Strategic Partnerships for ITE within the Schools-led system: Principles and Practice Sean Cavan Sheffield Institute of Education Vice-Chair UCET [email protected]

Strategic Partnerships for ITE within the Schools-led system:

Principles and Practice

Sean Cavan

Sheffield Institute of Education

Vice-Chair UCET

[email protected]

Copyright: Sean Cavan 2015

mailto:[email protected]

Objectives

• Explore some of the principles that underpin our partnership working

• Share how a psychoanalytic perspective on group dynamics has informed our thinking

• Illustrate partnership in action


Partnership working

• Not just one homogeneous entity

• Multiple stakeholders

• Complex, dynamic and constantly changing inter-relationships


Complex multiple relationships



http://www.silverdale.sheffield.sch.uk/

http://www.grange.outwood.com/

http://barnsleytsa.net/












http://tscouncil.org.uk/




Understanding the complexity

Whole system view:

Dawkins (1986) proposed that

“the behaviour of a complicated thing should be explained in terms of the interactions between its component parts”


Recognising triangular relationships

Lead School A

SIoE

Working with the adjacent axis

De-construct the whole system view through a simple model



Lead School B

SIoE





Lead School A

Lead School B

SIoE





Lead School A

Lead School B

SIoE

Working with the adjacent and opposite axis




Lead School A

Lead School B

NCTL SIoE

Working with the adjacent and opposite axis




Lead School A

Lead School B

NCTL SIoE

Working with the adjacent, opposite and distant axis




Lead School A

Lead School B

NCTL SIoE

Working with the adjacent, opposite and distant axis



The Partnership Dynamics Model

Lead School A

Lead School B

NCTL SIoE

Shared knowledge of these to influence and inform each others strategies, tactics and operational responses


Working below the surface

• Complex multiple inter-group dynamics• Often manifested as competitive behaviour in SD• Understanding the behaviours >> strategic responses

Lead School B

SIoE

Lead School A

Some Strategic responses

• Working on the boundaries• Building a Lead School Community with schools-led

agendas• Recognising and working with difference & ambiguities:

– taxonomy of Lead Schools

– different levels of engagement and resources

– terminology, (mis)understanding and the challenge of gossip

– different priorities & intentions

– shared problems, challenges and solutions

– managed personalisation through the Concertina model


Principles underpinning the strategy

• Flexibility (difference)




• Transparency and Equity ( competition)





• Trust (errors)





• Trust (errors)

• Quality (student and inspectorate)





• Trust (errors)


• Contracts (structure)





• Trust (errors)



• Finance (consensus & priorities)





• Trust (errors)



• Finance (consensus & priorities)

• Simplicity (coping with change)


Partnership working

• Using the C.I.A. model Alimo-Metcalf (2004)

Lead School A

Local authority

NCTL SIoE

C.I.A. – Change what you can,

Partnership working

• The C.I.A model:

Lead School A

Local authority

NCTL SIoE

C.I.A. – Change what you can, Influence what you can,

Partnership working


Lead School A

Local authority

NCTL SIoE

C.I.A. – Change what you can, Influence what you can, Accept what you must

Partnership working


Lead School A

Local authority

NCTL SIoE

C.I.A. – Change what you can, Influence what you can, Accept what you must

Some references• Alimo-Metcalf, B., (2004), Transformational Leadership seminar, Sheffield, • Dawkins, R. (1986) The Blind Watchmaker, Penguin, London• Menzies Lyth, I., (1960) The functioning of social systems as a defence against

anxiety. A report on the study of the nursing service of a general hospital. Human Relations, 1960, 95-121

• Miller. E. and Rice, A.K. (1990), “Task and Sentient Systems and Their Boundary Controls”, in Trist and Murray Eds, The Social Engagement of Social Sciences, Vol 1, Free Association Books, London

• Moylan, D., (1994), ‘The Dangers of Contagion’, in The Unconscious at Work, Eds Obholzer, A and Roberts, V.Z., Routledge, ,London, 1994

• Roberts, V.Z. (1994), ‘Conflict and Collaboration’, in The Unconscious at Work, Eds Obholzer, A and Roberts, V.Z., Routledge, ,London, 1994

• Steiner, J. (1985), ‘Turning a Blind Eye’ in International Review of Psychoanalysis, No. 12, 1985


Documents

Strategic Partnerships for ITE within the Schools-led system: Principles and Practice Sean Cavan Sheffield Institute of Education Vice-Chair UCET [email protected]