What are new models of leadership?
The way schools are led and managed is changing. The types of school leaders and governing bodies that exist today are far more diverse than they once were; what is more, they will continue to develop. This article examines current and emerging models of leadership and defines their structures.
Leadership change
Local management of schools was introduced in the late 1980s and during the past decade policy has focused on increasing diversity and encouraging the development of new types of leadership. There is also recognition that schools must collaborate to achieve greater choice and more joined-up outcomes for children. Policies such as 14-19 diplomas cannot be effectively delivered by schools working in isolation. School leaders must form partnerships and find ways to align their schools’ activities with those of other schools and agencies.
Many schools have responded to these challenges by redesigning their leadership and governance approaches to make them more fit for purpose, collaborative and/or sustainable. This website includes examples from some of these innovations as well as practical resources to help you think how you might best respond to the challenges your school faces.
The need for new thinking
School leaders are increasingly being asked to work strategically – and often collaboratively – in order to respond to a wide range of local priorities and national policy initiatives. Yet school leadership capacity is already stretched and work-life balance a real issue for many heads. Moreover, there is a leadership succession challenge currently facing the system. This challenge is primarily demographic, but is compounded by poor perceptions of headship among aspirant school leaders.
New models of leadership must be explored and developed.
National programme of support
The National College has been asked to develop a leadership and partnership national support programme through which we will provide support to schools, local authorities and governing bodies to manage the changes required of the education system to deliver the vision of the recent white paper Your child, your schools, our future.
For further information see:
Types of leadership
Single schools
This is the most common model, with one headteacher, one school and one governing body. Even this model, however, is no longer straightforward. For example, developments include: establishing a job share for two or more headteachers or the creation of co-leadership that involves staff without qualified teacher status joining the leadership team.
Hard federations
A hard federation has a single governing body for all the schools within the federation. This may be two or more schools. Hard federations may consist of either primary or secondary schools or, if an all-through hard federation, include both. The same principles also apply in a three-tier system.
Collaborations (often known as soft federations) and partnerships
The terms collaboration and soft federation are currently used interchangeably. The terms describe schools and organisations that choose to join forces but maintain separate governing bodies. Partnerships are less formal arrangements which may involve other non-education partners.
Mixed hard federations, collaborations and partnerships
These types of leadership structures involve schools that are part of a hard federation, as well as part of a wider collaboration or partnership. Leadership in such groupings is unlikely to be vested in a single headteacher, but may incorporate a variety of leadership models. Where relevant, school leaders can use both sets of regulations in harmony to suit local needs.
Trusts and academies
These are national structures designed to support the raising standards agenda by facilitating innovative models of leadership. As well as individual academies and trusts, ‘chains’ of schools and ‘franchises’, which share common approaches, are now also developing.
Chains of schools
Chains of schools are groups of schools run by the same sponsor or trust as part of an overarching governance arrangement.
For further information see:
Local authority initiatives
Local authorities are increasingly developing a proactive and supportive approach to emerging models of leadership. Like schools, local authorities may be considering models of leadership in response to a wide range of stimuli.
For further information see:
Ideas to help you think about your model of leadership
There is no ‘right’ way to structure a school’s leadership and governance arrangements. It is for leaders and governors to work with stakeholders to shape the right approach for their context, drawing on guidance about what is possible and learning from other schools.
One way of finding out more about the right approach for you is to explore the other articles, case studies and resources within this section of the website.
RSS
Print version
Email to a friend
Sign up to receive our newsletter
Share with...