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Making Wise, Strategic Decisions


Slides used by James Nottingham on 24th May in workshop 2, day 4 of the Hawker Brownlow conference, Melbourne

Slides used by James Nottingham on 24th May in workshop 2, day 4 of the Hawker Brownlow conference, Melbourne

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  • 1. Making strategic, wise decisions
    James Nottingham
  • 2. Levels of Perspective (Daniel Kim)
    Mental Models
    Systems & Structures
    Patterns of Behaviour
  • 3. Too much innovation
    “One of the most critical problems our schools face is not resistance to innovation but the fragmentation, overload and incoherence resulting from the uncritical and uncoordinated acceptance of too many different innovations”
    Fullan & Stiegelbauer, 1991
  • 4. What Are You Focusing On?
    "It's not what's happening to you now or what has happened in your past that determines who you become. Rather, it's your decisions about what to focus on, what things mean to you, and what you're going to do about them that will determine your ultimate destiny.”
    (Stephen Covey, 2004)
  • 5. Core Values of a school in Doncaster, UK
    We develop a learning environment where children feel happy and secure
    We build self-esteem through praise, encouragement and positive reinforcement
    We put children first
    Everyone in our school feels valued
    Pupils' personal development and well-being flourishes within the safe and happy environment. Pupils enjoy coming to school and this is shown by rates of attendance which have improved and are now above average. Behaviour is good and pupils show high levels of care for one another.
    Ofsted, 2008
  • 6. We are positive, enthusiastic and show joy
  • 7. We celebrate each other’s differences
  • 8. We treat each other with respect
  • 9. The impact of core values
    Söderporten school, Norrköping
    The school is extremely multi-cultural, with most children having recently arrived in the country and speaking Swedish as a second language.
    Our Core Values have helped to:
    • Achieve in 2010 the best exam results since the national grading system was introduced in Sweden in 1997
    • 10. The school´s video surveillance is being switched off in autumn 2010
  • Creating Core Values through consensus
    Parents, governors and staff speak openly about the significant impact of the current headteacher. This is reflected in better teaching, a lively curriculum, good behaviour and rising standards. The headteacher'sapproach is collegiate. She has generated a debate within the school about the type of school that staff wished to create and how it would meet the needs of the pupils and the community. This process was a model of good practice. It was research-based, engaged all staff and generated a strong sense of commitment and belonging; staff speak about feeling valued and able to contribute. The outcomes were a five year plan which identifies clearly the key priorities to raise standards. This process has provided a clear sense of direction to the school and a shared purpose.
    Ofsted, 2008
  • 11. Classic Brainstorming
    • Sit in a circle
    • 12. Ask the first person for their first idea
    • 13. Accurately write their idea down on a flip chart
    • 14. Ask the next person for their idea
    • 15. If someone wants to, they can say “pass”
    • 16. Collect ideas from every person. Go round the circle twice, or until everyone says “pass”
    • 17. Number each idea
    • 18. There should be NO discussion
  • No discussion!
    Discussion can also lead to power games …
    Discussion smashes ideas to bits!
    From the Latin, discutere, meaning: “strike asunder, to break up”
  • 19. Brainstorm – what core values would you like?
    What values would you like in your school?
  • 20. Consensus building with 10 – 4 voting
    • Each person has 10 votes
    • 21. There are three rounds of voting
    • 22. You may not use more than 4 votes in one round
    • 23. Over the course of the three rounds you can place your votes in any combination (eg 4-4-2; 3-3-4; 4-2-4) so long as you do not exceed 10 votes altogether
    • 24. You can plonk all your votes onto one idea or spread them across 10 different ideas
    • 25. The ideas with the most votes at the end of the third round are written into the shared vision
  • What are the ESSENTIAL CHARACTERISTICS that make our school outstanding?
    How can we best help and GUIDE our students in their learning?
    How can we CHALLENGE our students more, and encourage their parents to do the same?
    What ATTITUDES & SKILLS do we wish our students to possess by the time they leave our school?
    How can we best SHARE EXPERTISE and ideas with each other within and across the 3 areas?
    How can we make the most of our OPEN LANDSCAPE?
    What EVIDENCE should we gather to help us know how the students are progressing in every aspect of their learning?
    GREEN HAT THINKING – what could really make a difference to our school?
  • 26. What should be happening in lessons when OUTSTANDING TEACHING is occurring?
    How should we COLLABORATE and COMMUNICATE with each other to ensure outstanding learning for all children?
    How can we make learning more relevant for ALL PUPILS?
    What would make our indoor/outdoor ENVIRONMENT the best possible place for students to grow physically, emotionally and intellectually?
    What could we do to enhance MOTIVATION and ENJOYMENT for all our students?
    What ASSESSMENT strategies best promote students’ growing abilities to assess their own progress and plan what to do next?
    What are the best ways to identify the BARRIERS TO LEARNING, especially for those with specific learning, social and personal needs?
    How can we continue to build on our ASSESSMENT procedures to ensure that all students make progress?
    What are the key skills, learning and teaching beliefs we each need as staff to ensure students leave us life-long INDEPENDENT LEARNERS?
  • 27. Primary School Vision
    At this school we provide a positive, caring, nurturing and stimulating environment inside and outside the classroom. Our children are encouraged to try new and different activities and to explore boundaries within safe limits. They have fun and enjoy working both independently and as part of a team.
    We are open to the views and opinions of every member of our school community. We invite and value their ideas. We take time to listen and communicate with each other in a respectful and open manner. This creates a rich culture of quick, effective feedback. In this way everybody feels valued and we pull together to support each other. We recognise and praise each other’s achievements in an informal way.
    The right to learn is respected allowing every child, including our special needs and gifted and talented children, to develop to their full potential. Every member of our learning community sets achievable goals and receives regular and positive feedback. We have high expectations for behaviour and have a behaviour management system that creates a calm environment where issues are dealt with fairly and consistently.
  • 28. Teaching and Learning Vision
    At RMGS we create critical, reflective and independent learners for life through a learning community which provides a secure and challenging environment.
    We believe deep learning is facilitated through outstanding teaching and occurs when all learners are actively engaged in a variety of tasks, taking responsibility for their own learning and progress, collaborating and thinking with shared expectations of success.
    At RMGS through innovative learning strategies and positive relationships our students enjoy learning and achieve their full potential.
  • 29. 1: Forming agreeing to do something together
  • Storming
    breaking free from current reality
    • Challenge to Mindsets
    • 35. Confrontations
    • 36. Abuse of Power
    • 37. Collective Awareness
    • 38. Clarify Training Needs
    • 39. Create Focus
  • Storming is Necessary for Learning
    “Progress is impossible without change, and those who cannot change their minds cannot change anything.”
    George Bernard Shaw (1856 – 1950)
  • 40. 3: Normingalignment to new ways of doing things
    • Noticeable Improvements
    • 41. Alignment
    • 42. Team Learning
    • 43. Confidence Builds
    • 44. New Mental Models Emerge
  • 4: Performing in a state of flow
    • Real Progress
    • 45. Fine Tuning
    • 46. Continual Learning
    • 47. Sense of Achievement
    • 48. This Is The Way We Do Things
  • 49. Contact Details