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Effective Leadership is Community Leadership Professor Denis Mongon, Visiting Professorial Fellow, Institute of Education, University of London Senior Research Fellow, School of Education, University of Manchester

Senior Associate, The Innovation Unit

Institute of Education University of London 20 Bedford Way London WC1H 0AL Tel +44 (0)20 7612 6000 Fax +44 (0)20 7612 6126 Email info@ioe.ac.uk Web www.ioe.ac.uk


A reminder if you need one……. ESRC 2012 review: • • • •

Our socio-economic achievement gap is internationally high and educational mobility is stalled. On average the gap widens through the school years – especially the secondary school years. The NCDS shows selection yields no overall mobility advantage to children from any particular origin The (early tranche) conversion of schools to academy status generated a significant improvement in the quality of their pupil intake and a significant improvement in pupil performance. • Disadvantaged children benefit disproportionately from rises in general school expenditure. • Child poverty and social mobility strategies need to tackle multiple structural problems but better schools are needed.

Overall, the ESRC research review identifies two main areas where policy might reduce educational inequalities: • improving the home learning environment in disadvantaged families. • helping parents and children from poorer families to believe their own actions and efforts could lead to higher education. • but, don’t forget, better schools are needed. 2

http://www.esrc.ac.uk/news-and-events/news/20068/finding-the-path-to-social-mobility.aspx


School Leadership for Public Value: understanding valuable outcomes for children, families and communities, Mongon, D. and Leadbeater, C. Institute of Education

High Leverage Leadership: improving outcomes in educational settings Mongon, D. and Chapman, C., Routledge 3


Leadership The DNA of Leadership A Triple-Helix Navigation Management

Partnership

Source: Mongon, D. and Chapman, C., (2012) High Leverage Leadership, Routledge

Prof. Denis Mongon, IoE 10th May 2012


Awareness: recognising and prioritising issues the organisation will need to address

Navigation

Securing the vision: Acceptance: understanding that current setting a practice may be a barrier while believing that direction improvement is possible & promoting change Advocacy: creating a ‘living vision’ and participating in focussed work force development to introduce sustainable change


Analysis: using data and other information to create a high definition picture of how issues manifest themselves locally

Management

Organising: problem Action: emphasising priorities and ensuring that solving, creating order change is explicit, funded and managed. & providing consistency Application: Relentless focus, in particular ensuring that the quality of teaching and learning -the basic compact between a school and its community – is first class.


Partnership

Modelling Partnership: treating partners with equal esteem and deep respect

Association: being socially aware, nurturing the school as a community in its own right, as a member of its neighbourhood community and as a unit in a wider professional community Alignment: improving the alignment of the students’ home and school experiences – without prejudice to what changes and where. Area focus: engaging with the wider community in a partnership role because for young people there is no ‘one size fits all’.


School Leadership for Public Value: understanding valuable outcomes for children, families and communities, Mongon, D. and Leadbeater, C. Institute of Education

High Leverage Leadership: improving outcomes in educational settings Mongon, D. and Chapman, C., Routledge 8


The Public Value Triangle AUTHORISING ENVIRONMENT

NEW CAPACITY 9

MEASURES OF VALUE


Authorising Environments Personal Associate Institutional Contextual National

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New Capacity: (five key tasks) 1. Develop internal capacity: better teaching and learning, measured by educational attainments.

1


2. Develop community capacity (i): drawing in resources from the community to supplement and complement those allocated.

3

2

1

2

3 3. Develop community capacity (ii): reach out to the immediate social networks/families to help them enhance performance, attendance and attitude. Direct investment of resources generates direct pay offs.


4. Create community capital: invest resources in creating social capital and capacity in the community, which has a less direct and longer term payback. 5

5

3

1

2

2

4

4

3 5

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5. Sponsor community capital: make resources available for community activities which have neither direct nor indirect payback. Most of the value ‘escapes’ into a community which may well be stronger as a result. .


Measures of Value Quantity Effort How much did we do? Effect

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Quality How well did we do it?

Is anyone better off?


School Leadership for Public Value: understanding valuable outcomes for children, families and communities, Mongon, D. and Leadbeater, C. Institute of Education

High Leverage Leadership: improving outcomes in educational settings Mongon, D. and Chapman, C., Routledge 15


Implications for professional development Within schools

Between schools

Beyond schools

Management Leadership Governance

Direction of system travel

Source: Chapman, C, Ainscow, M., Mongon, D et al. (2008) Emerging patterns of school leadership, Nottingham: NCSL

Effective Leadership  

Effective Leadership is community leadership

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