An introduction to school to school support Core training day

1. An introduction to school to school support Core training day

2. Subheadings for new training • An introduction to and brief history of the role of the SLE • Change management • Gathering information • Different ways of driving change in others • Some theoretical models • Emotional intelligence • Coaching: knowing yourself • Coaching: working to the brief • Extra thoughts about running the training

3. Taboo • What did you gain from doing this? • What did the facilitator/ accreditor gain?

4. An introduction to the role of the SLE Session aims • To understand the current climate involving school to school support • To appreciate the importance of an emotionally intelligent SLE • To build a toolkit of skills to become an effective SLE • To complete accreditation as an East of England Partnership SLE

5. Pre-core tasks • Learning walk • Persuasive conversation • Working style questionnaire

6. An introduction to the role of the SLE What are system leaders? Leaders, usually working with other leaders within and beyond their individual organisations; sharing and harnessing the best resources that the system can offer to bring about improvement in their own and other organisations; and influencing thinking, policy and practice so as to have a positive impact on the lives and life chances of all children and young people. Key words?

7. An introduction to the role of the SLE System leaders Leaders, usually working with other leaders within and beyond their individual organisations; sharing and harnessing the best resources that the system can offer to bring about improvement in their own and other organisations; and influencing thinking, policy and practice so as to have a positive impact on the lives and life chances of all children and young people. About the SLE programme Jacqueline Smith, head of the teaching school at Lampton, on deploying SLEs: "We get even more than we give. Staff are really motivated by professional recognition and respect for their expertise.“ Dean Jones, SLE in Rotherham: “The SLE programme empowers a normal classroom leader to lead. It improves their confidence and leadership skills.”

8. An introduction to the role of the SLE Principles underpinning system leadership • being driven by a moral purpose • improving all children and young people’s lives regardless of which school or children’s centre they attend or neighbourhood to which they live • recognising the reciprocal benefits derived from peer-to-peer support • ensuring there is a positive impact with measurable outcomes • accepting collective responsibility and shared accountability for the performance of the (education) system • increasingly moving from intervention to prevention

9. An introduction to the role of the SLE “Growing leaders is like growing fruit trees. Other owners may one day have the benefit of your trees, but maybe you will benefit from other unknown owners of orchards. The best organisations take pride in the fact that they grow more leaders than they need; they are net exporters of leaders.” John Adair

10. An introduction to the role of the SLE NLE LLE SLE Teaching Schools

11. A history of the SLE programme • 2011 – pilot in the Manchester area • 2012 – 11 ‘training schools’ identified nationally to train all SLEs. Careful Quality control from the pilot group • 6000+ SLEs trained. All went through core training, which was fully funded by the DfE • 2015 – end of the formal support process. Certification and identification handed over to all TSAs. Training still available, but no longer funded. Some SLEs identified without core training • 2016 – DfE provide start-up funding for each Region to agree a regional solution to accreditation and quality assurance

12. East of England SLE Partnership The fundamental purpose of the group is to promote the best possible recruitment, training and support of SLEs. This is achieved through: • Support and promotion of recruitment and training and sharing the eastern region’s high expectations of the effectiveness and impact of induction as a process to ensure sustainable improvement to overall educational standards and performance of SLEs • Review and evaluation of the role of the SLE Coordinator and secure strategies to ensure effective quality assurance • Sharing best practice amongst SLEs to ensure the approaches of the Eastern region are being upheld , to continually improve the training and induction process to promote the highest standard of school to school support • Providing a ‘Critical Friend’ community to support individual self-evaluation and quality assurance processes • Facilitating mechanisms for regular, clear and consistent communications to all SLEs and Head Teachers • Ensuring appropriate marketing and promotion of SLEs is undertaken

13. Change management It’s all about change “Change is so challenging that 90% of people who underwent bypass surgery did not change their lifestyles, even when faced with possible death.” Deutschman, 2005 Dr Edward Miller noted that many patients who could avoid repeat bypass surgery rarely do. A study of bypass surgery patients showed that those who were told what to do did not make lasting changes. Only when they were provided with support to implement lifestyle changes did they succeed.

14. Change management Change Management Thoughts on change “The central issue is never strategy, structure, culture or systems. The core of the matter is always about changing the behaviour of people. Behavioural change happens mostly by speaking to people’s feelings. In highly successful change, people find ways to help others see the problems or solutions in ways that influence emotions, not just the thoughts.” John Kotter

15. Change management Factors influencing change in schools

16. Gathering information Data; Results Conversations (pm session today) Anecdotal (word of mouth) Gathering information about a client school as a SLE First hand experience (e.g. walkabout; tour of school; pupil voice; work scrutiny) Documents e.g. Ofsted report, SEF

17. Gathering information An example of first hand experience: walkabout • Is there a focus? Is it generic? • What are you looking for (see; hear; feel)? • Different forms of evidence/information • www/ebi • PMI • QFF • Protocols • Compare this process with the Learning Walk you did before the Core day.

18. Different ways of driving change in others • So you’ve had a chance to gather information and start to diagnose potential issues. What interventions could you consider offering? • Individual coaching on site • Organising and coordinating groups of colleagues (e.g. Lesson Study) • Specific training programmes (e.g. ITP/ OTP/ Middle leadership) • Invitations to your school to share practice • Moderate and support department reviews • Support with marking, moderation and assessment • Developing schemes of learning and curriculum

19. Other ways of driving change in your TSA and beyond • How else might your TSA want to make use of you as a change agent? • Participation in regional/ national developments • Being part of a team of CPD facilitations • Write bids • NQT training • Mentoring and coaching • Sharing good practice network groups

20. Some theoretical models Clutterbuck and Megginson: Different ways of driving change in others Ask Non - Directive Show Facilitator & Coach Demonstrator Intrinsic Extrinsic Tutor/ Mentor Instructor Tell Suggest Directive

22. Some theoretical models KOLB – Ways of driving changes in others Abstract Conceptualisation Active Reflective Experimentationobservation Concrete Experience THINK DO

23. How do you know which strategy or approach to use? Use your Emotional Intelligence!

24. Emotional intelligence 20 Emotional Intelligence competencies - McClelland Accurate self-awareness Achievement driven Adaptability Change catalyst Communication Conflict management Developing others Emotional self awareness Empathy Influence Initiative Inspiration Leadership Optimism Organisational awareness Self confidence Self-control Service orientation Teamwork and collaboration Transparency

25. Emotional intelligence Overview of Emotional Intelligence - Goleman Self first Others second Self awareness Socialawareness Awareness or “Recognition” Self management Relationship management Individual, team and organisational performance Actions or “Regulation”

26. Emotional intelligence …McClelland Social awareness Empathy Organisational awareness Service orientation Relationship management Inspiration Influence Developing others Communication Change catalyst Conflict management Teamwork and collaboration Leadership Self awareness Emotional self awareness Accurate self-awareness Self confidence Self management Self-control Transparency Adaptability Achievement Initiative Optimism What were“ the six best” Positive impact on others

27. Emotional intelligence …McClelland Social awareness Empathy Organisational awareness Service orientation Relationship management Inspiration Influence * Developing others * Communication Change catalyst Conflict management Teamwork and collaboration Leadership * Self awareness Emotional self awareness Accurate self-awareness Self confidence * Self management Self-control Transparency Adaptability * Achievement * Initiative Optimism * = “ the six best” Positive impact on others

28. Emotional intelligence ...McClelland / Goleman Self 1st Others 2nd Self Awareness Emotional Self Awareness Accurate Self Assessment Self Confidence Social awareness Empathy Service Orientation Organizational Awareness Awareness or “Recognition” Self management Self Control Trustworthiness Conscientious *Adaptability* Achievement Driven Initiative Relationship management Developing Others Influence Communication Leadership Conflict management Change catalyst Building bonds Teamwork & collaboration Individual, team and organisational performance Actions or “Regulation”

29. Coaching: knowing yourself The iceberg model – McClelland’s Competencies Skills What I can do Knowledge What I know and my experience Social Role What I expect of myself and others expect of me Self Image What I value in myself Traits My non-conscious patterns of behaviour Motives What drives and excites me

30. Coaching: knowing yourself Motives • Look at the picture for ten seconds then write down what you saw.

34. Coaching: knowing yourself Motives • A motive is a non-conscious need that has to be fulfilled time and time again. Motives are deeply embedded in people and drive their behaviours. They are the source of energy to do things. • Motives can be understood and managed, but do not appear to be capable of being changed. • Leaders might consider the potential for arousing motives in others so as to match tasks and roles to meet their needs.

35. Coaching: knowing yourself

36. Coaching: knowing yourself Three motives Achievement The satisfaction comes from meeting or exceeding a standard of excellence or improving ones own performance Affiliation The satisfaction comes from close and harmonious relationships with others; family, friends, colleagues Influence (power) The satisfaction comes from having an impact on others and situations or influencing people to do things

37. Coaching: knowing yourself Behaviour traits Traits of behaviour are the ways in which we tend to act when we are under pressure, or in situations which we cannot perhaps control. This may vary in different social settings, but in general it describes how we are likely to behave, react or respond to any given circumstance. It is often referred to as our ‘default’ behaviour setting.

38. Coaching: knowing yourself Traits or drivers of behaviour: how did you come out when you did this as a pre-training task?

39. Coaching: knowing yourself Meet the pack types

40. New ideas Risk-taking Hound Gua r d dog Mastiff People Emotion Results Actions Coachdog Terrier Retriever Sheepdog Pointer Facts Certainty Coaching: knowing yourself

41. Coaching: knowing yourself Different ways to packtype yourself • The ‘home’ you: How you are with friends and family • The ‘parent’: How you are with your children (if applicable) • The ‘partner’: How you are with your partner (if applicable) • The ‘work’ you: How you are at work generally • The ‘task’ you: How you approach a specific task or job role

42. Coaching: knowing yourself Lunch

43. Starter Warm up activities x 3 • Spot the difference • Tone: reading between the lines. • Video conversation: 1 minute to find out how they were feeling.

44. Starter Warm up activities x 3 • 55% • 38% • 7%

45. Starter Warm up activities x 3 • 55% • 38% • 7% • - body language • - tone/pitch • - what they are actually saying

46. Coaching: working to the brief Data; Results Anecdotal (word of mouth) Conversations (pm session today) Gathering information about a client school as a SLE First hand experience (e.g. walkabout; tour of school; pupil voice; work scrutiny) Documents e.g. Ofsted report, SEF

47. Coaching: working to the brief Key element of SLE work is relationship building - Mind set as an outsider coming in - First Impressions - Contracting - Difficult conversations

48. Coaching: working to the brief Conversation and inquiry: triad interview task

49. Coaching: working to the brief Conversation and inquiry: Inquiry questions – building rapport • Unconditional positivity • Invite storytelling • Allow ambiguity • “What” questions • Help locate positive experience • Evoke essential values, • aspirations and inspirations • Take notes • Allow silence • Let it go!!! • Generic possibilities: • Can you tell me more? • Why was that important to you? • What was your contribution? • How were you supported? • How has it changed you? • What made it possible? • Who made it possible?

50. Coaching: working to the brief Conversation and inquiry:triad interview task Feedback – 5 mins: SLE (first) Client (second) Observer (third) Pull out key points from discussion between client and SLE. What were their thoughts/feelings? Consider trust and rapport. Repeat task x 3 times, rotating roles.