A succession planning (diversity) audit tool for governors

Transcription

1 Inspiring leaders to improve children s lives Schools and academies A succession planning (diversity) audit tool for governors Ankhara Lloyd-Hunte Equality and diversity consultant for the National College Learning resource

2 Contents Introduction 1 Succession planning audit tool 5 Using the audit tool 5 Succession planning audit document 6 References 16

3 1 Working together, governors and headteachers can develop internal talent in our schools and offer opportunities to experience leadership. I think we need to discuss together the plans for staff development and look at how we are identifying leadership potential within our schools. We need to be looking for that potential and when talent emerges we should be nurturing it. It is important to provide a breadth of experience to prepare teachers for further promotion. This may be difficult, especially for small schools where there are fewer openings. With many now working collaboratively in groups through confederations and clusters, there is more scope to share good practice. We can learn how other schools are developing future leaders, and the skills of experienced leaders from across the group can be used to encourage and guide colleagues and widen their experience, especially if different types of schools are involved. Nothing is more important for the progress of a school than a good headteacher. Doris Neville-Davies, school governor Source: Tomorrow s leaders today: Developing leadership talent

4 2 Introduction Governors play a critical role in the development of schools, academies and children s centres. Arguably, the most important work of a governing body is the recruitment, development and retention of staff. Ofsted reports clearly indicate that the quality of teaching and learning available to young people and children is most influenced by the quality of the leadership team, and the teaching and support staff: especially important is the work of the senior leadership team. A strong focus on succession planning is essential given the large numbers of headteachers expected to retire in the near future. In this context it is even more important that all who are capable of leading our schools have the opportunity to do so. Women and those from Black and minority ethnic (BME) backgrounds are generally under-represented in educational leadership posts. A very significant amount of work is already under way to ensure that the profile of senior school, academy and centre staff reflects the diversity of pupil populations. There is still a great deal more to be done. This audit tool is designed to support school, academy and children s centre governors in: raising awareness of diversity and equality in relation to succession planning and the recruitment, development and retention of all staff understanding the importance of ensuring that the school workforce is fit for purpose and reflects the diverse nature of the environments and communities the children in our schools come from carrying out their strategic function by ensuring that senior leadership teams (SLTs) in academies, schools and children s centres implement effective strategy, policy, practice and planning in order to achieve diversity and equality in the workforce Why equality and diversity matter A diverse workforce comprising people from a wide range of backgrounds is a stronger and more effective one. Although approximately 20 per cent of pupils in our schools come from BME backgrounds, only approximately 2 per cent of headteachers in England are from a BME background. Although 85 per cent of the teaching workforce in primary schools is female, only 70 per cent of primary headteachers are women. In secondary schools, 58 per cent of teachers are women and only 39 per cent are headteachers (DCSF, 2010). Equality means that any barriers in the way of advancement to senior leadership by under-represented groups are dismantled. Equality also means that recruitment and selection procedures are transparent, unbiased and fair, and that appointments are made solely on the basis of merit. By law under the Equality Act 2010, institutions are now required to ensure fair treatment of everyone, with particular attention to gender, race, age, disability, religion/belief, gender reassignment, marital status, pregnancy and sexual orientation. We also of course have a moral duty to ensure fairness for the greatest good of all.

5 3 Gender issues Research has identified a number of barriers to women becoming headteachers: concerns around balancing work and domestic/family responsibilities partner s career taking precedence concerns after taking a career break concerns about the impact of maternity leave on career progression lack of confidence in applying for senior posts lack of interview skills lack of career planning negative perceptions of headship lack of information concerning educational developments following a career break such as maternity leave experiencing sexism at interview Black and minority ethnic issues As noted earlier, teachers from BME backgrounds are under-represented in leadership and management positions in schools. The National College commissioned a report, Black and Minority Ethnic Leaders, led by Professor Tony Bush (2005). This identified a number of perceived barriers to leadership among BME teachers: experiencing racism at interview lack of confidence in applying for senior posts lack of confidence in applying for senior posts in large-majority, White-pupil population schools disillusionment as a result of experiencing and witnessing racism concerns about maintaining a healthy work life balance being over-represented in the most challenging schools exclusion from informal professional networks lack of support from line manager and/or SLT members for career progression Research into the leadership aspirations and careers of BME teachers (McNamara et al, 2009) found that while most teachers from BME backgrounds are keen to progress into senior leadership positions and develop their careers, issues of workload, a lack of self-confidence and discrimination are blocking the paths of many aspiring leaders.

6 4 Governing body responsibilities Governing bodies have a range of responsibilities in relation to: community cohesion gender equality sexual orientation equality race equality disability The governing bodies of children s centres, schools and academies have a statutory duty to promote positive relationships between those from different groups, eliminate unlawful discrimination and promote equality. This tool was developed as part of work with the East of England succession planning group. We hope that this audit tool assists you in carrying out the above duties. Ankhara Lloyd-Hunte Equality and diversity consultant for the National College March 2012

7 5 Succession planning audit tool Using the audit tool The tool is divided into five sections: 1. Governance, leadership and management of succession planning 2. Talent-spotting 3. Development of talent 4. Recruitment 5. Retaining talent For each area there is a range of indicative guidance statements graded from emergent practice to outstanding practice. The statements reflect different stages of practice and are intended to assist governors in agreeing priorities with the headteacher. A range of approaches to using the audit document could be successful, as in the following examples. A small group of governors with the head and a few SLT members could work through the audit document together. The SLT could be asked to complete the audit and present the governing body with the findings. A cross-departmental working party across a federation could be set up to carry out the audit. Staff groups at a staff meeting could complete the audit. You could also choose to number the levels 1 5 and work out the average scores to produce a quantitative report. Step 1: For each statement, place a tick in the column for the one that most closely matches the situation at your academy, school or children s centre. Step 2: Give each of the five sections an overall grade (graded from emergent to outstanding practice). Step 3: Identify your strengths and areas for development in each section. Step 4: Finally, identify priorities and ensure that the SLT or a representative staff team led by a member of the SLT creates an action plan to get your academy, school or children s centre to a higher level of performance.

8 6 1: Governance, leadership and management of succession planning Emergent practice Developing practice Highly effective practice Outstanding practice 1.1 The leadership of succession planning by the headteacher and chair of governors Succession planning is occasionally raised by the headteacher or chair of governors. Succession planning is reviewed annually at a governing body meeting. Succession planning is a standing agenda item for full or termly governing body meetings. Succession planning is a top priority and strongly led, eg a lead governor/ chair of governors and/or subcommittee and the headteacher regularly report on plans and progress. 1.2 SLT s systematic use of data analysis (numbers and percentages) on the school workforce and governing body Good staffing data is available on post type but not by ethnicity, gender or disability. Staffing and governance data by gender, ethnicity and grade/post type is analysed, annually. All staffing data relating to posts held, applications, appointments, training etc is fully analysed annually. A wide range of staffing data (including vacancy data) is fully analysed, published, shared and used to inform target-setting. Sensitive governing body data analysis is published with due regard to confidentiality. 1.3 Development and implementation of a succession planning strategy, policy and action plan which includes training on diversity, equality and succession planning for the SLT and governors There are several examples of good practice, and a policy is being developed. An effective strategy, plan and policy and are in place. An effective strategy, policy and plan are in place and are monitored on a termly basis. An effective strategy, policy and plan are in place and are monitored termly, evaluated annually, and published, shared and used to inform target-setting. 1.4 Effective use of performance management in relation to succession planning and recruitment The headteacher has performance targets for succession planning and recruitment. Performance targets are in place for the recruitment and development of staffing by gender and ethnicity for all SLT members. Challenging performance targets are in place including by gender, grade, ethnicity and disability, for all SLT members. Challenging performance targets by gender, ethnicity and disability are in place and are monitored termly, evaluated annually and shared and used to inform target-setting.

9 7 2: Talent-spotting Emergent practice Developing practice Highly effective practice Outstanding practice 2.1 Identification of talented members of staff as a core practice The headteacher and chair of governors discuss the identification of talented staff annually. Most senior members of staff contribute to the identification of talented staff at termly discussions. Members of the governing body are invited to contribute to SLT discussions on talent-spotting. Termly data is available by gender and ethnicity. Senior members of staff are very positive and proactive in a systematic way about identifying new talent and this is a high priority. Information is shared with governors on a termly basis in a written report. 2.2 Availability of information on talent-spotting which ensures that staff are clear that SLT members are keen to identify and develop talent Talent-spotting information eg criteria, processes, is being developed with governing body engagement. Talent-spotting information is displayed in the staffroom. Talent-spotting information is displayed and included at induction and in the staff handbook. Talent-spotting information is included in training for newly qualified teachers (NQTs) and in a wide range of staff documents, and is widely displayed. 2.3 Development of clear criteria for identifying talent for staff at all levels in the school, eg outstanding contribution to working parties, early leadership success, successful work with parents, regular display of initiative, high level of interpersonal skills, strong but calculated risk-taking, high-level organisational skills etc The SLT is researching criteria for identifying talent. The SLT and/or middle managers and leaders are developing criteria for identifying talent. Clear criteria have been discussed and agreed with the whole staff team and governors. Clear criteria have been discussed and agreed with the whole staff team and governors and are subject to termly monitoring to identify over- or underrepresentation. There is an annual evaluation or review.

10 8 2: Talent-spotting Emergent practice Developing practice Highly effective practice Outstanding practice 2.4 Effective assessment of talent, eg carried out fairly, objectively and consistently using transparent measures such as 360-degree leadership assessment, Briggs Myer and self-selection against agreed criteria The headteacher and chair of governors have discussed the assessment of talent. A system of talent assessment has been identified with staff involvement. A system of talent assessment has been implemented. A system of talent assessment has been implemented and is monitored termly and evaluated annually for effectiveness.

11 9 3: Development of talent Emergent practice Developing practice Highly effective practice Outstanding practice 3.1 Leadership and resourcing of continuing professional development (CPD) CPD is led by an assistant head and has a small budget. CPD is led by a deputy headteacher and has a moderate budget. CPD is led by a deputy headteacher and has a substantial budget. Good-quality CPD is a top priority, is led by a deputy headteacher who works closely with the headteacher and has a substantial budget. 3.2 Development of CPD priorities CPD priorities have been discussed at a whole-staff meeting. A working group has been established to agree CPD priorities. Governors are invited to participate. A working group has established CPD priorities. Governors are fully informed. Women and staff from BME backgrounds are proportionately represented on the working group and equality and diversity issues are fully addressed. Priorities are appropriate. 3.3 Development of CPD policy and action-planning, ideally addressing fair access to opportunities, assessment of staff satisfaction levels for performance management and appraisal, and access to career planning (eg, see National College online tool) etc) Some good practice is in place. A policy is being developed. There are several examples of good practice. A policy is being developed. An effective policy and action plan are in place. Evidence has been gathered from staff regarding the effectiveness of CPD. Governors are fully informed of policy and practice. There is a policy and plan in place which is monitored termly and evaluated annually. Governors are fully informed of impact and issues. Access to CPD is transparent and equitable.

12 10 3: Development of talent Emergent practice Developing practice Highly effective practice Outstanding practice 3.4 Availability of internal personal and professional development opportunities, eg shadowing, coaching, mentoring, early leadership of working parties, acting up, associate SLT membership, leadership training, secondments, action-research projects, executive headship, job application skills, preparing for National Professional Qualification for Headship (NPQH) etc A small range of opportunities is available. A wide range of opportunities is available. A comprehensive range of opportunities is available and data on applications and take-up is analysed by gender, ethnicity, disability grade and post. A comprehensive range of opportunities is available. Applications and take-up are monitored termly for over- or under-representation and impact is evaluated annually. Governors are fully informed of impact and relevant issues. 3.5 Availability of external and online professional and personal development opportunities, eg best practice observation visits, teaching assistant training, national leadership training such as Leadership Pathways, BME- or women-specific training, NPQH, assertiveness training, secondments etc All staff have access to a small range of opportunities. All staff have access to a wide range of opportunities. All staff have access to a wide range of opportunities. Data on applications and take-up is analysed by gender, and ethnicity, disability, grade and post. All staff have access to a comprehensive range of opportunities. Applications and take-up are monitored termly and evaluated annually. Governors are fully informed of impact and relevant issues.

13 11 4: Recruitment Emergent practice Developing practice Highly effective practice Outstanding practice 4.1 Diversity and equality recruitment training for SLT and governors, and recruitment policy The headteacher and regular chair of recruitment panels have had diversity and equality recruitment training. Most members of the SLT and several governors have had diversity and equality recruitment training. All members of the SLT and all governors have had diversity and equality recruitment training. There is an effective recruitment policy in place. It is a school policy requirement for all interview panel members to have had diversity and equality recruitment training. Feedback from applicants indicates practice is fair, challenging and supportive. 4.2 Review of job descriptions and person specifications to ensure that they are adequately focused, clear, ask for appropriate skills, experience, knowledge, understanding, training and qualifications and are attractive to the majority of candidates, especially women, candidates from BME backgrounds and those with disabilities A representative working group of trained members has been established to review job descriptions and person specifications as posts become vacant. A representative working group has reviewed and amended as appropriate 50 per cent of middle leadership and management job descriptions and person specifications. A representative working group including a member of the governing body has reviewed and amended as appropriate 100 per cent of leadership and management job descriptions and person specifications. All job descriptions and person specifications are available to all members of the school community in a folder or online. They are easy to understand (language is clear, items are numbered etc), concise and do not intimidate with too much detail or undue requirements. 4.3 Use of images and wording during the recruitment process (eg in adverts and recruitment packs) indicate a high value placed on diversity and equality A core advertising strapline which demonstrates that a high value is placed on diversity and equality is being created by staff and involves the governing body. A core advertising strapline which demonstrates that a high value is placed on diversity and equality has been agreed with the governing body. Images, data and text used throughout the recruitment process reflect diversity and equality, and a diversity statement is included in the recruitment pack. Diversity and equality feature strongly in recruitment. A range of relevant statistics and information on opportunities and support for BME staff, those with disabilities and women are included in the recruitment pack.

14 12 4: Recruitment Emergent practice Developing practice Highly effective practice Outstanding practice 4.4 Use of a range of media and approaches to ensure the recruitment of staff from a range of backgrounds The SLT is examining a range of media options and approaches. Adverts are placed in the national and local media. All post for internal applicants are advertised on a dedicated staff noticeboard. Adverts are placed in national, local and specialist media, eg The Voice (a Black national newspaper) and Eastern Eye (an Asian national newspaper). A range of media and approaches including community radio, headhunting and working with the voluntary sector are employed when recruiting. 4.5 Provision of clear, precise, accurate feedback to candidates who have been interviewed and internal candidates who have not been shortlisted, as part of their professional development Brief telephone feedback is sometimes provided for those interviewed for senior posts. Brief telephone feedback is often provided for those interviewed for senior posts. A minimum of brief telephone feedback is always provided for all interviewees. High-quality, criteria-based, in-depth feedback is consistently provided for all interviewees. Internal candidates who are not shortlisted are given feedback.

15 13 5: Retaining talent Emergent practice Developing practice Highly effective practice Outstanding practice 5.1 Use of literature reviews and/ or research on what motivates teachers to remain at a particular school The SLT is carrying out research and finding out about retention factors. Among SLT members there is a good level of shared understanding concerning retention factors. The SLT has carried out research regarding retention factors at the school, and has analysed the results. There is a high level of shared understanding concerning retention factors in general and for the school. Information is shared with governors. 5.2 Development of strategy for retaining talent at every level in the school from teaching assistant to the headteacher including wellbeing provision Some good practice is in place but there is no strategy. Some good practice is in place and the SLT is developing a strategy in consultation with governors. There is a clear strategy and good practice in place for middle and senior managers. There is excellent practice and a clear strategy in place for retaining all staff, including support staff. Staff retention levels are above the borough average or for comparable schools, children s centres or academies. 5.3 Provision of information regarding local authority schemes intended to retain staff, eg access to Masters courses at subsidised rate, cheap-rate health club scheme, key worker housing scheme, black educators networks, nursery provision etc A small amount of information on an ad-hoc basis is available. A good range of information is available but there is no particular system. A very good range of information is available on the main schemes as part of a structured information system. A comprehensive range of accessible and regularly updated information is widely available to all staff (posters, folders, flyers, intranet information etc).

16 14 5: Retaining talent Emergent practice Developing practice Highly effective practice Outstanding practice 5.4 The use of exit interviews (ie, interviews with staff leaving the school) to inform recruitment and retention practice A structure and system for exit interviews are being considered by the SLT. Staff are being consulted on a structure for exit interviews. A structure and system for exit interviews have been agreed and implemented. All leavers are offered an exit interview. Information from exit interviews has been analysed by gender, disability, post and ethnicity. Key issues have been identified, findings shared with governors and issues addressed. 5.5 Use of anonymous staff satisfaction surveys in order to identify what aspects of school life are conducive to staff retention and which are not A structure and system for a staff satisfaction survey are being considered by the SLT. Staff are being consulted on a structure and system for a survey. A staff satisfaction survey process and structure have been agreed. At least one survey has been run and the results analysed by gender and ethnicity. Information from annual surveys has been analysed by gender, disability, post and ethnicity. Key issues have been identified, findings shared with staff and governors and issues addressed.

17 15 Notes Strengths Areas for development Overall grading Priorities for development 1 Governance, leadership and management of succession planning 2 Talent-spotting 3 Development of talent 4 Recruitment 5 Retaining talent We would be delighted to receive feedback on the use of this audit document and any suggestions for improvement. Please forward your comments to diversity@nationalcollege.org.uk National College for School Leadership. All rights reserved. No part of this document may be reproduced without prior permission from the National College. To reuse these materials, please diversity@nationalcollege.org.uk.

18 16 References Bush, T, 2005, Black and Minority Ethnic Leaders, Nottingham, National College for School Leadership DCSF, 2010, School Workforce in England, Nottingham, Department for Children, Schools and Families McNamara, O, Howson, J, Gunter, H & Fryers, A, 2009, The leadership aspirations and careers of black and minority ethnic teachers, NASUWT and National College for Leadership of Schools and Children s Services

19 The National College for School Leadership is committed to excellence and dedicated to inclusiveness. We exist to develop and inspire great leaders of schools, early years settings and children s services. We share the same ambition to make a positive difference to the lives of children and young people. Membership of the National College gives access to unrivalled development and networking opportunities, professional support and leadership resources National College for School Leadership All rights reserved. No part of this document may be reproduced without prior permission from the National College. To reuse this material, please contact the Marketing and Communications Team at the National College or publications@ nationalcollege.org.uk. Triumph Road, Nottingham NG8 1DH T F E enquiries@nationalcollege.org.uk PBxxx/1/2012