was such a candidate previously having been a successful Deputy Head Teacher at a rapidly growing school at Portsmouth. Candidates may choose to complete all of the modules or only some aspects of them, depending on their previous experience, knowledge and skills.
Strategic Direction and Development of the School
Unit 1 - Developing a strategic educational vision
Unit 2 — Securing commitment of others to the vision