1. Leadership at Every Level
Dan Buckley Tasmania July 2012
danbuckley@educationimpact.net

2. 25:50:25 Action: Edutainment: Anger
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3. Reminder
Tools
1. Ladders- changing sustainably and incrementally
2. REORDER - how to align all your effort
3. Sigmoid – how bad can it get!
Trends
1. Role of Student – owners / partners in their own learning
2. Role of Teacher – Greater professionalism
3. Role of Leader - aligned to shared vision, inclusive, ethical
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4. Please note:
The following eight slides are taken from the workshops I
produced for the Microsoft Innovative Schools Programme.
Full versions of all these workshops can be found at the
following location www.is-toolkit.com/workshops.html
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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 action
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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 action
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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
advisors
7

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!
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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.
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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. 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.
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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.
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13. Example – Evaluation based development
Curriculum of
Leadership
Opportunities
Measure what you treasure
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14. 14
Relating to leadership at every level
REORDER
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?
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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 Learning
Focus on Development Focus on Collaborative
of Individual Programs: Skill Development :learners
learner given individual ‘Tailored’ collectively given choice of
outcomes from same starting point. approaches, teacher role models
Impact evaluated by teacher evaluating impact with peer review
Personalised ‘FOR’ Personalised ‘By’ the
the learner : All with routes learner : All supportedE OpeersE R
R
by
RD
individually tailored for them. to make informed choices

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) Children's Participation from Tokenism to Citizenship Florence: UNICEF Innocenti Research Centre
Created by The Freechild Project - http://freechild.org
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17. 17
Level 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
1. Define the competencies
2. Assess the competencies
3. Build teacher capacity
(so they can strategically progress these
competencies in their teaching)
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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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 )
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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. 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. 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
“Assessment by pupils, far from
being a luxury is an essential part
of formative assessment”
Paul Black and Dylan Wiliam
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36. ROD R
ERE
www.REORDEReducation.com
www.Danbuckley.net
www.educationimpact.net
danbuckley@educationimpact.net
@danbuckly