Leadership: Shaping the Future of Education in Bolton for our 19k+ students.
In Bolton, we are committed to ensuring that leadership behaviours are consistently instilled and developed across all schools, partnerships, and organisations. Our goal is to empower leaders at all levels to take impactful actions that drive sustainable change and improve outcomes for our young people. That is why we work in partnership to develop leadership across the area. Read on to find out more.
The Bolton Learning Partnership – Leadership Framework
Our Leadership Framework, developed in partnership with Enabling Leaders is a cornerstone of the transformation we are driving across Bolton’s educational landscape. Designed to cultivate a culture of excellence, collaboration, and continuous improvement, this framework equips leaders with the behaviours, mindset, and tools needed to make a lasting impact on young people, teams, and communities.
By embedding these leadership behaviours, we aim to create a high-performing, supportive environment where all leaders are empowered to grow, challenge themselves, and lead with purpose. This approach encourages reflection, promotes courageous decision-making, and ensures that every leader is not only focused on personal development but is also dedicated to contributing to the collective success of the broader educational ecosystem. In Bolton, we are committed to ensuring that leadership behaviours are consistently instilled and developed across all schools, partnerships, and organisations. Our goal is to empower leaders at all levels to take impactful actions that drive sustainable change and improve outcomes for our young people.
View our Leadership Framework below starting with behaviours of the leader:
1.1 High Expectations - Being better every day
Always strives for excellence for young people, team and self, always acting with professionalism. Has real clarity about what high expectations look, sound and feel like in subject/context and aligned to the partnership. Is laser focused about ‘knowing thy impact’ (Hattie) and can clearly and effectively communicate (both written and verbal) what success looks like – when to see it/expect it with young people, teams, parents, organisations, the partnership and larger community. Has a full understanding of current reality – improvement strategies needed, implementing them effectively. Is aspirational, motivated and inspires others to create a culture to reach high, authentically ambitious. Does not cap ambition or limit behaviours and is committed to ensure professional learning is in place for individuals/ team with ambition for all. Not afraid to challenge where high expectations are not understood, adhered to or reached. Visionary and aims to be the best possible version of self, determined.
1.2 Knowledgeable - Having the tools to do the job
Is knowledgeable about self (strengths, drivers, accountability, self-efficacy, networking, collaborating and connecting); others (team, subject, school, Bolton Learning Partnership and community); leadership (models and approaches such as instructional, transformational, servant, adaptive, distributive, improvement levers); specialist domain/content area (subject, phase, role specific) and systems (operational excellence/’how to’). Has technical knowledge which includes legislative, safeguarding, protocols, current trends/policies. Knows how to network, collaborate and connect (making the most of opportunities). Knows the importance of relationship building and relational trust, actively listening to respond/inform. Has earned respect and a track record of proven impact. Is passionate about professionalism and the importance knowledge plays within it. Knows the difference between leadership and management. Demonstrates agility in application of knowledge.
1.3 Professionally Curious - Giving space for your mind to explore
An inquisitive leader always wanting to know more and find out why, with an inner energy. Knows how/where to find new leadership learning and who the leadership experts (educational and beyond) are (academic, system) to enhance knowledge. Analyses critically research, readings and policy: filtering, contextualising, avoiding noise and empowers others to apply to role/classroom. Not afraid to make and learn from mistakes and embrace challenge through engagement in dialogue and professional learning (coaching, training, reading, research), Has self-awareness and an ability to receive/give feedback in a way that will maximise impact on behaviours, and on young people. Self-reflective and leaves ego at the door. Can be proactive and reactive with a thoughtful/considered mindset allowing flexibility/adaptability. Open minded and demonstrates perseverance. Enthusiastic and self-motivated. Always a learner-challenging conventional ways of thinking. A collaborative thinker.
1.4 Courageous - Stepping up and doing what is right
Has virtuous courage (V.Robinson) which is motivated by a worthy goal, is honest and respectful whilst being truth seeking. Shows humility, integrity and respect. Understands the disadvantages about being non-virtuous (exerting power, direct, sometimes rude in the pursuit of honesty – truth confirming). Leads improvement by providing direct, respectful and honest feedback – anticipates conflict with courage to tackle situations in a timely way and address any dysfunctional cultures. Has sufficient knowledge to take calculated risks that will have an impact. Able to address underperformance, often when uncomfortable to do so, with clarity over direction and purposeful in actions. A self-starter, that knows when to ask for help. Can critically question & reflect, whilst knowing when and where that is appropriate. Comfortable to challenge to enable/strive for improvement and equity, fairness. Courage to promote autonomy, suitably confident (but not overly so) in actions as well as words.
1.5 Empathy - Keeping the individuals at the heart
Empathetic and understanding of contexts, timing and personal situations with emotional intelligence. Underpinning approach to leadership is the importance of being kind to those around and to self, genuinely holding people in regard through an ethical stance. Responses are caring, kind and demonstrate great integrity– whilst still being strong (and perceived as such). Listens to the views of others to gather most relevant information and then acts in line with the values and purpose of the organisation. Handles difficult conversations honestly, directly, compassionately and with great dignity and always in the best interests of the partnership and the individual. Is resilient. Is inclusive in language used and intent of actions. Has a shared understanding of decisions by the partnership and the larger community – balancing the why (rationale) of the partnership v organisation v team v individual.
And implementing leadership in practice:
2.1 Leading Collective Efficacy - Shared beliefs, shared actions
Contributes to a collective consciousness, leading with purpose across the 19K. Works collectively – knows own role and impact on others. Creates a culture and capacity where the impact of actions is discussed openly within an environment of high challenge, high support and low threat. Developing an inclusive working culture, establishing conditions for all to thrive (young people, staff, community). Lays the foundations for a culture of high expectations and belief in each other and what together they can collectively achieve-great things can happen. Understands the positive impact on young people in their charge through developing collective efficacy and an attitude of belief. Meaningful collaboration and a safe and compelling physical/emotional environment is created with high trust. Ensures all feel safe to contribute, and there is a fair and inclusive working culture – challenges self to ‘radiate’ not ‘drain’ (when not feeling 100%) and knows how to deal with those who ‘drain’. Can take judicious risks.
2.2 Creating Capacity - Architecture to flourish
Knows the team, their needs, drivers and motivations, develops relational trust making time to listen. Has breadth and depth in leadership approaches, strategies and models and understands high impact professional learning to grow people, structures, systems and the collective. Sources and implements professional learning to develop others, recognising and supporting needs. Identifies plans for effective CPD at individual (bespoke pathways), team, organisation or partnership level (according to role), in line with career stage expectations and succession planning. Is clear about the process of leading and implementing change including planning, communicating, emotional, bespoke adaptations (e.g., Kotter, Kubler Ross…). Engages with experiences and partnerships to support unlocking personal and academic potential, nurturing and developing. Ensures the team knows and feels they matter and care, investing in them as a professional and lifting them to aim to be strategic thinkers and researchers.
2.3 Developing High Performing teams - Building the engine room
Sees the importance of a consistently high performing and functioning team, based on deep knowledge (takes time) of the people – attributes/skills and the team dynamic. Uses knowledge of effective teams with clarity around their roles underpinned by core values. Builds, creates and recruits, embracing difference (ensures equality, diversity and inclusion – team does not all look/sound the same). Leads with high trust and motivated teams where time is valued, and all feel safe to contribute. Operational excellence shown through preparation, professionalism, effective and precise communication (emails/reports) and chairing of meetings. Demonstrates agility in application of knowledge, moving between big picture to ground (being strategic) with balance demonstrated. Supports/empowers team members to develop their skill set and celebrate success. Inspires, influences and asserts as needed – knows when to push and when to pull back (capacity, pressure points, personal). Holds very strong leadership beliefs, guided by moral purpose – values are explicit & at the core of thoughts and actions.
2.4 Enabling Impact - Making sure it happens
Enables and celebrates meaningful impact at all levels (individual, team, school, partnership) through people, systems, protocols and actions with a relentless focus on high standards and people thriving. Can offer professional challenge and support to all colleagues, focusing on the shared purpose whilst modelling being kind with integrity. Has courage to have conversations where impact needs to improve, knowing when to push and when to pull. Proactively seeks, recognises and celebrates impact at all levels(aligned to culture and approach). Challenges inappropriate behaviour with virtuous courage and young people at the heart. Is forensic in reviewing evidence and data rather than making anecdotal judgements. Uses data to diagnose, evaluate and inform actions and development plans, needs and strategies. Skilled at implementation planning, knowing the seasons of the school year, ambitious about what improvement looks like and how to sustain, clears path and drives to achieve.
2.5 Collaborative Contribution - Improving the life opportunities of every learner in Bolton and beyond
Committed to improve the life chances and opportunities of the young people of Bolton. Protects time to connect and ambitiously collaborate with each other and across the Bolton Learning Partnership as a vital part of improvement for the 19K+. Understands own part in contribution and does this unselfishly and purposefully with a desire to leave a legacy. Reaches beyond and sees the importance of being outward facing both in terms of own learning and also the civic responsibility to the school, the partnership, trusts, and larger educational community. Searches for ways to contribute beyond context (networks, presenting, articles etc.,) building their own skillset and reputation – flourishing in the process. Builds links/partnerships that are reciprocal and mutually beneficial. aspirational and inclusive(alumni, media…), holding excellent communication and relationships.
If you are interested in finding out more, contact us on info@boltonlearningpartnership.org.uk
