Leadership and Management Development in Education (Education ...

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THE NATIONAL COLLEGE FOR SCHOOL LEADERSHIP75• The government was prepared to invest significantly in a national collegeand its ICT infrastructure.Following a period of consultation, the NCSL opened in temporary accommodationon the University of Nottingham campus in November 2000. FormerPrime Minister, Tony Blair, opened its state-of-the-art learning and conferencecentre in 2002.The Leadership Development FrameworkA distinctive, and enduring, feature of the NCSL is its Leadership DevelopmentFramework. This was conceptualised by the College ‘Think Tank’, chaired by DavidHopkins, in 2001 (NCSL 2001). The Framework, which is under review in 2008,identifies five stages of leadership to inform programme development.Emergent leadershipFor teachers who are beginning to take on leadership and management responsibilities,including heads of subject/area and subject co-ordinators. Leadingfrom the Middle is the main programme for this stage of leadership.Established leadershipFor experienced leaders who are not planning to pursue headship, includingassistant and deputy headteachers. The Established Leader programme is thecore offering in this category although this is likely to be replaced by LeadershipPathways.Entry to headshipFor those aspiring to their first headship and newly appointed first-timeheadteachers. Arguably, this stage comprises two distinct phases. The main programmefor aspiring heads is the National Professional Qualification forHeadship (NPQH). The main offering for new heads is the Early HeadshipProvision (EHP), incorporating the ‘New Visions’ programme.Advanced leadershipFor experienced headteachers looking to develop their professional qualities,skills and expertise. The main programme in this category is ‘Head for the
76LEADERSHIP AND MANAGEMENT DEVELOPMENT IN EDUCATIONFuture’, available to any head with more than three years’ experience, whichreplaced the Leadership Programme for Serving Heads (LPSH) in 2007.Consultant leadershipFor experienced headteachers and other school leaders who are ready to furtherdevelop their facilitation, mentoring and coaching skills. The main provisionfor this stage is the Development Programme for Consultant Leadership(DPCL).Beyond the Leadership Development Framework, the College also offersstrategic programmes and provides for team development. Strategic programmesfocus on issues within leadership or in particular types of schools. These includeprovision for school business managers, and Strategic Leadership of ICT(SLICT). Team programmes are for school leadership teams (SLTs) seeking toimprove their effectiveness. These include Developing the Capacity forSustained Improvement (DCSI) and Working Together for Success (WTfS)(www.ncsl.org.uk/programmes).The NCSL claims that ‘our Leadership Development Framework … providesa coherent and flexible model for the development and support of school leaders,recognising the different strengths, needs and aspirations of leaders at allstages of their careers’ (www.ncsl.org.uk/programmes). The framework is valuablepartly because it goes beyond the previous focus on headship to acknowledgethe distributed nature of school leadership, involving deputy and assistantheads, middle managers and business managers. It also shows the importanceof lifelong learning for school leaders rather than focusing just on entry-levelpreparation, as in many other countries. In this sense, the framework is‘pioneering’ (Crow 2004: 303).This framework did not appeal to everyone. In 2001, David Hart, thensecretary of the National Association of Head Teachers, criticised it for givingthe impression that the college ‘is attempting to rule the leadership world’ andto be very prescriptive about how senior staff should improve their skills (citedin Mulford 2004: 315). The NCSL’s Deputy Director rejects the notion ofprescription but acknowledges that ‘the college’s development programmesare structured to help school leaders to progress through the framework for thebenefit of their school and their own professional development’ (Southworth2004: 342). This impression is also confirmed by one aspect of the thenSecretary of State’s (David Blunkett’s) remit letter. The College should ‘providea single national focus for school leadership development and research’ (citedin Southworth 2004: 340). While a ‘single national focus’ might be regarded asa step towards unhealthy domination of the field in England, there is no doubt
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ContentsNotes on the authorSeries E
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Series Editor’s ForewordThis seri
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PrefaceThe significance of effectiv
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PREFACExiiiChapter 7 shifts the deb
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THE FUTURE OF LEADERSHIP DEVELOPMEN
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