Training Needs Identification: Hertfordshire Leadership Audit
A) Background
The Hertfordshire Leadership Strategy was established following an LEA Ofsted inspection in summer 1999. A key element of the strategy is identification and provision of appropriate and high quality leadership development for leaders and managers in Hertfordshire schools. An online audit was developed, in conjunction with the London Leadership Centre, Institute of Education, London. This incorporated the National Standards for Headteachers and also the characteristics of effective leadership identified by Hay McBer. The purposes of the audit were twofold. Firstly to provide an analysis of training needs to assist CSF in providing future training opportunities. Secondly to provide a means by which leadership teams can evaluate their own relative strengths and weaknesses in comparison with other schools within the authority.
By summer 2002, 230 schools had registered for the audit and 44 schools had completed the audit, with approximately 100 individual responses also. The outcomes have been circulated to individual schools in the form of a comparison between their own school and often of a similar phase within the County. A summary has been received by the LEA and the following key points have emerged.
This audit is one of a several self-evaluation tools available to leaders and managers. The particular features of this audit are the basis in National Standards and characteristics of effective leadership, and in the comparisons with other schools within Hertfordshire.
B) Outcomes of Hertfordshire Leadership Skills Audit
Section 1: Knowledge and Understanding
Areas where leaders indicated a high degree of confidence included knowledge and understanding of:
1. Principles and practice of leadership, the management of change and the management of people
2. Quality in educational provision
3. Characteristics of effective schools
4. Strategies for raising pupils achievement
In terms of the knowledge and understanding required for successful leadership, responses indicate needs for development in knowledge and understanding of:
1. Principles and practice in relation to finance
2. Processes involved in school self review
3. Political, economic, socio-cultural , religious and technological influence which have an impact on strategic and operational planning and delivery
4. National policy and legislative frameworks which govern education
5. The application of ICT to management
Section 2: Key Areas of work
Areas where leaders indicated a high degree of confidence included:
1. Developing positive relationships, motivation, trust and support between all associated with
the school.
2. Ensuring training and support for new staff.
3. Leading by example and providing inspiration and motivation.
4. Securing effective teaching and learning.
In evaluating themselves against key strategic areas of work, leaders and managers indicated development needs across the county as a whole in:
1. Developing among all staff a sense of accountability for success of school.
2. Ensuring policy and practice takes into account research and inspection evidence.
3. Developing positive strategies for race relations and dealing with racial harassment
4. Ensuring sustained improvements in pupils' spiritual, moral, cultural, mental and physical development.
5. Developing effective links with the community to enhance teaching and learning
Inform and support governors in responsibilities for efficiency and value for money.
Section 3: Professional Characteristics
1. In terms of the professional characteristics of successful leadership, in evaluating themselves against key areas of work, leaders indicated a high degree of confidence in:
1. Creating the vision for the school
2. Personal values and passionate commitment.
3. Securing support for the vision.
4. Energy and drive for improvement
5. The ability to influence and persuade others.
6. Commitment to team working
7. Use of initiative and decisive leadership when needed.
Leaders and managers indicated development needs across the county as a whole in:
1. Gathering information, interpreting it and understanding the environment to which it relates.
2. Planning and establishing systems for monitoring and evaluation, for school improvement.
3. Analytical thinking, systematic use of logic and recognition of cause and effect.
C) Evaluation
In comparing responses to each of the three sections, Section 3- Professional Characteristics- indicated the highest overall levels of confidence particularly in the areas of teamworking, energy and drive for improvement.
Section 2 presented a balanced position with developing positive professional relationships as the area of greatest confidence, developing community links to enhance teaching and learning as the area of least confidence.
In Section 1-Knowledge and Understanding, the greatest strengths were in people skills and knowledge of quality in educational provision. The greatest weaknesses were in finance, national and legislative policy, and the impact of wider social and cultural change.
D) Next steps
Each school participating will have received an analysis of responses submitted in relation to County averages. Schools are encouraged to draw up a training plan to meet individual needs in the light of the outcomes- the LEA will provide support and training in this.
However a number of specific actions have been taken to address common needs identified in the audit. They comprise:
Finance training- a series of courses have been commissioned for managers at different levels to provide training in the strategic aspects of financial management.
Application of ICT to management- as above
Wider strategic awareness- the headteacher and deputy headteacher conference programmes are taking as their main focus, the need to increase awareness of the major political, educational and social influences which are likely to impact on schools in the years ahead.
Management Team development- Senior Management Team residential events supported by consultants where the team addresses specific developmental needs.
Leadership Research Bursaries -to explore in greater depth, areas identified as of particular significance in the audit.
Link to Headteacher Induction Adaptation of new headteacher induction and mentor programmes to meet individual needs identified by audit.
On-line Professional Development -Schools where audit needs have been identified have been invited to participate in an online professional development pilot programme.
In addition, an expanding range of training and developmental programmes is available to leaders and managers, several of which are sponsored by the National College for School Leadership. A number, such as the Leadership Programme for Serving Headteachers, offer the opportunity to focus on specific needs such as those identified in the Leadership Audit. (See Appendix)
Further work need to be done to:
§ develop individual action planning
§ encourage more schools to use the audit to enable greater reliability of data through a larger sample.
§ produce an approved list of consultants and providers whom schools may engage to meet needs
§ link the needs identified to programmes available through the National College for School Leadership, London Leadership Centre and other bodies.
§ arrange seminars and focused events to concentrate on specific topics, eg accountability.
§ identify areas of good practice to act as models, or exemplars.
§ use the HCC website to develop a dialogue between schools to share experiences in addressing needs identified.
D) Conclusion
It is clear that leaders and managers in Hertfordshire are confident in their ability to demonstrate the highest levels of motivation, interpersonal skills and commitment to high quality and standards in education. The challenge for the authority is to work with schools in developing programmes to meet training needs in areas of specific skills and technical knowledge. It is a also a responsibility to enable school leaders to develop a wider perspective and an awareness and understanding of future trends and issues, in order that they can successfully manage schools in the present whilst leading schools into the future with confidence.
Jeff Smith
Principal Adviser for Continuing Professional Development.
October 2002
Appendix 1
Progression and Coherence in CPD Provision in Herts
Career Phase / National Schemes / Local / SIAS SchemesExperienced headteachers
/ · Leadership Programme for Serving Headteachers· Consultant Headteacher (NCSL)
· (Further developments to follow in line with NCSL 5 levels of leadership) / · Secondary and Primary Conferences
· Residential master classes with London Leadership Centre
· Consultant Headteacher
· Executive Coaching programme
· Membership of London Leadership Centre
· Membership of Cambridge Leadership network.
Headteacher (Induction) / · Headteacher Leadership and Management Programme (HEADLAMP)
· New Visions (NCSL) / · SIAS induction programme
· Local mentoring scheme
Deputy headteacher /Aspiring headteacher / · National Qualification for Headship (NPQH) / · SIAS in conjunction with Eastern Region Consortia
· Aspiring Headteacher course
· SIAS programme of deputy headteacher support groups
· Deputy Heads’ Conferences-Primary and secondary
Senior manager with whole school responsibility
Middle manager / § National standards for; Subject leaders; Special Education Needs Co-ordinators
· NCSL Leading from the Middle Programme / · Transforming Learning programme
· Accredited middle management programme
· SIAS programme of training on management, subject specific
Experienced teacher / · Numeracy
· Literacy
· KS3 / · Inset Programme
· Teacher Consultant
· Cambridge MEd
· Advanced Skills Teacher
Post induction teacher / · Numeracy
· Literacy
· KS3 / · Inset Programme
· Herts University MEd
NQT / · Numeracy
· Literacy / · NQT Induction Programme and adviser/consultant support.
· Univ. of Herts NQT Accreditation leading to Adv. Dipl. and MEd
GTP / RTP / § LEA training
§ Commercial providers.
Returners / · Returners Club
· SIAS training
Overseas Trained Teachers / SIAS courses
Supply Teacher / National materials published / Training provided by agencies.
SIAS training (school funded)
Teachers Assistants / · DfES Induction / · Specialist Teaching Assistant Courses- SIAS and University of Herts.
· NVQs
· External courses-FE etc
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07/01/03