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Sustaining the leader
1. Doing the job in such a way that you can continue
to do it!
2.
Balance of teaching and non-teaching
responsibilities..
The definition of the role.
The extent to which principals/deputy principals
are isolated from the school workforce.
Leadership is not a problem-difficulties lie in
management.
Leadership Matters 2010
4.
Internal reservoir of hope is the calm centre at the
heart of the individual leader from which their
values and vision flow and which makes effective
interpersonal engagement possible
6.
“You don’t have to be Mother Teresa to have
moral purpose” (Fullan 2001)
“whatever it is that gives individuals their
foundations of ethical behaviours and bases of
belief” (Flintham 2003)
9. Professional Associations/External networks
Family/Friends/community*****
Inside school-Relationship between P & DP
- BoM
- Distributed Leadership
‘To the world you may be one person; but to
one person you may be the world ’
10.
Príomhoide / Leas phríomhoide
Taoiseach / Tánaiste (Circular 04/98)
Principal-‘idea’ (overall): Deputy- ‘implementer’ (day-today)
Understanding in Ed. Act etc. that ultimate responsibility
to the Board/VEC lies solely with the Principal
‘First among equals’- generally the DP defers to the Pin well established teams, roles are
reversible/interchangeable
11.
Senior leadership ‘team’ assumes high trust
relationship- works both ways!
Support in public, counsel in private
Unique position of Deputy- likely to be still a
classroom teacher, member of specific subject
Dept., erstwhile ‘staff’ colleague- expectations of
attachment to the colleagues/expectations of loyalty
to ‘management’
In ‘distributed’ leadership culture- boundaries of
responsibility less defined and leadership for
learning more effective.
12.
Trust saves time. It allows us to cut corners, to cut
to the chase, to get things done. Working with
someone we are wary of is a tough, challenging
and time-consuming business. Working with
someone we trust can be a delight.
13.
‘The principal and deputy principal have worked
together as a team for over seven years. Their
management style is hands-on, and studentfocused. While it is appropriate for them to focus
on day-to-day management of students it is timely
to revise their roles and work practices to enable
the progression of the school’s development
planning agenda and school self-evaluation’
2012
14.
a mindset amongst some school leaders “which is
often more comfortable with an operational rather than
a strategic role”
(PricewaterhouseCooper 2007)
“Instructional leadership ... was the most neglected
aspect of the Principal’s work in school. Pressure of
time, with the urgent taking precedence over the
important, and insufficient back-up services were cited
as the main reasons for this neglect”
(Report of the National Education Convention 1994)
15.
How do we make this budding relationship
more of a ‘shared model’ based on leading
learning?
16. Continuing professional development-moral
imperative*****
Games , hobbies, interests etc.
‘Aerobic exercise- boosts the supply of nourishing
blood to the brain, improves the efficiency of the
nerves and increases the neurotransmitter
hormones that produce feelings of well-being’
‘Reading is to the mind what exercise is to the
soul’
17.
An ability to share the load!
Good time management skills
Emotional intelligence
18. “The majority of those who detailed that they relish
the challenges and enjoy the variety of the role,
and achieve a positive work-life balance, were
more often those who had effectively distributed
leadership across and within the school”
(‘A life in the day of a headteacher’ NCSL 2007)
24. When have you learned most as a leader?
On a course?
When things were going well in school?
In times of adversity?
25.
Tame
Follow the “Yellow
Brick Road”
Critical
No waiting around,
Decisions must be
made
Wicked
Complex, no right
answer, no destination
26. Steve Mumby, (CEO of NCSL) maintains that
leaders are in danger of making two big mistakes:
Not believing enough in themselves as leaders –
particularly important for Deputies
Believing in themselves too much as leaders
27. “...is about having confidence in your aims, but
also being comfortable and receptive to the input
of others. It is about positively encouraging
constructive and considered challenge from within
and outside you own school or organisation.
Having critical friends doesn’t diminish our strength
as leaders. It enhances it”.
Munby 2009
28. Emotional intelligence a major determinant of
leadership style and leadership style determines
50-70% of organisational performance
(Maureen Gaffney, NAPD Symposium March 2010)
29.
30.
know who they are, where they are going and why.
have a deep understanding of their emotions, strengths,
weaknesses, needs and drives.
are honest with themselves – realistic self assessment.
operate with candour and are willing to admit failure.
receive constructive criticism and willingly ask for help.
are self-confident.
33. •
•
•
•
•
•
•
•
Vanity-barrier
Do not be constrained by received wisdom
Dream ‘big’ for yourself
Have a ‘vision’ for the people you lead
Under-promise and over-deliver
Don’t look for clones of yourself
Give support/respect/compassion/love
Find something regularly to celebrate and laugh about!
Tom Savage
Editor's Notes
Some teachers want to teach –that is their fundamental role and the one they are qualified for! Many principals want to maintain their contact with the classroom.
What does the role entail? Is it limitless?
Difficult in a small school- insulation and isolation but is it not part and parcel of the role?
Dislike people management but enjoy staff development.
Interesting & insightful descriptions of how to sustain leaders, 25 & 14
Belief: self belief in the rightness of underlying value system – importance of positive feedback, Max Coate’s ‘Good Book’
Support: In school your most significant relationship is with your Deputy/the role of middle leadership is important to both of you.
External: Games , hobbies, interests etc.
In pairs: What are your sustainability strategies?
AMCSS 1989 Patrick Duignan: School leadership as culture building, not distinct from admin.or management but incorporates them; good management is leadership in disguise, organising anarchy MORAL PURPOSE not exclusively religious
Difference between ‘being’ and ‘doing’-the principal and the manager-how you translate what you are in to what you do!
Handout of values-select/add and identify what you think your values are? These values influence your behaviour......and remember teachers are keen observers of their principals!
Interface between the internal subjective and external objective dimension of the self! It is in ‘crisis’ moments that our true self appears sometimes –hence the research on ‘reservoirs of hope’ at the times of critical incidents.
Can be pressurised into doing things you don’t believe in !
Keep the good letters/cards-Max Coates-the book-the record of good events!
****Remember who sustains you!
Trust is the key. Leaders must be able to make every member of staff feel they matter . They want us to BE HERE NOW
Learning being the core business of the school it is hardly surprising that leading learning should be seen as one of the areas heads need to concentrate on to make the role more sustainable. After all job satisfaction and fulfilment for most people come from the feeling that are doing ‘a good job’ and it is hard to see how school leaders could feel they were doing this unless they felt they were leading learning. Nevertheless...
Any comment?
Introduce case study.
CPD is a moral imperative! One of the key findings of Leadership Matters is the need for on-going CPD.
Video
We will look at each of these in turn
We have already dealt with this topic this morning suffice to say that not only do schools where leadership is distributed do better but leaders who distribute also do better
cross-section of staff
high credibility among their colleagues.
scope to exercise initiative and creativity.
willingness and capability to ask hard questions and instill an ethos of accountability.
teamwork which synergises the capacities of all its members.
Initiative and ownership were displayed, which create confidence and shared leadership.
Vision was evident as to what self-evaluation can achieve and how it can feed into learning and school improvement. (p. 26)
Plus Anthony’s research from HARVARD
Post graduates
The importance of knowing in which category we are more comfortable.
Detail people will probably have a time management system in place anyway
Persons people will tend to drop everything to engage with staff or students
Visionaries will avoid detail altogether
Which are you most comfortable with and what implications does this have?
discuss and ask for examples. In Flintham’s study how they dealt with critical incidents actually cemented leaders’ self confidence and ability to cope and added to their feeling of doing a good job
School leaders are confronted by wicked, tame and critical problems on a regular basis and all need to be addressed. It is probably how we respond to wicked problems that will define our leadership of schools. By way of definition and example:
Tame Problem: We are € 1, 500 short in the current year. We need to address this situation. (cut expenditure, increase income, problem solved)
Critical Problem: Three sets of parents are threatening to move their children out of the school as a result of intense bullying over the past week by Pupil x. Teacher may have been aware of this, but nothing has been done to address the situation.
Wicked Problem: Despite investment in resources, materials and training we notice anecdotally and from scores that student performance in Mathematics has been slipping over the past three years. Teachers are expressing frustration at the lack of improvement, parents are grumbling about scores and the WSE has noted the need to address issues in the teaching of Mathematics including differentiation, in-class support, planning and more focus on problems solving.
or
A neighbouring school has just announced that they are in a position to issue a laptop to every student in the senior classes, resulting in parents within the catchment area of our school indicating that they would prefer to send their pre-school children to the neighbouring school in light of the focus on technology.
Such problems are not easily solved, require collaboration and persistence, do not have an “oven – ready answer” and will not necessarily be marked with clear success criteria to say that we are there now.
We must believe in our own leadership, we must put on the mantle of leadership, believe in our own leadership, accept responsibility otherwise we become unstuck and tend to change our views based on whoever spoke to us last. Too much self belief Napoleon a great general because he listened but when he became emperor he stopped listening.
Remember the ego fraction!
What do you think?
School leaders have to manage not only their own emotions but the emotions of many, many others on a daily basis and therefore need a high degree of EI. Daniel Goldman
Self awareness involves:-
Recognising how your behaviour impacts on others
Awareness of your own emotional state
Paying attention to how others influence your emotional state
2. Self management involves:-
Making the most out of any situation
Resisting the desire to speak or act when it will not help the situation
Taking responsibility for your role in interactions and situations
3. Social awareness involves:
Recognising a mood in a room
Caring what others are going through
Hearing what others are really saying
Reading emotional cues from the other person or group
4. Relationship Management involves:-
Handling conflict effectively
Communicating clearly
Using sensitivity to others to manage interaction
Meeting your needs, their needs, and the needs of the relationship
