What's in the Pipeline?

Leadership Festivals:
At each Festival, Local Authorities/Children's Services and Leadership groups will be invited to 'showcase' their leadership learning work. All LAs and Children's Services across the South of England have been invited to contribute and several have already accepted the offer to celebrate their leadership learning work. The regional and national enquiry work into High Quality Leadership, Integrated Working and Leadership, Leadership that develops Ethos, Culture and Climate and Creating Leadership Learning Communities will all be profiled, giving a wider audience an opportunity to engage with and contribute to SELT’s work. In addition figures in educational leadership and from the business communities will be in attendance as well as key researchers in the areas being 'showcased'.

Leadership Festivals will help you connect with the growing SELT leadership learning community and assist you create sustainable and meaningful leadership learning networks.

Governor Services:
Governing bodies of schools, colleges and academies are taking on significantly greater responsibilities and at the same time a range of different governance models is emerging. To help governing bodies get to grips with the current agenda and develop those key principles and components of effective governance, in 2011-12 SELT plans to expand its existing programme to provide a more comprehensive service supporting governance as an integral part of school leadership.

The service will respond to the needs of governors of all types of school and academy, providing a termly newsletter with updates on national policy developments and best practice. The number of centrally provided courses and workshops will increase and we will also offer bespoke packages for chairs, whole governing bodies and clusters of schools, as well as conferences exploring specific aspects of governance. (Provision will include a coaching programme for chairs, professional support to the appointed governors undertaking the headteacher’s performance management or to governing bodies appointing a new headteacher.)

Throughout, there will be a strong focus on the partnership needed between governing bodies, headteachers and senior leadership teams to achieve effective strategic governance that will impact on school improvement.

Teaching Schools:
In response to the White Paper ‘The Importance of Teaching’ and in drawing on its experience of working with and through school leaders, SELT is able to support schools and collaboratives in their application for and the establishment of Teaching Schools. Our bespoke service is aimed at brokering partnerships and supporting the development of networks of schools in the areas of

• Initial teacher training
• Induction
• Professional Development of teachers and school leaders at all stages of their career from early stage  to systems leadership
• Creating and supporting existing networks of practitioners to share and develop their practice
• Work in support of the development of the National CPD scheme
• Middle Leadership Development
• Identifying and developing future leaders
• Providing robust quality assurance mechanisms

Leadership in Special Schools:
Growing Headteachers and Leaders in Special Education is a key area of importance to SELT and nationally. Drawn from varied and, almost always, complex contexts heads and leaders in special education need core provision but also highly differentiated leadership activities. SELT will therefore offer bespoke programmes for heads/leaders in special education which are individually tailored to suit the specific needs of individuals, teams or schools/settings. Our programmes use a blended approach of activities including: school-based projects, coaching, shadowing/placements, leadership enquiry visits into a range of settings/agencies, working across LA and schools and small scale practitioner research. Our team includes experienced and skilled special school headteachers, consultants and coaches with relevant expertise, health professionals and specialists in the leadership of behaviour and restorative justice. Programmes can be long or short term, residential or non-residential and often include team building. In some cases they are co-designed and constructed with participants. All have elements of reflection, enquiry, review, and evaluation for impact.