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Module 4 leading teams
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  • Individually write down as many teams as you can of which you are a member.Who has the most?What are they?Ask others for any other key teams they had on their lists.3 mins
  • Reflect on your experience of being in teams.  Think of those which have been successful and those which have been dysfunctional.  On Post-It notes individually (one idea per Post-It) list as many contributing factors that made teams successful and those that made teams dysfunctional and then come and stick them on the flip chart sheets (one for each type) on the wall.What common themes can you start to see? Pick out5 mins
  • Ask group to watch Covey clip on trust in business.Afterwards Q - do the same issues apply to leading teams in schools?7 mins
  • This task is in relation to your school team. We will share the ideas that will help form part of a toolkit to help make your team a high performing more effective team.Take a final look at the completed sheets on the wall. Return to tables, and reflect personally on any aspect of this that resonates with you, particularly if pertinent to your closing the gap project. Write down what you could do tomorrow, this half term and this year.10 mins
  • How can we make our team more effective? Read slide
  • Split into three groups. Give each group one of the extracts from section 4 on Action learning, mentoring/coaching or reflection practice. As a group prepare a short presentation for the other groups which explains the theory of your extract and how you might use this to develop your teams.Groups to give presentations to other two groups, with questions/ clarification at end.Total time 20 mins

Module 4 leading teams Presentation Transcript

  • 1. Leading people and effective teams (Continued)
  • 2. RECAP from last time...
  • 3. RECAP from last time...
  • 4. Connecting the dotsConsider some of the aspectsthat we have covered so far inour learning journey.What progress are youmaking?How far is the MLDP affectingyour behaviour?Celebrate any achievements(no matter how small!)
  • 5. Where are we on our learning journey?1. Leading and managing the organisation – the importance of middle leadership2. Leading in a diverse system – importance of context3. Leading Teaching & Learning - the moral purpose – closing the gap4. Leading people & effective teams – the importance of trust & high performance culture5. Leading change & continuous improvement6. Developing your own leadership potential
  • 6. Our learning intentions for today• Understand the factors which influence the effectiveness of a team• Analyse and evaluate the effectiveness of the team you lead• Identify your role in building an effective team• Understand the importance of trust in effective schools and teams• Develop practical strategies to improve the effectiveness of your team
  • 7. My Teams• Individually write down as many teams as you can of which you are a member• Who‟s got the most?• What are they?
  • 8. My Teams• Reflect on your experience of being in teams• Successful? Dysfunctional?• List as many contributing factors that made teams successful and those that made teams dysfunctional (each individually on separate post it notes)• Place on the corresponding chart
  • 9. Of all the qualities of an educational leader TRUST is probably the most important
  • 10. Trust in Leadership – Stephen CoveyStephen Covey talking about Trust in business leadershiphttp://www.youtube.com/watch?v=CciecbzzH- g&feature=relatedhttp://www.youtube.com/watch?v=jb3s- 5IK2Ws&feature=related
  • 11. Key components of relational trust Bryk & Schnider• Respect – recognising the integrity of all of those involved in a child‟s education and their mutual interdependence.• Competence – professional capability and the effective discharge of role and responsibility.• Personal regard for other – mutual dependence and caring leading to a sense of interdependence and reciprocity.• Integrity – consistency, reliability and a clear sense of moral purpose.• Link to JWB Document p31
  • 12. Would you trust this man? Psychology researchers has developed a computer program that allows scientists to analyze better than ever before what it is about certain human faces that makes them look either trustworthy or fearsome. In doing so, they have also found that the program allows them to construct computer-generated faces that display the most trustworthy or dominant faces possible. Here is a face Princeton Ooops! Clearly not! researchers found to be most trustworthy in the study MLDP - Module 4
  • 13. Would you trust this man? Psychology researchers has developed a computer program that allows scientists to analyze better than ever before what it is about certain human faces that makes them look either trustworthy or fearsome. In doing so, they have also found that the program allows them to construct computer-generated faces that display the most trustworthy or dominant faces possible.An interesting bit of research but not much use unlessyou‟re willing to consider plastic surgery! Here is a face Princeton researchers found to be most trustworthy in the study MLDP - Module 4
  • 14. Developing an understanding of theimportance of trust in team effectiveness• In 3 groups annotate a „trustworthy leader‟ on a flipchart sheet• Consider the people you really trust and why• Elicit the key characteristics, behaviours, attributes of trustworthy persons
  • 15. To quote……“…One of the most powerful indicators of the levelof trust in a school is the extent to whichleadership is distributed or shared , that is, theextent to which leadership is „total‟ and seen ascollective capacity, or personal to oneperson or a few individuals..” John West-Burnham NCSL“When trust is high, the dividend you receive is likea performance multiplier”. Steven Covey (2006) MLDP - Module 4
  • 16. The dividends of trust
  • 17. The growth of TRUST in the maturity of organisations Mature Immature Shared authority Personal Power Power fully distributed Low trust Teams Dependency High Trust Interdependency Control Delegation Empowerment Subsidiarity Where would you place your school on the continuum of low-high trust? Why is your school at that particular point? Now repeat the questions for your school team and your classroom
  • 18. Personal reflections:• To what extent do you feel trusted by those who lead you?• To what extent do you feel that those whom you lead, trust you?• What does this allow you to do or prevent you from doing?• What can you do to improve trust in your circumstances?
  • 19. Who has recognised the importanceof high performance teams?“A common factor in all the schools is a very strongemphasis on team working. The evidence suggests that thisis indispensable for sustaining excellence. The ingredientstake time to build up. They include a common sense ofpurpose, shared values, trust, and openness;willingness to share practice and learn from each other;readiness to inject new ideas and take risks. Pupils gain thebenefits through a consistent approach, from the quality ofteaching and learning and the richness of curriculum, andfrom the strong values and ethos. Staff feel professionallyinvigorated by such an environment and staff turnover tendsto be low. However, such schools produce future leaders,and they have sufficient momentum to survive changes ofkey staff. “Ofsted (2009) study Twenty Outstanding Primary Schools highlights theimportance of effective teams:(p38) MLDP - Module 4
  • 20. Task – Audit Review• Pair up. In turn pick one of the aspects you have rated highly and tell your partner what you see in your team that made you rate it highly and what have you done to help make it so.• 3 groups. You have 3 flip chart sheets one for each of 3 aspects of the audit; groups do 1-3, 4- 6 or 7-9. Title each sheet with the aspect then divide in half. Label the halves “What does it look like?” and “How do I get there?” 10 mins• Tac to wall for display & share
  • 21. Understanding the effective team Quiet reading time: P.35-37 of JWB- Criteria for team effectiveness- Alignment- Design- Review- Relationship- Learning- Trust
  • 22. Developing your TEAM• Middle leaders can often have the greatest impact when they perceive their leadership as supporting the learning and development of their colleagues. It is argued that one of the key characteristics of high-performing leaders is they focus on building capacity in their team.
  • 23. Team based learning task• Split into 3 different groups.• GpA – Action Learning• GpB – Mentoring & Coaching• GpC – Reflective Practice• Read P38/39 on your strategy to support team based learning• As a group prepare a short presentation for the other groups which explains the theory of your extract and how you might use this to develop your teams. 10 mins prep. 3 mins presentation
  • 24. Reflection Time• Individually reflect on the content of today and make some notes setting out short, medium and long term actions from this session. Consider:• How can I build trust?• Which elements from the high performing teams audit can you develop – how?• Which components of effective teams will you develop? how?• What are the implications of Belbin‟s team roles for your team? What can you do?• What strategies will you use to promote team based learning?• What from today can help you with your leadership challenge?
  • 25. Remember….• Control the controllables• One step at a time
  • 26. Next steps....• Blog• Mod 4 reflections with coach• Plan a team building activity• Book Friday 27 Saturday 28 April• Read around Modules 5 &6• Model trustworthy behaviour