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Keynote presentation 'What it looks like when a school develops a Culture of Leadership' from AHDS 'Culture of Leadership' Conference

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  • Key message is that leadership is not the function of one group of staff; that it is not exclusively linked to management posts; and that there are different types of and reasons for leadership. To what extent does our system currently prepare teachers for these roles?
  • 1, Love your employees- invest in your employees and you will reap benefits. Be fair, enable success and show understanding 2. Connect peers with purpose: Everything has to be coherent, people see their role in the organisation. If everything is sharp goals and accountability, you can get alienation. Too loose, you get inertia. 3. Capacity building prevails: Find ways to help your colleagues grow as individuals and as employees. Try to identify people who can do well ( cf teaching as a career in Finland and Singapore 4. Learning is the work: Be consistent and keep focusing on same areas for improvement in work that people understand. (Ontario systems) 5. transparency rules: openness about what is happening and how good it is, about results but not to the point of becoming data driven 6. Systems learn; We need to keep reviewing and moving on together. ( cf systemic change – Liverpool FC in 70s. Grow your own leaders!
  • Leadership.... cannot be left to chance – leaders need to learn how to lead”
  • Have high expectations and share them. Engage with people, know your team. A relationship can take years to build but can be lost in seconds because of something we say or do. So, we should be open, be careful to take an interest in people, even the ones we don’t warm to!! Empowering people is important. By empowering people to do tasks, to take responsibility, to try things the whole organisation moves forward. Enable teams: Head Teachers have influence, Staff have impact, success is about ‘we’ not ‘me’. Always show enthusiasm and energy . Don’t let others think we are disillusioned or disengaged. If we are not motivated, how can our teams be. If we are not positive, others will be negative. Establish key priorities. and work on them! Choose to do the key things and not to waste your time on the wrong things  
  • It is still true in schools that the teachers who have the most influence on children’s motivation, learning and development, are those with whom pupils have a worthwhile relationship. They are interested and interesting. They are the real leaders in the everyday business of schooling. Such leaders are developers of other people’s skills, actions and beliefs. For good and ill, they can also act as ‘unofficial leaders’ amongst the staff. The member of staff without paid responsibility to whom the rest of the staff defer during (and, most significantly, outside) staff meetings is a leader. Amongst teaching staff the colleague who is enormously committed to children and school life and whom others know, via the grapevine, that the pupils’ respect is a touchstone for collective decisions. Staffroom-Do negative staff get the chance to voice their views? There are also equivalents in the staffroom of the classroom bully. They hold sway at dark moments when the whole system is in danger of falling apart.
  • Keynote3.tony finn

    1. 1. Tony Finn AHDS Conference 14 September 2011 The General Teaching Council for Scotland Building a culture of leadership
    2. 2. Leadership: two moments in time <ul><li>A Teaching </li></ul><ul><li>Profession for the </li></ul><ul><li>21 st Century </li></ul><ul><li>SNCT Agreement January 2001 </li></ul><ul><li>Advancing Teacher Professionalism </li></ul><ul><li>Report of Review of Teacher Employment in Scotland </li></ul><ul><li>(McCormac Report) </li></ul><ul><li>September 2011 </li></ul>
    3. 3. A challenge or an opportunity?
    4. 4. You can’t be a leader if no-one is following you….. and be careful about whom you are following!
    5. 5. What is good leadership? <ul><ul><li>“ Without leadership, there is no direction; with poor leadership, there is the wrong direction” (students’ view) </li></ul></ul><ul><ul><li>“ A good leader is someone who has confidence, good interpersonal skills and is good at delegating” (students) </li></ul></ul><ul><ul><li>A good leader can cope in tricky situations, can take control, can inspire, is wise and ......thinks before they act (pupils) </li></ul></ul><ul><ul><li>Source: HMIe Leadership 2007 </li></ul></ul>The positive impact which credible, influential and authoritative colleagues can have on the ethos, performance and community life of a school
    6. 6. Is there just one style of successful leadership? How long does authority last?
    7. 7. What is the most important quality in good school leaders? <ul><li>One of these? </li></ul><ul><li>Wisdom? </li></ul><ul><li>Authority/confidence </li></ul><ul><li>Credibility? </li></ul><ul><li>Ability to “think on your feet”? </li></ul><ul><li>Trustworthiness? </li></ul><ul><li>Empathy? </li></ul><ul><li>Ability to influence? </li></ul><ul><li>Resilience? </li></ul><ul><li>Humour? </li></ul><ul><li>Or perhaps? </li></ul><ul><li>Humility </li></ul><ul><li>“ the ability to act with knowledge, while doubting what you know” </li></ul><ul><li>(Pfeffer and Sutton, 2006) </li></ul>
    8. 8. .... collegiality Hierarchy or humility and.....
    9. 9. The great secret is <ul><li>...there is no great secret.... </li></ul>
    10. 10. Fullan’s six great secrets of leadership <ul><li>1 . Love your employees </li></ul><ul><li>2. Connect peers with purpose </li></ul><ul><li>3. Capacity building prevails </li></ul><ul><li>4. Learning is the work </li></ul><ul><li>5. Transparency rules </li></ul><ul><li>6. Systems learn </li></ul><ul><li>The six secrets of change. What the best leaders do to help their organisations survive and thrive . M Fullan (2008) </li></ul>
    11. 11. Informed views on good leadership in Scottish schools <ul><li>“ Developing leadership is (..) about releasing the energies of every member of staff (...) and about giving each of them a sense that their contributions are valued “ (HMIE 2007) </li></ul><ul><li>“ All teachers have a leadership role to play in schools “(EIS 2008/ 2010) </li></ul><ul><li>All staff (..)recognise their responsibility to contribute to the school development process (..) in a collegiate and constructive manner. (SNCT Handbook Appendix 1.4) </li></ul>
    12. 12. In schools with positive culture, leaders : <ul><li>have high expectations and share them in a supportive way </li></ul><ul><li>engage with people, know their team. </li></ul><ul><li>empower people- take measured risks </li></ul><ul><li>enable people and teams </li></ul><ul><li>show enthusiasm and energy . </li></ul><ul><li>AND extend this ethos across the school </li></ul>
    13. 13. Successful school leaders: <ul><li>offer (and accept) leadership roles </li></ul><ul><li>encourage leadership at every level, not just in the HT’ s office </li></ul><ul><li>where possible, nurture, support and train those with leadership potential </li></ul><ul><li>can handle disagreement, disaffection </li></ul><ul><li>take pride in leading </li></ul>
    14. 14. Impact : in a school with a culture of leadership, colleagues generally <ul><li>feel valued and respected </li></ul><ul><li>trust and are trusted </li></ul><ul><li>work together </li></ul><ul><li>accept and share responsibility </li></ul><ul><li>feel able to take measured risks </li></ul><ul><li>are flexible in respect of duties and responsibilities </li></ul><ul><li>inspire and are inspired </li></ul>
    15. 15. There are hidden messages: trust and mistrust Do staff feel trusted and valued?
    16. 16. Not so hidden responses: working together or working apart? <ul><li>Working together </li></ul><ul><li>Working apart </li></ul>
    17. 17. Good leadership helps to avoid “not my job” syndrome?
    18. 18. Features of good school leadership culture <ul><li>teachers have opportunities to take a leadership role </li></ul><ul><ul><ul><li>working groups (departmental and whole-school) </li></ul></ul></ul><ul><ul><ul><li>projects and development tasks </li></ul></ul></ul><ul><ul><ul><li>cross-curricular working </li></ul></ul></ul><ul><ul><ul><li>cross-sectoral working </li></ul></ul></ul><ul><li>there is strong emphasis on pedagogy and learning </li></ul><ul><ul><ul><li>teachers seek to maintain and improve standards </li></ul></ul></ul><ul><ul><ul><li>learning and career opportunities are encouraged and supported </li></ul></ul></ul><ul><li>balance between risk and accountability </li></ul><ul><li>ethos of collegiality is prevalent </li></ul>
    19. 19. In a culture of leadership, everyone <ul><li>can aspire to be a leader </li></ul><ul><li>can (and should) seek opportunities to update skills and knowledge </li></ul><ul><li>Is encouraged to show initiative and to take a pride in good work </li></ul><ul><li>contributes ideas and is flexible in their approach to their work </li></ul><ul><li>has a right and a responsibility to be involved in school planning </li></ul><ul><li>has a right to make honest mistakes…and a responsibility to learn from them </li></ul><ul><li>should be offered chances to opt in…(and back in) </li></ul>
    20. 20. Leadership inspires collegiality Collegiality inspires leadership