10 months in the journey and our Principal has decided to take the ‘temperature’ at our school using a Leadership and Learning Spotlight Review (LLSR). A self-evaluation process led by external colleagues emphasising a non-judgemental, collaborative process for school improvement. In our case, our principal and the lead reviewer decided upon a series of activities if including semi-structured interviews (Governors, Senior / Middle leaders, Support staff, Teachers, Parents and Students), book sampling and extended learning walks, to explore two key questions;
- What is the combined view of learning in the school?
- What is the combined view of leadership in the school?
The aim of the review was to provide a better understanding or ‘global picture’ of leadership1 and learning2 at our college that could be used to help leaders at all levels reflect on the impact of college improvement activities and to highlight areas that need further work. In addition to these descriptions, the spotlight review team would also suggest questions and points for further consideration, that senior leaders can use to challenge and support their thinking. Hence the title spotlight review.
The spotlight review is conducted through three phases;
- An initial discussion between the review leader and the head teacher. The spotlight review is therefore bespoke.
- The two-day review, conducted by a team of two staff. In our case, one day focusing on learning, and the other on leadership. At the end of day two, the team gave their initial verbal feedback to the head teacher and Chair of Governors.
- Analysis of the review and discussion. In our case with the head teacher, focusing particularly on the questions and points for consideration that arose from the review.
With a further two phrases available;
- the development of a small number of ‘rich priorities’
- ‘an evaluation activity’
In this blog post, I would like to share two perspectives. The first as a contributor and member of the senior leadership team and second a personal perspective.
From a leadership perspective, I felt that the spotlight review demonstrated an openness on the part of our Principal. I hope this is a perspective shared by all staff, perhaps emphasised for those staff that were invited to take part in the semi-structured interviews. Of course all staff were in the spotlight at some point, either through the book sampling or the extended learning walks. Having already met with the parents that took part, I know they sincerely valued the invitation to contribute.
I did reflect with our Principal, that true transparency and trust within any organisation takes time to mature and despite emphasised reassurances from the spotlight review team, I expect most commentary would have be at least a little reserved. It is somewhat ironic therefore, that it is my opinions that spotlight reviews will contribute to greater staff security and openness. And if sustained on a regular basis, promoting greater transparency and in turn impact.
From a personal perspective I felt that the spotlight review presented an opportunity to contribute my thoughts and opinions, and I for one appreciated that opportunity. There were a number of questions that I have considered in depth and there were certainly others I would have appreciated further time to consider. Even the opportunity to provide for the responses within a given timeframe. I was not looking to return rehearsed answers though more considered responses. One clear benefit of paired interviews is that I now have a greater understanding of at least how one of my colleague views our progress, and he mine.
Reflection
I only have two sincere contributions or suggestions to make to the spotlight review process. I understand that the spotlight review is a leadership tool, however if the process is to be truly non-judgemental, collaborative in nature and transparent, shouldn’t the findings be presented, if not summarised, to the staff body as a whole by the review team and not solely to the head teacher and Chair of Governors?
This may be a more delicate task early in an organisations journey or where progress is decaying, but does it not embody the transparency we are promoting and seeking? If the spotlight review team are indeed in partnership with the organisation, no more than a critical friend or coach, we need to hear it from the horses mouth.
Second, giving consideration to sustained impact, could a ‘spotlight review’ model be employed between departments or perhaps more effectively between schools at the faculty / department level? To either complement the LLSR or support the development of ‘rich priorities.’ I envisage a similar two person external review team following a similar, yet more focused protocol, offering similar non-judgemental reviews. Here, the benefit is potentially two fold, in addition to the spotlight review, reviewers are exposed to alternative systems and protocol and given the opportunity to hone their observation, interview and reporting skills, and I would expect much more. What I am proposing is a Middle Leadership and Learning Spotlight Review (MLLSR), mirroring and learning from the ‘whole-school’ LLSR team.