# data[].attributes.body
·       Short term vision – despite increased empowerment around areas like funding (PEF), the demands and accountability in the short term have increased. Having to make decisions that can show “quick wins” are sometimes prioritised over genuine long-term improvement. Narrow parameters for improvement restrict the decisions that can be made. This restricts the ability to be “visionary” and doesn’t then feel like true empowerment.

# data[].attributes.body
·       Greater Agency – involve all stakeholders in the vision of the school. Allowing teachers to become leaders of their learning and curriculum makers.

·       Funding – ability to direct funding to the right places and empower staff to drive forward improvements. PEF/SAC/SEF have allowed schools and teachers to be creative with funding to reduce attainment gap.

·       Curriculum – greater flexibility in curriculum planning. Allowing leaders to adapt their curriculum to meet the needs of their context.

# data[].attributes.body
·       Pressures and conflicting/competing aims from others e.g. Education Scotland, Local Authority etc. These can slow internal progress being made and, in some cases, derail you from achieving your vision.

·       Bureaucracy – excessive time taken up by things that have little impact on the school and the achieving progress.

·       Operational pressures – financial, H&S etc. Ultimately everything comes back to you.

·       Work-life balance – intensive job that can lead to a poor work-life balance and neglect of personal wellbeing.

# data[].attributes.body
·       Being able to make strategic decisions that you can see play out and positively impact on young people.

·       Leading professionals and supporting them to becomes leaders of their own learning both in the classroom and wider context.

·       Collaborative working and Distributed Leadership. Being able to work with a wide variety of stakeholders that can positively impact on the vision for our educational setting and enabling them to lead in the achieving our aims.

·       Autonomy to make decisions and be creative with how to take the school forward.

An accepted vision of striving for equity for all young people.

# data[].attributes.headline
Limits of Empowerment Agenda- M Pitblado

# data[].attributes.subject
Limits of Empowerment Agenda- M Pitblado

# data[].attributes.body
Empowerment- seems tokenistic. Accountability is very intense around certain aspects of agency- PEF.

Despite agency there is a lot of scrutiny around decisions HTs make from local authority.

Finance gaps mean that HTs are often plugging those same gaps using resources planned for other initiatives.

Being creative or "inspirational" (MacBeath 2014) can feel like a distant dream with the pressures of the job- finances, staffing, scrutiny, local and national priorities.

# data[].attributes.headline
Benefits of empowerment agenda- Mark Pitblado

# data[].attributes.subject
Benefits of empowerment agenda- Mark Pitblado

# data[].attributes.body
The chance to choose what is 'right' for your school based on experience and evidence.

Teacher agency- supporting teachers to be curriculum makers.

Creating and sustaining a self improving system.

PEF- direct funding to school allows leaders to tailor make support using funded initiatives that will positively impact learners.

# data[].attributes.body
Having the opportunity to support children and families.

Leading committed professionals who want to make a difference in the lives of children and families.

Being a leader of your own learning- Into Headship. Professional growth.

Rewarding to make strategic decision that positively impact on the lives of children and families.

Wide network of support- fellow colleagues, local authority, mentoring programs.

Autonomy to lead school.

# data[].attributes.body
Work load

Pressure from lots of different directions- local authority, inspectors, community, staff.

Lack of autonomy at times- e.g. staff allocations through generic recruitment

Loneliness- can be solitary member of SLT.

Work/life balance.

Public scrutiny- while appropriate is still significant pressure.

Emotional toll- buck stops with you.

Financial pressure- having to do more with less.

Making decisions that are not popular but necessary.

# data[].attributes.body
Superficial Changes

Empowerment initiatives often focus on individual HT or school interventions rather than addressing deep systemic inequalities in society. This can result in superficial changes that do not tackle the root causes of inequality and marginalisation, such as poverty and the mission impossible nature of closing the poverty related attainment gap.

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Agency: Empowered Heads may have a greater sense of control over their sphere of influence leading to increased job satisfaction and greater personal resilience.

Community Development: Empowered staff can feel able and motivated to promote a sense of community and development in their schools, leading to stronger, better collaborative working,

# data[].attributes.body
Increased accountability (often not proportionate to the level of autonomy/empowerment)

Abuse of the "empowerment agenda" as an evolution of the control mechanisms by those holding power

Continued 'centralisation' of power in local authorities

# data[].attributes.body
Emotional Load: Managing relationships with staff, students, parents, and the wider community requires a significant amount of emotional labour, that can be overwhelming.

Crisis Management: Dealing with crises such as behaviour issues, safety concerns, and critical incidents can be a heavy emotional burden.

Work-Life Balance: The demands of the job can lead to poor work-life balance, impacting heavily on well-being and family life.

# data[].attributes.body
Opportunities to push back on policy

Greater degree of agency as leader

Greater autonomy over financial matters (e.g. PEF) and, in turn, opportunities to be creative or innovative

# data[].attributes.body
Imbalance between expectations narrative and lived reality

Excessive time spent on issues unrelated to teaching/learning/education (business/admin demands)

Excessive workload

Challenges brought about by social developments of the past two decades

Requirement to toe the party line

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Incentives

Strategic Influence: Heads often have the authority to make significant decisions affecting a school, allowing them to shape its direction and ethos.

Personal Development: Heads can find personal fulfillment in making a positive impact on their school community, its members, and its vision.

Collaborative Working: Increased opportunities for collaboration with other external agencies can lead to exciting joint ventures, partnerships, and new initiatives.

These three incentives have, for me, balanced the significant responsibilities and challenges that come with leading a school.

# data[].attributes.body
Opportunities to work with people (young people and adults)

Opportunities to positively impact people's lives

Ability to take the final decision and see it through

Opportunities to positively develop people and see them grow

Autonomy and creative freedom

# data[].attributes.body
1. Lack of staff 'buy in'

2. How much 'empowerment' will be reality?

3. What supports will be offered?

4. Recruitment issues

# data[].attributes.body
1. More agency for teachers

2. Increased autonomy with relation to decision making & budgets

3. Ability to be more creative with curriculum to suit the needs of the school

4. More collaboration & increased trust in professional relationships

# data[].attributes.body
1. Responsibility - 'the buck stops with you'

2. Operational Challenges - staffing, budgets, HR

3. Loneliness, not seen as part of the team anymore

4. Workload - lack of work life balance

5. Changing regional and national policies and reforms - some don't fit with vision and values

6. Parental Engagement & Pupil Behaviour - expectation v reality

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1. Leading the Aims, Vision & Values

2. Creating and enabling professional learning for all

3. Professional Autonomy

4. Equity - ensuring we are getting it right for all learners

5. Providing a safe and welcoming environment for learners and staff

6. Team building

# data[].attributes.body
Finance and ‘specific’ staffing challenges ie subject areas

Conflicting local authority priorities - a clear disconnect between how schools are working and driving improvement and what the LA considers to be key drivers for improvement

# data[].attributes.body
More control over curricular planning to include local context and school need

Staff planning and recruitment to meet local needs.

Opportunity to collaborate with colleagues and other centres

# data[].attributes.body
Accountability agenda - to local authority, national and press focussed entirely on exam results

We only appear to value what we can easily measure not necessarily what makes a difference for young people

Budget pressures - yearly budgets under constant political pressures

# data[].attributes.body
Work together as a school to create vision and values

Rewarding role and experiences - you are working together to make a difference to a school community - impacting on the lives of others

Developing leadership in others

Building community with staff, pupils, parents, carers and partners

# data[].attributes.body
“Empowerment agenda” seems to be reduced to a token gesture.

Increased scrutiny and accountability.

Reduction in level and type of support.

Role of LA and pressure from LA has changed.

Lots of competing agendas to consider.

# data[].attributes.body
More scope for creativity.

Do (mainly) what is right for your school community.

Curriculum design.

Ability to meaningfully involve all stakeholders in the work and direction of the school.

# data[].attributes.body
Increased levels of accountability and expectations.

Operational challenges such as HR, recruitment and building issues.

Increasing financial restrictions leading to very challenging decisions that may not fully fit with your values.

Work-life balance.

Politics.

Lonely role at times.

Restrictive WTA/union pressures.

Scrutiny at all times and levels.

# data[].attributes.body
Privilege to lead a school community.

The ability to lead and enact real change in a school community.

Increased opportunities to be ‘creative’

Autonomy.

Increased network opportunities.

# data[].attributes.body
·         Accountability leading to a sense of “coping” as opposed to feeling “inspirational” or “visionary” (MacBeath et al (2012:421)

·         Doesn’t often feel like “true” empowerment. HTs are always aware there are limitations, boundaries and expectations from local authorities.

·         Local authority control over staffing and leadership models of primary schools. Hard to feel empowered to make decisions about what is best for your school when HTs cannot even recruit their own staff team.

·         A sense that “people who shout the loudest” get what they want. Who really holds the power? HTs? Parents? LAs? Children?

·         With more and more responsibility being placed on HTs – everyone feels so busy. Are colleagues too busy for one another? Empowerment should foster collaboration, but this feels more and more challenging to achieve.

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·         Having the ability to say “no” (which comes with experience and confidence) and making a decision based on what a HT thinks is right for their school community. This also requires some credibility amongst peers and line managers to feel really “heard.”

·         Leadership over curriculum design, ensuring it is relevant to the context of the school.

·         Ability to make financial decisions in order to improve outcomes for children (PEF)

# data[].attributes.body
·         The buck stops…

·         Trying to be everything to everyone, but not enough to yourself.

·         Impact on family, emotional wellbeing, physical wellbeing. “Personal and professional costs” (MacBeath et al, 2012:422)

·         Feeling like you can never really get it right

·         A sense that Headteachers are not “enjoying” the job as much anymore as a result of workload and increasing range of responsibilities faced by HTs.

·         Feeling like the only person who can’t say “no” accompanied by a lack of support from other agencies.

·         Parental pressures – not feeling visible to parents but being drawn in so many directions. Lack of parent understanding of the role of HT.

·         Trade Union pressures, Working Time Agreements. Teachers less likely to take on additional responsibility/leadership roles. This results in HTs doing more and more.

·         Salary – in Primary these are barely an increase on a DHT salary in a large school and similar to DHT in secondary school, with huge variances in remit and responsibility.

·         Operational duties are taking over: recruitment, HR, health and safety, property, finance..

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·         Having the opportunity to make a difference and lead a whole school community. Opportunity to make an impact on families and communities

·         Being in a position to support and facilitate the professional learning of staff

·         Making connections with all families and partner organisations across a school community

·         Being able to make decisions about the strategic direction of the school

·         Being a leader of your own learning

·         “A privilege to influence the lives of children…” (MacBeath et al, 2012:421)

# data[].attributes.body
Increased Responsibility and Pressure

Potential for Inequity (The empowerment agenda can lead to disparities between schools)

Challenges in Collaboration and Consistency

# data[].attributes.body
Increased Autonomy and Local Decision-Making

Enhanced Professional Development and Leadership Opportunities

Improved School Outcomes and Community Engagement

# data[].attributes.body
High Levels of Stress and Workload:

The headship role often involves significant stress and a heavy workload. Headteachers are responsible for managing staff, students, budgets, and various administrative tasks, which can lead to long working hours and difficulty maintaining a work-life balance.

Budget Constraints and Resource Limitations:

Many schools face tight budgets and limited resources, which can hinder the ability of headteachers to make improvements.

Complexity of Educational Reforms and Policies:

Frequent changes in educational policies and reforms can add to the complexity of the headteacher's role.

Dealing with Challenging Behavior and Parental Expectations

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Autonomy and Decision-Making Power:

Headteachers in Scotland often have substantial autonomy in running their schools.

Supportive Networks and Mentorship:

Scotland provides a robust support system for headteachers through mentoring programs, peer networks, and professional associations.

Professional Development Opportunities

Headteachers in Scotland have access to extensive professional development programs.

# data[].attributes.body
Increased responsibilities and accountability on staff at all levels.

There are still limiting factors in terms of autonomy from agendas filtered down from LA etc...

Communication

# data[].attributes.body
Increased Teacher Agency

Opportunities for Collaboration

Creation of the self improving system

# data[].attributes.body
Education being more politicised.

Wider set of responsibility – financial hr, public relations.

Variation of schools – people tend to choose what they’ve experienced.

Less autonomy in relation to LA.

Be prepared to grow another skin.

Loss of personal time – family.

Inspectors.

Relationships.

Loneliness/isolation.

# data[].attributes.body
Introduce own ideas and control the agenda better.

Influence on Learning & Teaching.

Privilege to do so.

Autonomy.

# data[].attributes.body
Not all staff on board

Limited time of some HTs to take things forward

Comparisons of schools by parents

Accountability and responsibility

# data[].attributes.body
Autonomy

Collaboration

Unique school context

Leadership of learning for all

Curriculum design

# data[].attributes.body
Work load

Constant pressures-attainment/staffing/parents/expectations

The buck stops with you

Inflexible work models

Salary

Work/life balance

Resources being constantly reduced

Being on your own

# data[].attributes.body
Autonomy

Being able to make a difference for young people

Being able direct and enact change

Improve outcomes for children

Support families

Support/coach colleagues

# data[].attributes.body
1. Inconsistent Implementation: The empowerment agenda can lead to inconsistent practices and standards if not managed well.

2. Accountability Concerns: Balancing empowerment with accountability can be challenging, as it may lead to a perceived lack of control over outcomes.

3. Role Ambiguity: Increased autonomy can sometimes lead to ambiguity in roles and responsibilities, causing confusion and conflict.

4. Resistance to Change: Some staff may resist the empowerment agenda, preferring traditional hierarchical structures.

# data[].attributes.body
1. Increased Teacher Agency: Empowerment leads to greater teacher autonomy, allowing for more innovative and effective teaching practices.

2. Enhanced Collaboration: Encourages collaborative professional relationships and shared leadership within the school.

3. Focus on Equity: Promotes a focus on equity and inclusion, ensuring all students have access to quality education.

4. Professional Satisfaction: Teachers and leaders often feel more satisfied and motivated when they have a sense of ownership and agency.

# data[].attributes.body
1. Workload and Stress: High levels of responsibility, long hours, and the stress associated with managing multiple priorities.

2. Accountability Pressures: The need to meet performance targets and manage accountability measures.

3. Public Scrutiny: Being subject to the court of public, political, and media opinion, especially during crises like the COVID-19 pandemic.

4. Emotional Demands: The emotional toll of dealing with student and staff well-being, especially in challenging circumstances.

# data[].attributes.body
1. Influence and Impact: Ability to make a significant difference in the lives of students and the school community.

2. Autonomy and Creativity: Opportunities to implement innovative practices and policies.

3. Professional Growth: Continuous learning and development opportunities for personal and professional growth.

4. Community Leadership: Building strong relationships within the school and the broader community.

# data[].attributes.body
Recruitment

Duty bound by HR

Can't always think outside the box to create bespoke roles for our pupils

Formula for school staff and organisation - can't just change that

Autonomy is sometimes a token gesture

# data[].attributes.body
Ability to create a curriculum that fits your own unique context

Supporting our young people for positive destination through creative curriculum making

Autonomy

# data[].attributes.body
Accountability

Attitudes and competence - can be challenging to move practice forward

Threat of a strong union voice

Presumption to main stream - unskilled staff

Inequity - including how buildings are laid out

Having to do more with less

Not same focus on staff wellbeing post Covid

# data[].attributes.body
Helping shaping the vison for Scotland's learners

Living passion for Getting it Right for learners in your setting

Supporting and encouraging staff to take on leadership opportunities

Social justice

Autonomy

Feel validated with supportive self evaluation

# data[].attributes.body
Local authority and government control

Recruitment and retention of staff

Lack of clarity re boundaries between roles

Lack of funding

# data[].attributes.body
More emphasis on collaborative practice

Ability to transfer funds between different 'pots'

Academic aspects now more part of practice and policy

Possibly more scope for innovative ideas

# data[].attributes.body
Privilege/status

Professional autonomy

Increased ability to work within personal values

Wider influence

# data[].attributes.body
·       Moving a school forward takes time and relationship building. Real progress that involves investment of staff may take some time to achieve particularly where there have been many previous complex issues.

·       Changing staff teams can change the focus and direction of the school if staff have different vision

·       Some staff not being invested in school developments

·       School journey and priorities limited by local authority goals

·       Staffing issues and resourcing limits Head Teacher’s ability to build a consistent staff team

·       Lack of time to work through complex issues together due to competing priorities

·       Parental expectation restricting progress instead of empowering and validating professional decision making

# data[].attributes.body
·       Staff supporting and sharing in the shaping of the school vision

·       A sharing in school goals and improvement

·       Opportunities for staff to develop leadership skills

·       Working as part of a team and shared responsibility for progress and improvement

·       Opportunities for a supportive work environment where collaboration is encouraged

·       Influence on learning and teaching from different perspectives

·       Identifying priorities and shaping curriculum design

# data[].attributes.body
·       Staffing implications that vary from school to school

·       Burdened work force who require higher levels of support due to increasing demands

·       Too much time being operational instead of strategic

·       The buck stopping with the head

·       Problem solving ultimately falling on the head teacher when things are difficult

·       Each school dynamic, workload, leadership team and community dynamic can vastly vary workload demands and pressures

·       Recruitment choices can be limited and controlled by local authority

·       Inspection accountability

·       Attainment level accountability irrespective of changes in staffing, needs of learners and community dynamics

·       Limited time to reflect on complex issues

·       Work/Life balance issues

# data[].attributes.body
·       Creating a school vision that is shared and reflects the needs of the community

·       Curriculum design to meet needs of community

·       Creating equitable experiences for young people

·       Autonomy for direction of school

·       Efficacy and building of team and collegiality

·       Opportunities to guide and promote professional learning

·       Privilege of being a head and leading a school community

# data[].attributes.body
·       Limitations of HT influence – dependent on climate of the context and although meaningful, sustainable change takes time, there is pressure to achieve results.

·       Less ability to influence and more accountability – a lot of power is held by local authority.

·       Managing competing factors and tensions within these is incredibly complex and requires HTs to act decisively using foresight and careful consideration of options, consequences and side effects of actions using clear and purposeful communication whilst also showing empathy and humanity!

·        Balancing leading fast and slow to reach a consensus.

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·       Ability to make decisions which benefit own context.

·       Partnership working across the learning community.

·       Build agency, agility, resilience and innovation.

·       Distributed leadership brings staff with you.

·       Encourages flexibility.

·       Promotes equity and fairness.

# data[].attributes.body
·       Accountability – Head Teachers have a huge responsibility to consider a wide range of impacts whilst keeping individual people in mind.

·       Workload - HT role has grown and intensified.

·       Managing competing expectations – local, national, international policy landscape.  HTs have to make decisions, are pushed to provide answers and then have to deal with varied responses to these!

·       Grueling recruitment process and challenge of retention.  I have heard many say “this is a marathon, not a sprint” so it’s important to pace yourself and remember to prioritise personal wellbeing.  That can be tricky and impacted by lack of support from above.

·       Pressure of an HMIE inspection and need for success.

·       Staffing – some schools are able to hand pick their staff whereas others are inherited and there is little opportunity for movement.  The centralised recruitment process also feeds into this.

·       Professional loneliness and the need for personal self-belief and professional courage in the face of challenging obstacles – parental complaint, union involvement, refusal to sign WTA etc.

# data[].attributes.body
·       Privilege of being a Head Teacher.

·       Influence and autonomy – freedom and opportunity to

shape a school and its community.  Scope for change!

·       A new and challenging role and chance to choose a school that’s the ‘right fit’.

·       Further opportunity to positively impact learning and teaching.

·       Prospect of building and working with a supportive team.

·       A more strategic role.

·       Networking with like minded professionals.

·       Increased salary.

# data[].attributes.body
·         Increased responsibility and accountability

·         How to move forward when so many differing views

·         Will there ever be true empowerment when ultimately dependant on who is governing?

# data[].attributes.body
·         Freedom to shape school and curriculum as suits your own context

·         Everyone can be heard and get a say on what is happening

·         Able to be context specific

# data[].attributes.body
·         Huge workload

·         Paperwork

·         Buck stops with you

·         Pressure on attainment

·         Staffing levels dictated

·         Number of classes dictated

·         Accountability for finances

·         Huge amount of report writing and data analysis

·         LA can dictate priorities

# data[].attributes.body
·         Some autonomy

·         Developing strategic priorities

·         Working with children

·         Having a SLT – support

·         Buildng a team

·         Seeing progress

# data[].attributes.body
HT has some power but still constrained by LA in making some decisions

accountability of decisions made, particularly if they are courageous decisions specifically made with context/individuals in mind

some factors are completely out with our control as school leaders

different people have differing views and agreeing on what is ‘best’ for a school community could then create tension

still a lot of decisions are made 'above HT level' eg. Lead Headteachers and at LA level.  Who knows the school’s context best to make some of these decisions? Do people genuinely listen to ensure context specific decisions are made and supported?

# data[].attributes.body
freedom and flexibility to shape and influence what is happening in our own individual context/ community (context specific)

being able to be more responsive to our own children and young people and their needs (staff and community needs too)

ability to make informed decisions that will impact on us

supporting the drive for equity - through autonomy

opportunities for all stakeholders to be heard and have a say on what is going on within their school community

# data[].attributes.body
speed and range of recent change (difficult – unrelenting)

‘buck stops’ with the Headteacher

high workload

extensive bureaucracy and paperwork

demanding level of accountability

multiple conflicting accountability

inspectorial accountability

multiple auditing and reporting

financial responsibilities

work-life balance impacted

no time to do the job

limited discretion over staffing appointments and dismissal

amount of time spent on administrative tasks rather than educational matters

professional isolation

being all things to all people

selection/ recruitment process

expectations confounded

# data[].attributes.body
speed and range of recent change (challenge)

autonomy

support and benefits

efficacy

influence on learning and teaching

ability to improve outcomes for our children and young people

support from colleagues in school

privilege to be a Headteacher

salary

# data[].attributes.body
Realities of extent of true power and influence the HT has – lots of power held by local authority

Imbalance of responsibility and accountability in comparison to actual ability to control particular factors affecting schools

High accountability limits reality of risk taking and innovation which stifles change

Difficulties of coming to consensus when taking into account lots of differing views

# data[].attributes.body
Having the freedom to shape the curriculum to meet the needs of children in your own context

Involving all stakeholders in community and developing partnerships

Being able to make decisions around direction of travel for improvement work

Encourages democracy and fairness

Being able to challenge policies which are not suited or beneficial to your pupils

Opportunities for innovation

Opportunities for developing agency of staff, parents and pupils

# data[].attributes.body
Workload – in current climate it seems unrealistic and unsustainable

Hearing about retention issues and anecdotal stories from colleagues around the real challenges of the role

Impact the role can have on the health and wellbeing of the individual

Isolated role with huge weight on shoulders of one person – arguably HTs are most exposed actors within the system and are held more personally accountable than those above them

Potential and very real prospect of consequences in event of poor outcome from scrutiny measures (eg inspection) – demotion happens…..!

Work/life balance and the negative impact the role can have on family and personal life

Challenges of dealing with dysregulated adults – HTs are very open to abuse

There is still a notion of the ‘heroic leader’ who can work miracles no matter how challenging the circumstances – this is setting people up to fail

Not being given enough time to properly see change through – the expectations of quick returns

# data[].attributes.body
Shaping and leading the direction of a school and its curriculum

Building a team and sense of community

Rewards related to satisfaction of improving outcomes for children

Variety in the role and being able to use wide skill set

Challenging and interesting role

Being able to shape a positive culture and climate

Opportunities to continue learning and developing

Increased opportunities to join supportive networks

# data[].attributes.body
If direction is from the centre of national government this can make it a challenge for policy to be responsive to local needs, priorities, changes and challenges.

An empowered system is to be built on mutual trust, cooperation and highly effective communication – who is the communication between and what does it involve? Communication is often top down direction.

In an empowered system head teachers and Local Authorities are partners, is this the case or is there an evident hierarchy of decision making?

# data[].attributes.body
The creation a self-improving learning system

Autonomy to be creative and innovative in meeting the needs of learners and individual school’s context.

Collaborative co-production of solution-orientated activities to improve education and achieve collective goals for learners and schools.

# data[].attributes.body
Difficulties in filling positions or retaining HTs indicate the role is not sought after or appealing.

Education is part of a political agenda but there is disconnect between policy makers and school experience

increasing number of demands from stakeholders – market of education

Complexity / breadth of role – budgets, HR

Not able to choose own team

Lack of appeal of cluster / executive HT position due to workload & responsibility managing a number of schools

Lack of autonomy / support from LA

Workload of a teaching HT post

# data[].attributes.body
Career aspiration and progression

Influence on strategic direction of school/service

Autonomy