Sindicatos

REALITY

L E S SO N S L E A R NT F R O M T H E R E SE AR C H A N D FU T U R E I M P L I C A T I O NS

Introduction

This is an important piece of research at a time when the face of education is changing. The rise in the number of new schools and academies drives a growing need to understand the complexity of these organisations and in particular the leadership within them. As has been seen in the research these schools operate in a wide variety of models: from small stand-alone organisations; to organisations formed from the amalgamation of existing school; with other schools opening within academy groups. Regardless of the type of school, in education the effectiveness of leaders is related to the successful delivery of a high quality education and the capacity to make this sustainable, while continuing to improve. This is evidenced through examination success and Ofsted judgements.

Although some academies are developing successfully as individual schools or as multi academies, not all new start up arrangements have been successful. Financial incentives have supported some of the new schools but Gunter (2011) questioned whether this financial input could impact on performance There has been some press criticism of the Academies Programme including this extract from The Guardian’s online education editor (29th _{January 2014) who reported:}

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Six out of nine of England's largest chains of academy schools only passed the government's minimum GCSE targets through success in other equivalent qualifications that are soon to be disqualified or downgraded in national league tables.

Student performance in these new organisations is a key issue. For new schools or those subject to change, whether through re-launch, amalgamation or academisation, development is at an early stage and leadership is potentially not yet well developed. This reinforces the experience in the case study school which reflects the first generation of school establishment, growth and development. In this school the performance of the students took time to develop with teaching and learning moving from satisfactory to good.

Bush and Jackson (2002) claimed that excellent leadership was one of the main factors for high performing schools. These views are representative of a constant belief regarding the nature of leadership and the relationship to outcomes and provision for students. The perceived shortcomings in relation to examination results, or the questions regarding financial impact, shows that there needs to be greater understanding of the complexity around leadership and management and the way in which the action relating to leadership changes. There is also a need to understand how to secure the quality of teaching and learning in line with outstanding leadership.

In the case study the quality of leadership was judged initially (by Ofsted, 2005) to be good when teaching and learning was only satisfactory. Subsequently leadership was always seen as outstanding but, although student performance and the quality of teaching improved quickly to a judgement of good, they had still not reached the same high standards achieved for leadership. If leadership is the key to high performance in schools, what lessons can be learnt from this case study to accelerate the rate at which the leadership develops? How can some of the barriers be reduced? How can this complexity be better understood? How can effective

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leadership be achieved more quickly so that it can impact on the success of the organisation and the student?

This chapter shows how leadership was developed in the case study school and reinforces the complexity of leadership and leadership development. The chapter uses the findings and the analysis from the previous chapter to examine how these relate to existing research. The interplay between the different dimensions of leadership and the change over time, challenges some of the existing static models. The research acknowledges and builds on prior leadership theory but moves it forward to provide future headteachers with an insight into the situations which arise, individual responses to these and the impact decisions have on the organisation.

The chapter begins with a discussion of both strengths and weaknesses of the research itself, together with actions taken to secure robust evidence in support of the case. The aims and research objectives are shown to have been achieved through the use of an insider perspective providing a strong evidence base in relation to the research problem itself. The uniqueness of the case and the conclusions arising from the research questions are presented and identify the original contribution to the theoretical and conceptual understanding of leadership in a new school environment. The key theoretical issues are established with implications for practice and for future research.

Strengths, Weaknesses, Limitations and their Management

The strength of the research is that it has provided an insight into the opportunities and challenges for leadership in a new and growing school, providing a rich account of a complex situation. By examining the case from within it was possible to build on individual perspectives to deconstruct and reconstruct a reality when

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considering the development of leadership. Supported by interviews and documentation, it was possible to isolate causal events which impacted on decisions, structures and developments.

Working in a known environment is both the strength of the case but in turn can also be seen as a weakness. There was a risk that objectivity could be compromised through insider research. Lincoln and Guba (1985) warn that the researcher may be affected by long term engagement with the culture. Working from inside the organisation there were potential risks in relation to the quality of the data and the existing relationship with respondents, including power relationships. For this reason semi-structured interview questions were used to limit the impact. The questions were framed to limit the chances of replies being biased through power relationships or a need to impress. No assumptions were made with respect to responses and further clarity was requested from respondents rather than inferring meaning. The use of scoping interviews helped to frame questions and reduced researcher impact.

Further to this, the majority of the evidence came from the perspective of the headteacher. One might assume that this was a difficulty for the research but it was an in fact an important feature of the research, since the purpose of the research was to gain an insight into the way the leader developed leadership and as such it is the leader’s perspective which is of significant interest. It is this relationship and shared knowledge of the case which gave a strength and uniqueness to the research itself. The on-going conversations regarding: the growth of the school; the development of leadership; the choices made and the impact of these choices provided a rich description. This was then revisited and reviewed in order to acquire a true understanding of the detail and to help to frame the interview questions for middle leader interviews. Without the closeness of the relationship the detail would have been lost.

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A second argument might be made that by not including the leadership team then all leaders are not considered or that there may be missed views from other leaders in the schools. Members of the senior leadership team were not included in the study as they worked directly with the headteacher and delivered many of the messages from the headteacher. The choice was made not to include the views of senior leaders alongside those of the headteacher as this would reduce the opportunity to gain a balanced perspective. The overall requirements for any senior leadership team are similar between schools since there are statutory duties and strategic responsibilities. The research also began with a standpoint that all schools would have a senior leadership team in order to make it sustainable and to meet external expectations. The number of roles and nature of roles may vary but there is less flexibility in the construct of this team.

The benefits to the research were to gain perspectives which were a counterpoint from middle leaders with a different experience than those in senior leadership. The formation of leadership as a whole and the degree of distribution is therefore more evident when examining middle leadership. With regard to the selection of middle leaders the stratified sample used a small number of middle leaders. The interviews were curtailed when the opinions were recurrent and no new information was being acquired.

A limitation to the research came from the nature of the research as a small scale case study. There were a limited number of teachers holding leadership roles outside the senior leadership team. Although more respondents might have been desirable the interview evidence showed the range of responses to be quite limited with greatest variation related to time and experience within the school. Extending the number of interviewees was unlikely to add to the knowledge base. To improve the quality of evidence it would be interesting to compare these results with another school opening at a later date and contrast the experience of school leaders and the development of leadership within the other school.

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A further, limitation of the case study is the fact that this cannot be generalised. However, as a qualitative study of a contemporary phenomenon it is possible to look at themes which are transferrable to other similar environments. The resonance with literature suggests that the individual factors are consistent with existing knowledge and the combination of ideas provide a new perspective. This is not always easy to summarise as there are many different elements. This is due to the complexity of the case, the rich description provided by the respondents and the nature of reality. By using the headteacher’s responses as a start point, research lines of enquiry emerged. Middle leader responses and documentary evidence then led to the emergence of key features. These were checked by allowing response and feedback, thus preventing researcher bias.

Development of Leadership – Achieving the Aims and Objectives of the Research Questions

The research built upon an initial hypothesis that there would be a clear vision for leadership; which would then drive the structural design for leadership and the development of leadership itself. It is possible to consider leadership vision, leadership development and leadership structure separately. This hypothesis provided a novel approach when examining the key question, ‘how does a leader develop leadership?’ since it not only considered the ideas as separate facets of leadership development but also examined the relationship between them. A Venn diagram with three overlapping rings was used to represent the hypothesis. The research examined the concept of leadership as the interplay of these three strands.

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Figure 7.1 Three Interrelated Lenses through which to Examine Leadership

Figure 7.1 demonstrates the position at the start of the case study. The research began with a proposal that these strands could either exist independently of the others; or at times depend on one other strand; or have the potential to be mutually dependent; but there was no insight into the ways in which this might be evident. Evidence shows that vision, structure and development varied according to local circumstances and to the stage of development.

The first iteration of this model was not one I had anticipated. This unexpected start point reflected the reactive aspects of leadership. In chapter two the historic perspective regarding situation (Hersey and Blanchard, 1977) or contingency (Fiedler, 1967) was examined and this was expanded to reflect the work of Gronn (2009b), whose hybrid model reinforced the position. The evidence suggests that early structures will respond to the immediate situation and will not focus on development. At this early stage the headteacher’s vision for leadership exists but is supplemental to the immediate need for robust structure and secure leadership.

Vision

• What was the vision?

Development

• Has leadership developed?

Structure

• What structures have been evident?

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The vision is exhibited as behaviour related to immediate needs rather than the driver for a strategic plan.

Figure 7.2 Stage One in the Process for Developing Leadership

Figure 7.2 places structure above vision to show how the first stage model is driven by the structure with an adapted approach to vision based on the immediate and structural needs with no developmental opportunities. At this stage there is no clear vision or any development. The leadership structure is the predominant feature. The vision appears more simply as an early idea or ‘fuzzy’ vision of what leadership might look like. The headteacher in the case study had stated: “I always assumed in my head that the subject leaders would be the most senior people.” This idea reflected the original thinking at the time of appointment but did not exhibit itself as a future reality. The initial appointments and emerging structures were initially dependent on resources but then limited by the circumstances.

Structure

• Small structure in response to circumstances

Development

• No Development

Vision

• Incomplete and fuzzy vision Expertise to meet need

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The existence of a ‘fuzzy’ vision alongside imposed constraints will impact on the possible choices regarding leadership. The case study headteacher described the model as a response to her need for expertise to complement her skills “a multi- disciplinary team”. Effective school leaders will acknowledge the fact that they do not have the expertise in every area of leadership but a part of the role is to draw around them skilled practitioners in this way. This then provides a sound basis from which to build into the future.

The foundation contingency model limited by external constraints is not a strong and sustainable model. Against this limitation, a key feature in driving success is the nature and quality of communication (Bell, 1997). In the case study, the first phase depended on a small number of people with a pioneering spirit who would make decisions work. The research participants all acknowledged the importance of the communication within the small team and the rate of progress as a result of knowledge being shared. Following the launch of a new school it is important to generate a shared commitment since all aspects of the organisation need to be agreed and developed. The success at this stage comes through the headteacher’s authority and support from key staff (Bell, 2007).

The lack of a clear vision but the ability to successfully grow and develop relates to the Davies and Ellison (2003, 163) description of futures thinking which “is not the same as a ‘vision’ but enables us to start asking the questions which help to develop the ‘vision’.” This experience is transferable to schools in challenging circumstances or rebranded schools. In the case of a new school the structures are driven by staffing numbers and school need. The case study school appointments included a few experienced middle leaders who could secure the safe launch of the school but with many young teachers and the majority of staff new to post since the funding prohibited large scale expenditure on staffing.

173 Figure 7.3 Stage Two

The Emergent Relationship between Vision Structure and Development

Figure 7.3 shows the emerging structure-development-vision relationship. This second iteration of the leadership development model in the new school retained the importance of structures but now needed to develop the personnel and the structures, with both these taking precedence over the long term vision.

During Stage Two structures evolve within the growing school and coincide with the development of leadership. These take priority over the long term vision but in doing so serve to give clarity to the vision. Initial roles and responsibilities begin to

Vision

•vision clearer •futures planning •response to influences

Development

•developmental opportunities

Structure

•new roles •increased staffing •structural growth •responsive model management leadership shared leadership expansion communication coaching mentoring recognising talent planned structure greater capacity new expertise

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shape leadership. In the case study school this was seen as an increasing hierarchy and a distinction between those seen to be leaders or managers. A lesson learnt from the case study was that during the growth phase the communication channels needed greater consideration and development since structural change created distance between leaders at different levels of the organisational hierarchy.

The structural growth leads to the creation of new roles which in turn provide developmental opportunities for teachers. At this point a headteacher must decide whether to promote those already in the school or introduce new teachers. Once again lessons can be learnt from the case study. In the case study middle leaders who opened the school expected to gain promotion at each stage of development. This could not be realised since the need for greater expertise and the need to respond to unexpected situations or contingencies were seen to supersede the original vision. The external forces again impacted on decisions regarding the nature of roles and the sharing of leadership. As a part of leadership planning, the headteacher needs to create leadership capacity in order to manage unexpected contingencies. If the vision is to promote from within, then training for middle leaders and leadership opportunities must be in place at an early stage. This will place sufficient individuals in a position to take on new and more demanding roles.

When the hierarchy is too great there is a difficulty communicating a vision and creating a sense of shared leadership. A management model begins to emerge within some remaining leadership roles. The development of leadership reflects the degree to which there is a belief that individuals can take a lead and that the roles require leadership skills. With a tall hierarchy there is a greater propensity towards development of organisational leadership rather than developing all individuals as leaders. Allowing more people to take a lead and allowing them direct access to the school leadership team; creates leadership opportunities, shares leadership and increase leadership capacity within school. Identification and management of

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potential talent and the creation of opportunities to grow and develop, impact on the process of leadership development.

The subsequent choice of structure and the perception of middle leaders as either leaders or managers are then elements which dictate the way in which a leader develops leadership within the school. It appeared that a tall hierarchy helped to raise the pace of growth but the issues relating to communication suggest the need for the hierarchy to reduce to facilitate improved communication.

The emerging models drive the vision and futures planning which means new structures, leadership styles and leadership development opportunities are introduced. This hybrid model (Gronn, 2009a) metamorphoses as ideas are trialled and either developed or discarded. Within the case study this aspect of development caused tension for some of the middle leaders who felt that the time allowed for trialling was often too short and as such no opportunity existed to allow them to embed. In a growing school there is pressure on the headteacher to deliver success quickly and effectively. In the case study, the response to this was not to invest time in a model which did not appear to work. Headteachers must have a

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