to build in succession planning and try to prevent member burn-out. 4 Communication needs both soft and hard structures to be in place. 9 Monitoring and evaluation processes such as reflection and enquiry that highlight ‘what works’ and why are crucial within networks if they are not to dissipate their energies. 5 Structural balance is required for network processes and structures. Too heavy a structure can drain initiative and strangle the dynamism of a network; too light a structure creates confusion and inhibits the growth of depth and reach in a network. Hill (2008), through his research into effective partnership working, also identified factors essential for forming school partnerships. Factors essential for forming school partnerships Factors essential for starting up or forming school partnerships that scored over 4 on a scale of 1 to 5 (1= not at all essential and 5 = absolutely essential) Building on current joint working and existing relationships Having a clear understanding of the current performance and needs of your own school/college Having a clear understanding of the performance and needs of potential partner schools/colleges Having an agreed focus and purpose for partnership working Having an agreed plan and methodology for partnership working Involving staff in the development of the partnership The availability of dedicated funding to support the establishment of a partnership Factors essential for starting up or forming school partnerships that scored between 2.9 and 4 on a scale of 1 to 5 (1= not at all essential and 5= absolutely essential) Learning from other partnerships Involving pupils in the development of the partnership Having a supportive local authority Involving the governing body in the development of the partnership Involving parents in the development of the partnership Having a supportive local Learning Skills Council Source: Hill, 2008 Top of
Form and location of leadership: Roles and responsibilities – who is in charge? Boundaries and form of governance: Informal and formal – who keeps an eye on it? New relationships and alliances beyond the partnership: Who can we work with now? Questions: 01. What would be the barriers or challenges for you in terms of being involved in this work? What actions would you need to take to overcome these barriers or challenges? 02. What strengths could you bring? Are other leaders in your school aware of your strengths? Bottom of Form Shared purpose and vision It is overwhelmingly accepted that for a partnership, or partnership working, to be effective, there has to be a clear purpose. The way you work, and the relationships you develop will be strongly influenced by the partnership's purpose. By 'purpose' we mean the overall direction of the partnership. What is it there to do? What are its goals? Shared goals and aims, understood and accepted as being important by each partner, lead to improved co-ordination of policies, programmes, and service delivery, and, ultimately, better outcomes. Shared, can-do values, understanding and an acceptance of differences (for example values, ways of working) are all key components of a successful partnership. Having respect for the contributions of all partners, combined with an absence of status barriers, will lead to the active involvement of members who are identified as being effective, representative, and capable of playing a valued role in the partnership. Developing a vision statement A vision statement should express values and beliefs about what the school community considers to be of real importance in education in the future. Vision is an important part of effective school leadership because it: clarifies purpose and direction is a source of motivation and energy is powerful in shaping practice within the school community