Local Leader of
Education
Programme
Induction
Briefing
[insert facilitator name]
Aims
•
To develop further an understanding of the role of
LLE
•
To provide an update on how the LLE role fits into
the emerging educational landscape, nationally,
regionally and locally
•
To gain insight into regional priorities and how the
LLE role can support these
•
To provide information on CPD and networking
opportunities for LLEs
1. System Leadership
System Leadership
Importance of Teaching White Paper 2010:
The
primary responsibility for improvement rests with
schools, and the wider system should be designed so that
our best schools and leaders can take on greater
responsibility, leading improvement work across the
system.
A self-improving system:
towards maturity
•
Four keys to deep partnerships:

Joint Practice Development

High Social Capital

Evaluation & Challenge

Collective Moral Purpose
System leadership

System leaders care about, and work for, the success of all children,
not just those in their own school
•
Some system leadership roles are often undertaken by those with formal designations
that are identified against strict criteria such as SLEs, LLEs, NLEs, Heads of TSs and
NLGs
•
Other key system leadership roles include CEOs of academy chains, principals of
academies which act as sponsors and other important system roles such as chairs of
headteacher networks
•
In addition to working beyond their own institutions

system leaders often help shape national policy

thinking, policy and practice

System leadership opportunities need to be

considered in a non-hierarchical manner, and

will depend on an individual leader’s circumstances

as well as that of their school
East of England system leaders in
practice
•
Local Leaders of Education
•
National Leaders of Education & National Support
Schools
•
National Leaders of Governance
•
Teaching Schools
•
Specialist Leaders of Education
2. Defining the LLE role
Overview of LLE role
•
Providing one-to-one support to new heads
•
Working directly with another headteacher in a school
in challenging circumstances to raise attainment
•
Working in partnership with other system leaders to
support the improvement of another school/group of
schools
What do LLEs do?

Working in threes or fours for up to 50 minutes
(including a break):
•
Read the set of cards which detail some system
leadership type activities.
•
•
Sort the cards using a system of your own design.
See next slide for example scenarios
Scenarios for cards –TSAs please compile examples
relating to your own area
Examples could include:

A newly appointed head of school who has concerns about the senior team he
is working with.

A headteacher is concerned about a decline in Maths KS2 SATs results.

Poor discipline is affecting the learning of less able GCSE English pupils

The schools is about to go through a major expansion programme.

Staff reductions and curriculum changes are needed as a result of budget
cuts.

Concerns about the ability of a member of an inherited senior team.

Parental concerns about staff absences and the quality of cover provided

Preparation for OFSTED

Use of Pupil Premium Monies and monitoring of pupil progress

Preparation for expansion of non-English speaking pupils in the school

Establishing clear working relationships with governors/trustees

Etc etc
3. Practicalities
Deployment of LLEs
•
Local authority – school improvement teams
•
Dioceses
•
Teaching schools
•
Partnership board (eg a group comprising LA and NLE/LLE reps)
•
Academy sponsors
•
Partner school requests support directly
•
Other agencies
Protocols and contracting

•
•
•
It is helpful to use a set of protocols which provide:
Clarity
Consistency
Protection
See www.education.gov.uk/nationalcollege/index/support-forschools/lle/prompt-questions-for-lle-deployment-protocols.htm
for NCTL advice for organisations/ individuals deploying LLEs


NB. It is important to recognise the two layers of contracting.
Operational contracting (considered here) and the client/ coach
contract.
4. Local and regional
context
Local and regional context

<Placeholder: TSAs to develop a short slide set of
regional data showing need and capacity (system leader,
TS data and latest Ofsted data) and information on how
they can support the LLEs>
5. The System Leader
Toolkit
Some common variations in coaching and mentoring
• Listening to
understand
• Challenging
assumptions
Non
directive
• Asking open
questions
Coachee
Coach
• Giving
feedback
• Making suggestions
• Guiding
• Instructing
Directive
• Telling
From the coach pushing – to the coachee pulling
Contracting
Contracting is the stage in the process where,
together
 with the learner, you attempt to crystallise
and make
 explicit:
• the expectations within the relationship
• who will do what
• the issue you are working on together
• how you will measure success
• how you are going to work together

Key elements of the role
Coaching
Mentoring
Advising
ICF Coaching Competencies
•
Establishing Trust
•
Presence
•
Active Listening
•
Questioning
•
Communication
Levels of listening
Level
Activity of listener
Outcome registered in other person
1 Attending
Eye contact and posture demonstrate interest
in the other
This person wants to listen to me.
2 Accurate listening
Above, plus accurately paraphrasing what
the other is saying
This person hears and understands what I am talking
about.
3 Empathic
listening
Both of the above, plus matching their nonverbal cues, sensory frame and metaphors;
feeling into their situation
This person feels what it is like to be in my position;
they get my reality.
4 Generative
empathic listening
All the above, plus using one’s own intuition
and ‘felt’ sense to connect more fully with
what one has heard, in the way one plays it
back
This person helps me to hear myself more fully than
I can by myself.
Hawkins and Smith
Listening Activity

Work in groups of four

One person will talk to the others for five minutes or so about something
that he/she wishes to develop or work on in his/her professional life and
that will help him/her to be more successful.
Listener 1 – Listen for the feelings and emotions
Listener 2 – Listen for the will or intention to act
Listener 3 – Listen for what is unsaid
Collect as much verbatim and visual evidence as you can from the
story.
At the end of the story, each listener feeds back what they heard, giving
examples of the evidence (two to three minutes each).
Repeat the exercise so that each person has an opportunity to be the
speaker and to take each listening role.
Clutterbuck’s Seven

Clutterbuck presented the case that coaches need to
be aware of seven coaching conversations:
• my dialogue with myself before the session
•
•
•
•
•
•
the client’s inner dialogue before the session
my inner dialogue during the conversation
the spoken dialogue
the client’s inner dialogue during the conversation
my reflection after the conversation
the client's reflection after the conversation
Analysis of Conversation 3

• What is the quality of my listening? Am I fully

• What am I observing/hearing? What am I
missing?

• Is my intuition turned on?

• What assumptions am I making?

• Am I spending too much attention on crafting
the next question?

• How am I helping?

• What is the client not saying?

• What is the quality of my client’s thinking?

• Was I comfortable with the session? In what
ways? If not, why not?
focused on the client?
 How
do you create a rich
question which enables the
coachee to shift in their
thinking and / or practice?
Powerful Questioning
Asks questions that reflect active listening and
an understanding of the client’s perspective
•
Asks questions that evoke discovery, insight,
commitment or action (e.g. those that challenge)
•
Asks open-ended questions that create greater
clarity, possibility or new learning
•
Asks questions that move the client towards
what they desire, not questions that ask for the
client to justify or look backwards
•
Group Task
1
person has an unresolved issue - tells
the story for 10 minute
Group
listens and in turn each person asks
a question trying to build the dialogue to
enable the client’s thinking to move
forward.
Plenary
What
was the learning for you from this
task?
What
were the challenges for you ?
6. Providing LLE support
in practice
An example of LLE work

TSA - Ask a local LLE who has been working with your
TSA to talk about their work
7. Next steps
Interaction with East Region
Network
•
Local area network of LLEs
•
Opportunities to meet and learn from other system leaders
•
Link with TSA
•
East of England Teaching School Council newsletter (every month)
Contact details
TSA
details