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2012 07 leadership at every level tasmania workshop dan buckley


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2012 07 leadership at every level tasmania workshop dan buckley

  1. 1. Leadership at Every LevelDan Buckley Tasmania July
  2. 2. 25:50:25 Action: Edutainment: AngerYou are welcome to any materials I present in returnfor at least a single word or more of feedback positiveor negative. Either• Contact me:• Or Please Twitter : start your tweet with #tasdbNon Twitterers: After the presentation go, create an account and search for #tasdb REORD E R
  3. 3. ReminderTools1. Ladders- changing sustainably and incrementally2. REORDER - how to align all your effort3. Sigmoid – how bad can it get!Trends1. Role of Student – owners / partners in their own learning2. Role of Teacher – Greater professionalism3. Role of Leader - aligned to shared vision, inclusive, ethical REORD E R
  4. 4. Please note:The following eight slides are taken from the workshops Iproduced for the Microsoft Innovative Schools Programme.Full versions of all these workshops can be found at thefollowing location REORD E R
  5. 5. The traditional way processes improve • Problems are raised without solutions. Problem Problem Problem Problem Even though the person raising the #1 #2 #3 #4 problem may be best placed to solve it. • Problems are fed through a hierarchy which tends to mean that the lower Problems passed up hierarchy with down you are (typically learners are at detail lost at each stage the bottom) the less likely your concern will make it to the top. • Levels in the hierarchy are not empowered to solve problems so must pass them on. This results in poor Interpretation, solutions ownership and a resistance to hearing and prioritisation by problems or inviting suggestions. senior team • Problems are modified on the way up through different agendas, interpretation and communication. • Poorly understood problems are solved by the people furthest from Change #1 put Change #2 put into them. into action action5
  6. 6. The self-review framework concept • Solutions still tend to be proposed, funded and controlled by the senior team but the need to find answers to questions demands two way dialogue that informs both sides and tends to flatten the hierarchy. • Early frameworks were concerned with things like computer to student ratios that did not concern opinion. Modern self-review frameworks still focus on process but have begun to strategically ask questions that require responses from learners and other stakeholders. Problem #1 and #4 Problems the school was unaware Problem Problem turn out to be the of because nobody had asked the #2 #3 same question Review framework: A standard set of questions, benchmarks and solutions Change #1 Senior team need to ask for responses Change #2 put into and can propose solutions using a put into action common language action6
  7. 7. The distributed leadership model • Like a self-repairing system, those with the greatest knowledge of problems are empowered to investigate, recommend and find solutions. • The clarity of the framework is critical if all of these efforts are to be coordinated and efficient, without repetition of effort. Numerous teams focussed Individuals reporting Those closest to the on solving problems and the problem are problem are progressing up the empowered to follow motivated most to framework. Shared through solutions solve it monitoring benchmarks Review framework: standard set of questions, benchmarks and solutions Senior team can maintain the strategic overview and act as specialist advisors7
  8. 8. Example: Radical distribution of leadership – ‘Kings Wings’ • Kings Park School asked learners for their priorities to improve the school – replacing the temporary classroom was top of the list. • A committee of children formed, did some research and organised questionnaires – one child suggested that the new classroom should be an aeroplane. • The committee of children investigated this and found that, remarkably, decommissioned aeroplane fuselages were cheaper than temporary classrooms and more weather resistant – they made a written recommendation report to the senior team. • Year Four now have their lessons in an aeroplane!8
  9. 9. 5 Islands School (2004 – present) All learners have access to Relationships: The learners decide when to use ICT, what genuine leadership training is required and how it should be resourced. Permission granted through licence. Qualification opportunities to share structure and complaints structure to strengthen trust. ownership of the school including co-management Environment: Whole school – no funds for modification of the ICT use and budget of 60s buildings. Secure powered storage areas away from and training of peers. classrooms to avoid disruption. Opportunities: Student Leadership teams in each age group given scheduled time for meetings and to run all of 1. Leadership Skills the school’s laptop training. One day per week is open 2. Collaboration Skills timetable in which students offer courses to others. 3. Effective Participation Resources: 1:1 access, easy storage solution, creative media, student operated monitoring software, local MSN. Distributed Leadership: Leadership distributed through student teams in each age group. Deputy Head as advocate in negotiations. Evaluation: Heavily evaluated as part of the OFSTED process. Progressed from ‘special measures’ rating to ‘outstanding in all areas’ in 18 months. Recognition: Licence is awarded by learners; being a laptop trainer has status. All 21st century skills are tracked using PbyP.9
  10. 10. Silverton Primary School (Australia) Relationships: Learners’ decisions and ideas are respected. Teachers work collaboratively together and An ethos which with learners. No hierarchy is imposed. encourages independent, child-centred learning; Environment: A rich variety of spaces within which enhancing the nature of learners can select the environments and resources that teaching, learning and the match their needs including environmental spaces and relationship between student led presentation and performance spaces. teacher and pupil. Opportunities: Learners devise their own learning goals and negotiate projects. Structured intervention is used to enhance the skills needed for such working. 1. Responsibility Resources: Flexible use of resources includes access to a 2. Decision Making student led radio station, TV studio and numerous ICT 3. Independence devices. Distributed Leadership: Leadership is developed at every level and learners are actively engaged in running a range of services for other learners. Evaluation: Extremely open and reflective environment encourages comment from the learners. Teachers work in teams continuously to provide live and continuous support and feedback. Recognition: Praise is used extensively and positive language is requested. A system for tracking and recognising skills development is being introduced.10
  11. 11. Eggbuckland (2000 - present) Learners receive teacher Relationships: Learners are trusted with the school’s core training and deliver the business and take on the role of teacher in collaborative teams. curriculum to each other in teams of four for each Environment: Power and wireless at desks. Dedicated lesson. learning village with four multi-function rooms, specialist areas and moveable furniture. 1. Promote collaboration Opportunities: Teacher training was provided but all of the remaining curriculum opportunities depend on what 2. Promote reflection the learners wish to make available. Multiple opportunities 3. Promote creativity to practice 21st century competencies. Resources: 1:1 laptop provision, reconfigurable furniture, specialist teachers and open internet. Distributed Leadership: Leadership qualification structure for learners to take control of monitoring internet etc. when they were ready. Evaluation: Lesson rubrics were used to provide feedback. Assessment buddies system was set up to determine impact assessment. Parents and students involved in project reviews every half term. Recognition: All competencies tracked through PbyP peer assessment and evidence base. Direct feedback through lesson teams.11
  12. 12. Varzea de Abrunhais (Portugal) School as central to the Relationships: Using knowledge of IT to empower community with learners as children as teachers to their family and the community. Involvement of the whole community with learners as engaged, creative advocates. innovators helping to improve the skills of the Environment: Context of home as the school, whole community. supplemented by school access. Opportunities: Focus on creativity, community and 1. IT skills of parents competencies. Engaging learners by involving them as learning advocates and innovators. Importance of play, 2. Responsibility study and exploration with IT as a creative tool. 3. Communication skills Resources: Computer ‘Magalhães’. 1:1 devices for all 4. Problem solving learners. Distributed Leadership: Learners as active leaders of learning of the project. Evaluation: Unknown. Recognition: Focus on success and positive achievement. Permanent feedback to the pupils in their daily routine in the classroom; using the computer and the internet.12
  13. 13. Example – Evaluation based development Curriculum of Leadership Opportunities Measure what you treasure REORD E R
  14. 14. 14 Relating to leadership at every levelREORDER Relationships: Ethos is respectful, trusting, non hierarchical Environments: Passive supervision, student led services Opportunities: Curriculum of leadership opportunities Resources: BYOD, Student led budgets, Involvement Distributed Leadership: Distinct from distributing authority, activity or management Evaluation :, More leaders this year than last? what works? Recognition : Is leadership ability recognised and praised? REORD E R
  15. 15. 15 One size fits all:Concept of equal access misunderstood. Personalisation is not the agenda Unevaluated ‘Choice’ provided: Choice given but with no strategy, monitoring, evaluation or real status Increasing Personalisation Personalise ‘FOR’ groups : Teacher applies different outcomes for different groups Individualised learning: Student Centred LearningFocus on Development Focus on Collaborativeof Individual Programs: Skill Development :learners learner given individual ‘Tailored’ collectively given choice ofoutcomes from same starting point. approaches, teacher role models Impact evaluated by teacher evaluating impact with peer review Personalised ‘FOR’ Personalised ‘By’ thethe learner : All with routes learner : All supportedE OpeersE R R by RD individually tailored for them. to make informed choices
  16. 16. Roger Hart’s Ladder of Young People’s Participation Rung 8: Young people & adults share decision- making Rung 7: Young people lead & initiate action Rung 6: Adult-initiated, shared decisions with young people Rung 5: Young people consulted and informed Rung 4: Young people assigned and informed Rung 3: Young people tokenized* Rung 2: Young people are decoration* Rung 1: Young people are manipulated* *Note Hart explains the last three rungs are non-participation Adapted from Hart, R. (1992) Childrens Participation from Tokenism to Citizenship Florence: UNICEF Innocenti Research Centre Created by The Freechild Project - http://freechild.org16
  17. 17. 17Level 5 school – Openly teacher led student empowerment Relationships: Teachers are ALL positive about the trust they place in students. Teachers actively praise respectful relationships and „act out‟ these as role models. Bullying in any form is challenged in terms of damage to the overall school community. Environments: Teachers own spaces but trust open access. Social spaces and toilets are high enough in standard to equally be used by staff or students even though they are not in practice. Student work is displayed and respected widely. Staff value all spaces. There is variety of design and layout and people are aware this is intended to meet different needs. Opportunities: Opportunities engage learners actively, teachers differentiate content to provide for a closer match to learner needs. There is a high level of active and relevant participation and variety led by teachers. All students regularly given opportunities to lead. Resources: Trust levels are high so resources are used flexibly such as with BYOD, working outside the classroom, working with peers. Distributed Leadership: Wide range of student leadership projects provided by teachers leading teams for activities, assigned responsible roles such as in open evenings, interviews Evaluation : Student feedback is provided back to teachers although these are not transparent, teachers provide genuine requests for evaluation of the school and their practice in unforced ways. Parent and student feedback is openly welcomed, encouraged and praised. Recognition There is a common agreed set of awards for student leadership. Teachers drive this but : involve students in the peer assessment. Teachers provide certificates ensuring they have beenR D E R E O earned R and this currency is used by the teachers and given status.
  18. 18. 181. Define the competencies2. Assess the competencies3. Build teacher capacity (so they can strategically progress these competencies in their teaching) REORD E R
  19. 19. Start Here Think of a time when your teaching group worked in teams. Do you have an example in mind? No !!! YES ! I can’t think of an I have an example example. What do I do what do I do now? now? Carry on Ask other people if they can to the think of any examples next slide© Dan Buckley, PbyP
  20. 20. Were all the pupils working in teams for at least 5 minutes? No !!! YES ! Carry on This is a Level 0 example. You to the can record it on an example slide next slide if you want to or start again with a different example.© Dan Buckley, PbyP
  21. 21. Did everyone in the team have their own role (e.g. Leader, Coach, Manager and Evaluator?) No !!! YES ! This is a Level 1 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 1 lesson could use the next this example question slide.© Dan Buckley, PbyP
  22. 22. Was there at least an hour so teams could decide on roles, then work on the task then meet to discuss how it went at the end? No !!! YES ! This is a Level 2 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 2 lesson could use the next this example question slide.© Dan Buckley, PbyP
  23. 23. Did pupils work as a team providing a service to others on most days for at least two weeks AND did they do this every time without needing reminding? No !!! YES ! This is a Level 3 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 3 lesson could use the next this example question slide.© Dan Buckley, PbyP
  24. 24. Did each team have the opportunity to act as a completely self-organised mini- company that provided a service to other students for at least 6 weeks? (Note – it is fine if such opportunities were only available to those who had already achieved lower level teamwork tasks successfully) No !!! YES ! This is a Level 4 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 4 lesson could use the next this example question slide.© Dan Buckley, PbyP
  25. 25. Was this an opportunity for previously successful teams to bid for a budget and then manage it successfully to provide a service to other students like an independent company might? No !!! YES ! This is a Level 5 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 5 lesson could use the next this example question slide.© Dan Buckley, PbyP
  26. 26. Is this an example in which a team is in charge of lots of smaller teams who are all providing services to others (level 5 or 6 type teams)? AND is EVERY member of the team responsible for guiding other teams? No !!! YES ! This is a Level 6 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 6 lesson could use the next this example question slide.© Dan Buckley, PbyP
  27. 27. Is this an example of when a self managing team has led a major change in the institution? A major change would involve them consulting staff, students and others, managing teams and getting everyone to change the way they worked in some way. No !!! YES ! This is a Level 7 example. Use the next slide to write about how the teacher helped it to happen Click here to go to Teachers who want to do a level 7 lesson could use the next this example question slide.© Dan Buckley, PbyP
  28. 28. Did all in the team achieve a level 9 in their peer assessment or peer review of their teamwork skills? No !!! YES ! This is a Level 8 example. Use the next This is a level 9 example. slide to write about how the teacher Record this on the slide for helped it to happen level 9 examples Teachers who want to do a level 8 lesson could use this example© Dan Buckley, PbyP
  29. 29. Recognition • What awards or qualifications do you get for being brilliant at Teamwork? • Are there any examples where Teamwork skills are praised and recognised? • Are the qualifications for teamwork used so that only ‘qualified’ teams are able to do harder levels?© Cambridge Education, Dan Buckley, PbyP
  30. 30. Clear Roles are Essential e.g. 1. Taking Responsibility – Who has the role of LEADER? 2. Managing the Team – Who has the role of MANAGER? 3. Building the Team – Some have the role of COACHES 4. Evaluating the Team – Some have the role of EVALUATORS© Cambridge Education, Dan Buckley, PbyP
  31. 31. Team roles Leader ( takes responsibility and volunteers ) Coach Manager (builds the team ( Manages the team especially talents and especially deadlines and skills) roles ) Evaluator ( Praises the team and eventually evaluates ) REORD E R
  32. 32. Teamwork, Key Levels 1 to 8 1. Are learners working in No = 6 7. Do teams run groups? other teams? Each person in the teams guides No = 0 8. Are the teams providing services (5) team driving No = 5 changes? – 2. Does Leading the whole organisation through 6. Do Teams everyone have a changes in how it works? manage a budget? unique role? Independently and use it to deliver a service or project? No = 1 Yes = 8 No = 7 No = 4 3. Do they self 4. Do teams work 5. Do teams Provide organise? 4 or more reliably ? E.g daily duty a service to others? learners agree roles, agree Operates like a mini – self tasks, come together at the reliably for 2 weeks without directed company e.g. running a end to review? needing to be reminded. club once a week for 6 weeks No = 2 No = 3© Cambridge Education, Dan Buckley, PbyP
  33. 33. Teamwork - Summary of types of task Level Basic idea Type of task 1 Basic Team 4 or so people work together and talk to each other 2 A Real Team A task that is done quicker because the team share it out. 3 Self Organising Team completes a task that maybe takes an hour. They decide who does what. 4 Reliable Team reliably does a job without being reminded (daily for 2 weeks ?) 5 Service Team Provide a service to others reliably as a mini company (6 weeks?) 6 With Budget Responsible for managing their own budget to provide a service to others 7 Teams running Responsible for running other level 4,5 and 6 teams. teams 8 Driving Change Takes an organisation through a change in the way it works 9 CEO This team lead a major organisation© Cambridge Education, Dan Buckley, PbyP
  34. 34. Teamwork - Summary of the skills involved Level Basic idea Leader Manager Coach Evaluator (Responsibility) (Manage) (Build strength) (Evaluate) 1 Basic Team Positive Help others Encourage Praise 2 A Real Team Use Rules Team not Check all are Praise individuals happy everyone 3 Self Organising Decide roles Everyone with Support people Praise specific a job agreed good actions 4 Reliable Dealt with Keep everyone See both sides Share own absence focussed (Empathise) mistakes 5 Service Team Lead mini Keep team to Actively listen Suggest company (4) project plans and Mirror improvements 6 With Budget Proactive and SMART weekly Deal with micro Report team role model targets (6) politics achievements 7 Teams running Common vision All contribute Keep common Critical friend teams across teams to their ability team ethos 8 Driving Transformed Remote Deal with Positive Change practice workers prejudice solutions 9 CEO Power sharing On time& cost Own ‘textbook’ QES© Cambridge Education, Dan Buckley, PbyP
  35. 35. 35“Assessment by pupils, far from being a luxury is an essential part of formative assessment” Paul Black and Dylan Wiliam REORD E R
  36. 36. ROD R ERE @danbuckly