Leading from the Middle


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PowerPoint presentation to establish a rationale for change of leadership roles for middle managers in secondary schools

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  • Welcome and intros Chance to reflect and move forward post-Ofsted We know school improvement more likely to occur when teachers work together to lead development and change (Nial, 1989) Questions on your tables – two just great questions to stimulate discussion when any group of people gathered together – maybe a class you teach?? Third question, serious, need to think today about defining what qualities we want to engender in young people and will return to this.
  • Leading from the Middle

    1. 1. KE VI Camp Hill School for Boys Subject Leader Conference Tuesday 2 nd June 2009 King Edward’s Consortium ‘ Most importantly, a learning organisation has to be led by leaders who are learners.’ West-Burnham, 2002
    2. 2. Objectives <ul><li>To understand what we know about effective subject leadership; </li></ul><ul><li>To evaluate your own leadership style; </li></ul><ul><li>To generate a shared vision for great lessons at Camp Hill Boys; </li></ul><ul><li>To increase your repertoire of strategies to develop your staff and monitor the quality of provision. </li></ul>
    3. 3. Teachers as learners <ul><li>We know school improvement more likely to occur when teachers work together to lead development and change (Nial,1989) </li></ul><ul><li>Think what qualities we want to engender in young people we teach? </li></ul><ul><li>They are the same qualities we want in good teachers to lead development and change </li></ul>
    4. 4. Teachers as learners <ul><li>There’s the Thomas Edison approach to experimentation, where you find what works and stick with it, even if you don’t understand why. Then there’s the Louis Pasteur approach, where you find what works but also try to understand the theory behind it. </li></ul><ul><li>Which approach do you take in your teaching methods? </li></ul>
    5. 6. The Egg Crate School <ul><li>Typically, a teacher comes out of teacher training, enters a classroom, and has very little continuing engagement with other professionals. This arrangement is sometimes called the egg-crate school, each egg in its own little box. Unlike professions where collaboration is the norm, teachers tend to be isolated, causing bad habits to be reinforced and great ideas to lie fallow. </li></ul>
    6. 7. Leading and Managing – what’s the difference? 1. Each write down 10 things subject leaders do – now in pairs sort into leadership and management. 2. Can you define what is leading and management? 3. Discuss
    7. 8. <ul><li>Leaders are the heart of a business. The essence of leadership means inspiring a group to come together for a common goal. Leaders motivate, console and work with people to keep them bonded and eager to move forward. That means setting a direction, communicating it to everyone who will listen (and probably many who won't) and keeping people psyched when times get tough. Leaders anticipate change and sell the benefits. </li></ul>Leading and Managing – what’s the difference?
    8. 9. <ul><li>Managers are the brains of a business. They establish systems, create rules and operating procedures , and put into place incentive programs and the like. Management, however, is about the business, not the people; the people are important as a way of getting the job done. </li></ul>Leading and Managing – what’s the difference?
    9. 10. ‘ School leadership is essentially concerned with learning and teaching. Obvious as this statement appears, what happens in schools does not always follow this logic. All too easily other pressing issues take over […]. The urgent takes priority over the really important.’ NCSL Development Tools – Learning Centred Leadership
    10. 11. Teachers as learners – looking towards tomorrow <ul><li>‘ Not only does leadership capacity dictate current performance, but it is a crucial factor in the readiness of the organisation to face the future.’ </li></ul><ul><li>DTI, 2003 </li></ul>
    11. 12. What are the qualities you would look for in an effective subject leader? If you were to write an advert for you own job, what adjectives would you choose?
    12. 13. What do we know about effective ‘middle leaders’ in schools? <ul><li>They ... </li></ul><ul><li>are central to school improvement; </li></ul><ul><li>are positive, optimistic and passionate; </li></ul><ul><li>have a sense of direction and purpose – lead change; </li></ul><ul><li>have high aspirations for the school; </li></ul><ul><li>focus on pupil progress; </li></ul><ul><li>model, monitor and engage in dialogue; </li></ul><ul><li>tackle ‘in-school variation’ in standards; </li></ul><ul><li>teach! </li></ul>
    13. 14. Some leadership styles … <ul><li>Authoritarian </li></ul><ul><li>Democratic </li></ul><ul><li>Laissez-faire </li></ul>
    14. 15. Authoritarian leader <ul><li>Tells people what to do </li></ul><ul><li>Keeps information from team </li></ul><ul><li>Stifles debate </li></ul><ul><li>Tightly controls meetings </li></ul><ul><li>Refuses to delegate </li></ul><ul><li>Gives impression decisions are made before they are discussed </li></ul>
    15. 16. Democratic leader <ul><li>Directs or supports as necessary </li></ul><ul><li>Shares relevant information </li></ul><ul><li>Plans meetings to allow for debate </li></ul><ul><li>Has clear philosophy but listens to other views </li></ul><ul><li>Negotiates and delegates </li></ul>
    16. 17. Laissez-Faire leader <ul><li>Doesn’t like directing people </li></ul><ul><li>Shares information unnecessarily </li></ul><ul><li>Allows too much debate – decisions are rarely made </li></ul><ul><li>Lacks procedures </li></ul><ul><li>Doesn’t plan delegation </li></ul><ul><li>Has no clear philosophy </li></ul>
    17. 18. Goleman’s Leadership Styles <ul><li>Coercive – ‘do what I tell you.’ </li></ul><ul><li>Pacesetting – ‘do as I do, now.’ </li></ul><ul><li>Authoritative – ‘come with me.’ </li></ul><ul><li>Affiliative – ‘people come first.’ </li></ul><ul><li>Democratic – ‘what do you think?’ </li></ul><ul><li>Coaching – ‘try this.’ </li></ul><ul><li>Goleman, D. (2000) </li></ul>
    18. 19. Situational Leadership Styles <ul><li>Directing </li></ul><ul><li>Coaching </li></ul><ul><li>Supporting </li></ul><ul><li>Delegating </li></ul>
    19. 20. Core practices of successful school leaders <ul><li>Setting direction; </li></ul><ul><li>Managing the teaching programme; </li></ul><ul><li>Developing people; </li></ul><ul><li>Redesigning the organisation. </li></ul>
    20. 21. <ul><li>(The next four slides are from the work in 2007 by Alma Harris, et. al.) </li></ul><ul><li>Setting directions is all about developing a clear vision, establishing clear goals and expecting excellent performance; </li></ul>Core practices of successful school leaders
    21. 22. <ul><li>Managing the teaching programme is about finding and recruiting teachers with interest and with capacity, providing the necessary materials to do the job and, crucially, buffering staff from distractions to their core work. In addition ‘monitoring’, i.e. The purposeful use of data. </li></ul>Core practices of successful school leaders
    22. 23. <ul><li>Developing people is about recognising and rewarding individual accomplishments as well as demonstrating awareness of personal aspects of teachers, but also providing intellectual stimulation, encouraging staff to take risks and to look at everyday tasks from different perspectives – ensuring staff well-informed about best practice and fostering regular discussion of this, ALSO modelling and maintaining ‘high visibility’ – confidence, hope, optimism, resilience, consistency; </li></ul>Core practices of successful school leaders
    23. 24. <ul><li>Redesigning the organisation is about continuously reviewing school structures to facilitate learning – building a collaborative culture – involving teachers in design and implementation of important decisions and policies, connecting with other departments and with groups beyond school </li></ul>Core practices of successful school leaders
    24. 25. <ul><li>‘ The young jeweller or mason needs specific stones to work with, and someone to judge how well they are doing. But the point of apprenticeship is not the immediate performance so much as the cumulative development that is going on behind the specific tasks.’ </li></ul><ul><li>Guy Claxton </li></ul>
    25. 26. <ul><li>‘ Intelligence is […] knowing what to do when you don’t know what to do.’ </li></ul><ul><li>Piaget </li></ul>
    26. 27. ‘ The only time my education was interrupted was while I was at school.’ Winston Churchill ‘The course was amazing. I read War and Peace in an hour. It’s about Russia.’ Woody Allen, enthusing about a speed-reading course.
    27. 28. Setting the direction <ul><li>A new curriculum focus for Camp Hill Boys? One that changes the focus from purely the academic to one which embraces skills. </li></ul><ul><li>What should great lessons at Camp Hill Boys look like? (independence, assessment, questioning, resources, personalisation?). </li></ul>
    28. 29. <ul><li>Claxton says great lessons can engender: curiosity, resilience, imagination, reflection (also: courage, sociability, experimentation...) </li></ul><ul><li>What about the self-destructive behaviour some young people engage in. Worth asking yourself what you would say to young lad who doesn’t want to get up for school in the mornings. Can you find some arguments for coming in that he can’t demolish? </li></ul>Setting the direction
    29. 30. Managing the teaching programme <ul><li>Finding, recruiting and deploying teachers with interest and capacity; </li></ul><ul><li>Providing necessary materials; </li></ul><ul><li>‘Buffering’ staff from distractions to their core work; </li></ul><ul><li>Monitoring – is it happening? Evaluation – is it working? Planning – what should we do differently? </li></ul>
    30. 31. Monitoring & Evaluation <ul><li>The purposeful use of data </li></ul><ul><li>Lesson observations; </li></ul><ul><li>Work scrutiny; </li></ul><ul><li>Conversations with pupils; </li></ul><ul><li>Parental questionnaires; </li></ul><ul><li>Walk round classrooms; </li></ul><ul><li>..; </li></ul><ul><li>... </li></ul>
    31. 32. Developing people to improve learning and teaching <ul><li>Peer coaching - modelling; </li></ul><ul><li>Formal training; </li></ul><ul><li>Informal interactions - dialogue; </li></ul><ul><li>Delegation; </li></ul><ul><li>Observation beyond dept; </li></ul><ul><li>Observation beyond school; </li></ul><ul><li>DVD/Teachers' TV ; </li></ul><ul><li>Joint assessment activities; </li></ul><ul><li>What other kinds of CPD are effective? </li></ul>
    32. 33. <ul><li>Recognise and reward individual accomplishments as well as demonstrate an awareness of personal aspects of teachers. Provide intellectual stimulation. </li></ul><ul><li>Encourage staff to take risks and to look at everyday tasks from different perspectives. </li></ul><ul><li>Ensuring staff are well-informed about best practice and foster regular discussion of this </li></ul><ul><li>Model and maintain ‘high visibility’ – confidence, hope, optimism, resilience, consistency; </li></ul><ul><li>70% of what we learn about doing our job well, we learn outside formal training - so … we need to ensure we enable learning from informal interactions. </li></ul>
    33. 34. Effective ‘peer coaching’ <ul><li>Joint problem solving; </li></ul><ul><li>Planning lessons together; </li></ul><ul><li>Developing materials together; </li></ul><ul><li>The coach teaching, the learner observing. </li></ul>
    34. 35. Redesigning the organisation <ul><li>How do you share best practice with other departments? </li></ul><ul><li>What collaborative projects are you involved in within school? </li></ul><ul><li>How is your department involved in supporting the school’s specialisms? </li></ul><ul><li>How do you collaborate with schools beyond CHB? </li></ul><ul><li>What structures help or hinder the building of a ‘collaborative culture’? </li></ul>