LEADERSHIP in association with
www.usethekey.org.uk
Leadership expert Deryn
Harvey discusses two
developing models of school
leadership: federations and
shared headships
ORE TEACHERS than ever
M
before aspire to headship.
Close to four in 10 teachers
have their sights set on the
top school job according
to the National College for
Leadership of Schools and
Children’s Services annual Headship Index.
One of the factors driving this increased aspiration
is the changing way that schools are being led. New
models of leadership mean that aspiring heads can
share some of the responsibilities of leadership before
they progress to a full headship.
A federation is a group of two or more schools
which share a single governing body. A federation
(hard) has a single governing body for all the schools
within the federation. A collaboration, which used to be
known as a soft federation, enables schools to retain its
own governing body while having an over-arching or
strategic committee which acts in the interests of the
governing bodies.
Both federations and collaborations may be led by
an executive headteacher who splits their time between
the schools and is supported by a senior leadership
team which can include deputy and assistant heads,
heads of teaching and learning, and the school business
Models of
director.
A middle leadership or deputy role within a
federation or collaboration can provide many benefits
and can help leaders to identify and nurture talent.
When the executive headteacher is engaged with the
other schools within the federation, deputies have the
chance to “act-up” to a more senior role, thus giving
them the opportunity to strengthen their leadership
skills. leadership
As well as one headteacher leading several schools,
it is also possible for the leadership model to be
turned on its head and for one school to be led by two
headteachers.
Sharing of headship offers the possibility of dividing different schools and situations, as well as different opportunity when she progressed to senior leadership and continuity for both Tim and myself and most
the headteacher role between two people, allowing professional and personal circumstances. from middle management in 2006. importantly, our pupils and staff.
them to share the challenges and rewards of school Vicky Folkes, assistant head at the Federation She began teaching 11 years ago, and led the maths “It works really well for us, and I would definitely
leadership. This job-share role can be tailored to suit of Abbey Schools in Darlington, was given this department until 2006, when the school became a encourage more people to consider sharing of headship
federation and Ms Folkes was appointed assistant positions. There’s always someone to support you and
headteacher. you’re not on your own – the role has given me much
Leadership: Key issues
The Federation of Abbey Schools comprises one more confidence.”
senior management team, one leadership team, and one But sharing of leadership does not have to centre
governing body that oversee two schools. Ms Folkes’ around retirement, as in the step-up, step-down model
Can a teacher at our school offer paid tuition to our
role as assistant headteacher allows her to share ideas in place at Byron Court. Haydn Primary School in
and expertise with other senior management figures Nottingham also benefits from a dual headship, where
pupils in the evening?
within the school, allowing for strong communication husband and wife team Sarah and Pat Fielding share
across the different key stages. the position of headteacher. Haydn is their second joint
Ms Folkes said: “A few years ago I would never headship, which they took on in 2007.
WHILE THERE is no legal reason why teachers For example, private tutoring must not have considered becoming a head as I didn’t think Initially sharing the role of headteacher allowed
should not tutor pupils from their own school, teaching compromise a teacher’s ability to uphold the eight I’d have the skills to do the job. Since becoming them to spend time with their young family while still
unions advise caution. They stress the importance of general principles of the General Teaching Council assistant head in the federation, I have been able to maintaining their roles as school leaders.
maintaining professionalism and impartiality at all for England’s (GTCE’s) code of conduct: develop my leadership skills to a high standard. I have Now their children are older, they have continued
times. • Put the wellbeing, development and progress of become much more assertive, more skilful at action to job-share as it allows them both to get involved in
Bear in mind that the Department for Children, children and young people first. planning, and I have learnt to break down my goals into projects outside school and bring on other aspiring
Schools and Families (DCSF) is now rolling out one- • Take responsibility for maintaining the quality of achievable targets. heads. Alongside their job-share headship, they also
to-one tuition for pupils who fall behind expected their teaching practice. “I am coached by my headteacher, who talks me work with the National College on the Succession
progress in key stages 2 and 3 and, in National • Help children and young people to become through all situations and offers great advice, and these Planning Programme in Nottingham.
Challenge schools, key stage 4. Privately paid-for confident and successful learners. are skills that I am able to transfer to my own role as an Mrs Fielding said: “The benefits of a co-headship
tuition risks muddying the waters somewhat. • Demonstrate respect for diversity and promote NQT tutor and mentor. position are really clear – you get two sets of expertise
Individuals will be eligible to tutor equality. “Now other teachers within the federation come and experience and the opportunity to build on each
as part of the DCSF scheme if they: • Strive to establish productive to me for advice, which is a huge confidence boost. other’s strengths to achieve the best results. One of the
• Have qualified teacher status partnerships with parents and carers. Looking to the future, headship is now something I greatest challenges in sharing a headship is to ensure
(QTS). • Work as part of a whole-school team. would definitely consider pursuing.” you communicate effectively. It is critical that our
• Are overseas qualified teachers • Co-operate with other professional At Byron Court Primary School in Wembley, Tim joint vision and objectives for the school are clear and
eligible to teach in schools in colleagues. Jones and Anita Samani have been sharing headship consistent, and that these in turn lead to the very best
England. • Demonstrate honesty and integrity since 2008. Initially Mr Jones approached Ms Samani outcomes for the children.
• Are NQTs in the summer before and uphold public trust and to take on the headteacher role part-time to enable him “While sharing a headship is not necessarily a
they attain QTS. confidence in the teaching profession. to take a phased retirement, allowing her to try headship traditional set-up, once you get past certain barriers, it
• Have teaching and subject-specific The Association of Teachers for size. is an extremely rewarding experience. Combining two
qualifications from the higher and Lecturers (ATL) publishes On two days of the week, Ms Samani is the acting complementary approaches and visions means pupils
education or further education information about private tutoring on headteacher while maintaining her role as deputy for get the most from their school experiences.”
sectors. its New2Teaching website. the other three days. Although initially unsure if the Both federations and sharing headship can provide
The DCSF confirmed that teachers will be able The union advises: “It is better not to tutor children role was for her, she has found sharing the lead role huge benefits and really help schools and individuals to
to tutor pupils from their own school as part of this in your own school. In fact, most headteachers will to be a great stepping stone on her path to leadership. be successful.
scheme. not allow it.” Mr Jones acts as a mentor, providing guidance and However, it is important that each school has the
We consulted a number of teaching unions in The ATL also remarks that tutors should be able to wisdom following more than 30 years of leadership right model for them, and when the fit is the right one,
answering this question. They were not aware of any recruit pupils by word of mouth or local advertising, experience. the benefits and rewards are clear to see.
legal objection to staff tutoring pupils from their own rather than relying on pupils from their own school. Ms Samani said: “My co-headship role has provided These models can accelerate progression for aspiring
school. Therefore in summary, it is not illegal for teaching me with a great opportunity to test the waters and has heads, and offer them the chance to experience school
However, the NASUWT stressed that teachers staff to offer private tuition in the evenings, but any allowed me to learn on the job, with the help of a great leadership, as well as supporting existing heads to
should think very carefully before doing so. Such requests should be weighed against the points raised mentor in Tim. continue leading their schools to the highest standard
an arrangement must not interfere with a teacher’s by the unions and the GTCE code to ensure the “We are able to bounce ideas off each other, and and to help children achieve their full potential. SecEd
professional duties in school. For example, it must school acts with professional integrity at all times. he also acts as a sounding board. He is someone
not compromise teachers’ impartial support for every who is in exactly the same position as me, yet has • Deryn Harvey is a consultant on models of leadership
pupil in their care. • Answer by Sarah Goodman, specialist researcher for years of experience to pass on, which is great for my with the National College.
The NASUWT understands that some heads The Key, a national information and guidance service development.
discourage teachers from private tutoring. The for school leaders of maintained schools in England. “The way the leadership team works enables me
Further information
union suggested that this is often because even Subscribe to The Key and receive practical answers to maintain my role as deputy head on the days when • Models of leadership: www.nationalcollege.org.
the suggestion that tutoring might compromise a to questions on all aspects of school leadership and Tim is leading the school, allowing me to be present in uk/modelsofleadership
teacher’s professionalism is an unnecessary risk. management. Visit www.usethekey.org.uk school for the full five days a week but only leading • Succession planning: www.nationalcollege.org.uk/
for two. This allows a strong level of communication successionplanning
SecEd • December 3 2009 13
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