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MOVING FORWARDS Day 2 Leading a learning community

MOVING FORWARDS Day 2 Leading a learning community. Leadership Managing change. Introduction. Welcome Liturgy Introduction. Welcome and introductions. Facilitators Your name Your current role Your school Your LA Your Diocese if relevant. Liturgy. Domestic arrangements. Coffee

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MOVING FORWARDS Day 2 Leading a learning community

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  1. MOVING FORWARDSDay 2Leading a learning community Leadership Managing change

  2. Introduction Welcome Liturgy Introduction

  3. Welcome and introductions • Facilitators • Your name • Your current role • Your school • Your LA • Your Diocese if relevant Liturgy

  4. Domestic arrangements • Coffee • Lunch • Tea • Toilets • Evacuate the building … • Attention to time frames

  5. Expectations • Trust • Respect • Confidentiality • Listening • Giving equal time and space to others • Phones off please • Anything to add?

  6. Programme • Facilitator introduction • Programme for the day • Reflective Journal • Emphasis on reflection to guide learning • Learning points • What will you say or do differently? • How will you make sure change happens?

  7. Developing outstanding leaders “Importance of leaders balancing personal and professional growth and being open to a wide range of learning experiences and also being able to learn from a wide range of experiences. Helps us understand the implications of one of the elements not being fully developed – the other factors are seriously compromised, with significant implications for leadership effectiveness and personal and professional sustainability.” Developing Outstanding Leaders John West-Burnham 2009 p.12 Effective learning Symbiotic relationship between personal growth, professional growth and effective learning “Every leader a learner” NCSL “Leadership as an expression of human qualities and the pivotal relationship between growth and development, and confidence and capability as a learner.” Personal growth Professional growth “The greater the overlap the greater the degree of leadership effectiveness.”

  8. Intended Outcomes • Explored and reflected on … • Personal and professional growth • Who you are – as person, leader, potential headteacher • How leaders make things happen – translate visions into reality • The integration of personal faith and their professional life • Learned about … • Key leadership styles and strategies • Managing change • Developed skills of … • Analysis • Making judgements • Relating to and leading others • Managing self

  9. Leadership A Behaviours Skills Key Leadership Strategies: Modelling, Monitoring and Dialogue

  10. Engage others Build relationships Communicate Listen and hear Set expectations / standards / goals Develop plans of action Direct others Build confidence Give feedback Support and challenge Develop others Analysing information Making judgements Leading others Organising Relating to others Leadership behaviours and skills

  11. Leadership learning "It's funny how the harder I work, the more successful I become.“Jack Warner, filmmaker • Stating the obvious - professional growth is possible and (not but!) it requires effort and hard work • Behaviours and skills can be identified, selected, learned, developed, practised and improved • Deliberately - actively - successfully • You can make choices about the behaviours and skills you want / need to develop … and be diligent • Purposely plan to employ those behaviours and skills in certain situations and persevere • Practise - consider your impact, evaluate yourself - be courageous - invite others to give you feedback • Learn to put on the garment of leadership and live the role authentically and with integrity • Get into difficult and challenging territory - out of your comfort zone - learn resilience "I have not failed. I've just found 10,000 ways that won't work.“Thomas Edison, Inventor "Opportunity is missed by most people because it is dressed in overalls and looks like work." "Many of life's failures are people who did not realise how close they were to success when they gave up."

  12. Key leadership strategies Leaders MODEL … the power of example • Leadership in a Church school is distinctive when leaders: • Put and reflect Christ at the centre of everything they think, say and do • Make real what they believe • Lead on creating the [Catholic] [Church of England] ethos • ‘A way of living, behaving and doing things by people who follow common values and are united by a shared vision of life’ • Promote Gospel values through example • Walk the talk … live the faith • Engender a culture of vocation and service

  13. Task: The power of example • In your table groups for about 10 minutes • Share one experience you have had of • Behaving ‘as a leader’ … and in doing so, drawing on your faith beliefs and modelling the beliefs and values of the [Catholic] [other Christian denomination] faith you hold • What was the scenario? • What was it you said and did? • Feedback to the whole group for about 5 minutes • Share any common features in these scenarios • Any learning through sharing and listening to others?

  14. Key leadership strategies Leaders MONITOR … the power of evidence • Leadership in a Christian school is distinctive when leaders: • Ensure that policy and practice embody the teachings of Christ and Gospel values of scripture • Respect and dignity for the human person • Collect and use evidence developmentally to identify and develop staff’s talents and gifts ( … not just judgementally) • Focus on personal and professional growth • Use evidence to develop others’ self-awareness and capacity to engage in change focusing on behaviours (rather than the person) • Hope-full and hope-filled • Use evidence to challenge others’ perceptions of reality whilst respecting the person

  15. Task: The power of evidence • Individually for about 5 minutes • Imagine you are new to headship and after due process have arrived at the point of convening a professional discussion with a teacher about their underperformance … and … you have two lists of information to support the discussion • The professional processes you have undertaken to ensure you have objective evidence of underperformance • The specific evidence gathered to support your professional judgement • In your Reflective Journal list what you would have available as a record • In table groups share your lists and discuss for about 10 minutes • Feedback to the whole group for about 5 minutes • Spokesperson to share your learning

  16. Key leadership strategies Leaders use DIALOGUE … the power of talk • Leadership in a Church school is distinctive when leaders: • Uses dialogue and talk to promote insights, generate new understandings and learning, and create knowledge about all aspects of the purpose and work of a [Catholic] [Church of England] school • Use the language of faith to enrich the language of school improvement and raising standards • i.e. be the best they can be … as children of God • Uphold the dignity of the human person in relationships that acknowledge the needs of the person as well as their professional needs • Use prayer and silence and model being a reflective leader

  17. Task: The power of talk • Individually for about 5 minutes • Imagine you are a new headteacher, you are going to lead a session for 25 new parents of children entering YR. You prepare a ‘talk’ to introduce them to the school and yourself as the headteacher • In your Reflective Journal, draft the opening paragraph that begins “We are about to enter into a partnership with you as a parent, to support you with the education and formation of your child as a human person. It is a great privilege because your child is so special to you …” • Focus specifically on articulating the core purpose of the school and overtly integrating the language of the standards agenda with the language of faith. • In groups of 3 for about 20 minutes in total ‘present’ your paragraphs to each other • Each of the listeners make one positive comment and one comment that suggests how the paragraph might be improved

  18. Reflection • Any burning issues? • Quiet time … • Reflective Journal • Complete section “Leadership strategies A” Coffee …

  19. Leadership B Theory into practice Scenarios

  20. Overview • You are going to take part in 3 separate scenarios and each time your role will be different • In one scenario you will take on the role of a headteacher • In the second scenario you will take on the role of another ‘person’ having a professional discussion with a headteacher • In the third scenario you will act as observer/timekeeper of the discussion and provide feedback to the person in role as headteacher • You will have time to prepare for scenario in role as headteacher and opportunity to consider what is required in the role as person and observer/timekeeper • The 3 scenarios will be acted out one after another and you will be required to be self-managing groups (hence the reason for the observer/timekeeper role) • The prime focus is on taking on the role of headteacher …

  21. Overview • In role as headteacher … • It is an opportunity to model leadership in a Church school • It is an opportunity to use evidence to help resolve the issue • It is an opportunity to integrate the language of faith with the secular language of schooling and education • Each scenario will take 15 minutes – 10 minutes simulation and 5 minutes feedback • Within 45 minutes you will have started, worked through and finished all scenarios • It works! … But, you have to listen very carefully to instructions and act accordingly and work to tight timings. [Think how you might use this structured model for professional development back in school …]

  22. Prepare to take on the role of headteacher Please, listen very carefully to instructions … • Designated as headteacher A, B or C • Move into one of three ‘Headteacher’ table groups (A, B or C) • Headteachers A, Headteachers B and Headteachers C • Task - focus on reading and considering the Scenario brief (A, B or C) • Different scenarios that require you to ‘behave as a leader in a Church school’ • For 20 minutes in total, working in role as the headteacher … • Individually read • Headteacher A / Scenario A; Headteacher B / Scenario B; Headteacher C / Scenario C • Then discuss in the group to clarify your understandings • Then each of you complete the Action Planner (A, B or C) • To plan your action for meeting with Person X; Person Y; Person Z • KEY: What are the issues? How would you resolve them? What questions might you ask? What points might you raise? What ‘core’ messages might you want to get across?

  23. Next • You are going to be split up and move into new ‘Scenario’ table groups • You need with you: • Scenario brief (Scenario A, B or C) and • Action Planner (Action Planner A, B or C) • Now, you will be assigned a number, remember it! • Move now to Scenario table groups as numbered • Check: there should be 3 per table, one of each headteachers A, B and C? • Settle yourself! And more instructions! Please, listen very carefully to instructions …

  24. Into role • You are going to prepare to take it in turns to assume 3 different roles in 3 different scenarios • Headteacher • ‘The other person’ • Observer / timekeeper • The 3 different scenarios are allocated 15 minutes each • 10 minutes simulation in role • 5 minutes to de-brief and give feedback Please, listen very carefully to instructions …

  25. Role play 3 scenarios: 15 minutes each; 10 minutes simulation; 5 minutes feedback

  26. Prepare to act as person X, Y or Z • For 5 minutes – working in role as the other person (X, Y or Z) • Read appropriate ‘Person’ brief • Person X in Scenario A • Person Y in Scenario B • Person Z in Scenario C • Focus on reading attentively and getting into character Please, listen very carefully to instructions …

  27. Prepare to act as observer / timekeeper • For 5 minutes – working in role as the observer / timekeeper • Read ‘Observer / Timekeeper’ brief and recording sheet

  28. Action!! • Order: Scenario A, B and C • 15 minutes in total – 10 minutes simulation – 5 minutes feedback • Order for managing feedback 1. Headteacher • Focus: “what went well” … and … “even better if” 2. Person • Answer the questions: “Did you feel listened to? Did you feel heard? Did you feel treated in accordance with the mission and values of the school as a Church school?” 3. Observer / Timekeeper • Focus: feedback and evidence to answer the questions • Did the headteacher model leadership in a Church school? • Did the headteacher use professional evidence to resolve the issue? • Did the headteacher integrate the language of faith with the language of school improvement and effectiveness? • We will stop you in 45 minutes time!

  29. Reflection • Any burning issues? • Quiet time … • Reflective Journal • Complete section “Leadership strategies B” Lunch …

  30. Managing change Change process Transformation Leadership styles

  31. Developing as a successful leader • Reminder – leadership is about who you are, it is about being … • Put Christ at the centre - ‘I am the way, the truth and the life’ • Have faith in God and the future, give enough time to listening to God, put hope in others and see teaching as a ministry, a work of love, that requires commitment, service and sacrifice • Create a [Catholic] [Christian] ethos to root the culture and climate • “The faith we bring to the task of education, … must lie at the heart of all the leader does, it is not simply a perspective or an interpretation of life. … Our faith is not simply a value adding factor in our human endeavour.” Archbishop Vincent Nichols of Westminster • Develop positive attitudes, appropriate behaviours, and useful skills in both self and others, rooted in Gospel values found in scripture • Lead thinking about the future … What could be? • Believe that deep-seated change can occur and be transformational • Have confidence and courage to ask … ‘Why not?’

  32. Emotional intelligence? Spirituality “I am the way the truth and the life” Christ When we achieve, it is through God’s life within us (the Holy Spirit) when we respond to God’s invitation to do His work … not our own resources  All change starts here? Know him Love Him Serve Him SelfOthers Awareness  Action Prayer Gospel values Results in impact

  33. Schools are judged on their overall effectiveness and their capacity to secure and sustain improvement Change is a permanent state of affairs People in schools talk about: “There’s too much change. We are always having changes. They are changing things, again!” So why do schools that complain about change, but not actually change and improve? What is the difference between managing initiatives and managing change? Group discussion for about 5 minutes Oil and water theory … Initiative floats on the surface … change is deep and rooted and transforms Leading management of change

  34. Area of focus for development Change Process Model Engage Stage 1 Analysis Stage 2 Direction setting Support and Challenge Communicate Stage 4 Implementing Stage 3 Action planning Build Confidence Knowledge, skills and understanding To extend the horizons of others – ‘passion for learning’

  35. Stages of process of change • Stage 1 – Analysis “Where are we?” • Reflect and map out the issues • Listen to the voice of others - gain new insights • Decide what needs to be changed and be clear about why • Stage 2 – Direction setting “Where do we want to be?” • Envision – visualise – set eyes on the preferred future – understand the destination • Know what the change will look like – inspire and motivate – provide a compass and not just a map • Stage 3 – Action planning “How do we get there?” • With and through others construct a viable plan of action • Thereby enabling others to know their part and expected contribution to successful outcome and transformation • Stage 4 – Implementing “Did we succeed? How do we know?” • Implement – devolve responsibility – delegate tasks – hold to account – monitor and evaluate evidence – review • Focus on impact and evidence of transformation

  36. Interpersonal aspects of change • Engage: [moral purpose - mission - visions - Gospel values] • Inspire – motivate – bring on board – capture hearts and minds – energise – fire imagination – encourage commitment – rooted in personal faith • Communicate: [relationships - leadership styles - Gospel values] • Range of strategies – verbal / written / symbolic actions – not just ‘information-giving’ – making connection with human persons – go the extra-mile • Build confidence: [relationships - trust - networking - Gospel values] • Share – enrich – develop vision – be clear how to get there – ‘hell, rain or high water’ – persist and sustain belief in difficult times / moments / events – create early wins – engender belief • Support and challenge: [intellectual and spiritual capacity - think - reflect - achieve – Gospel values - transform] • Provide human and material resources – CPD • Challenge perceptions and reality gaps – challenge poor quality thinking and performance

  37. Managing change in a learning community • A learning community: • Builds moral purpose • Shares knowledge and expertise • Builds relationships and trust • Distributes and shares leadership • The change process and transformation – requires transformation in individuals - rooted in interpersonal activity - facilitated by the organisation • Organisations are communities - organisations don’t change – people do! • To achieve change leaders need to: • Engage • Communicate • Build confidence • Support and challenge • So …. leaders need to use appropriate leadership styles

  38. Leadership styles • Coercive • Authoritative N.B. Not authoritarian • Affiliative • Democratic • Pace-setting • Coaching

  39. Managing Change (Next change) Mission Relationships Gospel values

  40. Leadership styles • If achieving change towards securing the vision requires you to: • ‘Engage, communicate, build confidence, support and challenge’ • Which leadership styles are the most effective in managing change in people – when in the change cycle would you use them and why? • Which styles you think have most resonance with Gospel values and why? • Task • Use the diagram and cards and consider where you might ‘position’ the use of particular leadership styles while managing the ‘curve’ of change • N.B This is not a simplistic task of matching a leadership style to a facial expression! • For 10 minutes – share the time equally in pairs • Discuss the two questions above • 5 minutes - feedback key points to the whole group

  41. So … • In showing leadership … • Make sense of building a learning community and managing change through the lens of a Christian world view • Real change is transformative … taking place in people • Real change is rooted in the person, life and teachings of Christ, our relationship with Him and the Holy Spirit working within us

  42. Reflection • Any burning issues? • Quiet time … • Reflective Journal • Complete section “Managing change” Tea …

  43. Pause for reflection Questions or queries

  44. Pause for reflection • Half-way through the programme • Do you have any queries or questions about today or anything else? • For a couple of minutes confer on your table • Questions? • Queries?

  45. Evaluation Self Programme

  46. Evaluation • Self-evaluation for about 5 minutes • Review your Reflective Journal • Complete Reflective Journal section Evaluation • What learning was most important today? • Why? • What you will do as a result? • In pairs share for about 5 minutes • Evaluation of the programme for about 5 minutes • Complete proforma

  47. Preparation for Day 3 • Download and read the following documents: • A Guide to the Law for School Governors - Chapter 3 pages 11 – 24 ‘Governing Body Powers, Duties and Procedures’ • http://www.governornet.co.uk/linkAttachments/GTTL%2005.12.09.doc • And EITHER: •      Read the Framework document for the Statutory Inspection of Anglican Schools (SIAS) if aspiring to lead a Church of England school • http://www.natsoc.org.uk/siasdocuments/frameworkapril09.doc • OR: • Read the Framework for Inspection of Catholic Schools under Canon Law and Section 48 of the  Education Act 2005 if aspiring to lead a Catholic school • http://www.theredepartment.com/uploads/FrameworkforInspection2009.pdf • Primary Section 48 Self-evaluation Form • http://www.theredepartment.com/uploads/Primary_Section_48_SEF_2009-1.doc

  48. Thank you for today Safe journey home

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