This paper will review the new meaning of system leadership (Pont et al., 2008) in relation to the development of the Teaching School programme and the new challenges that system leaders face in leading their TSAs to fulfil the role of building and developing a school-led system. We have learned from this evaluation that leading inter-school partnerships requires cognitive and emotional leadership and management qualities and skills, integrity, commitment and resilience. The level of inter-personal relationships and trust between leaders of partner schools are likely to be paramount in determining the extent to which relationships between schools grow, develop or fail. In short, it is about the individual and strategic alignment of organisational priorities, needs and interests as well as their expertise, skills, resources and capacity to pursue a shared moral purpose. Evidence from our case studies shows, it has taken almost all TSAs one to two years to become clearer about who they are (i.e. identity), what they are for (i.e. mission) and how to achieve their aims (i.e. action). However, the picture is variable and fluid. As one of a number of government initiated innovations, designed to achieve a ‘self-improving’ school system, teaching schools and their alliances have taken on a challenging role. It is clear that, within the system, there are many different, dynamic and complex relationships and partnership infrastructures. There is a widely perceived need to join up relationships, resources and capacity to produce a coherent and systemic approach to school-to-school support, and through this, enhance sustained and sustainable impact on school improvement within a locale or region. Our analysis suggests that effective accountability structures that promote improvement and collaboration are a must condition to support TSAs in their endeavours to grow. Continuing systemic support in terms of resources, funding and accountability infrastructure are also necessary to incentivise collaborations at different levels and move the teaching school concept forward effectively and sustainably. Moreover, success also requires social and collaborative capital that harnesses local knowledge and expertise in order to make a systematic and systemic difference to the quality of teaching, learning and achievement.

Pont, B., Nusche, D. & Hopkins, D. (2008). Improving School Leadership Volume 1: Improving Policy and Practice. Paris: OECD.