Dedicated Headship Time

Part B:Part B:Additional Tools and Further InformationAdditional Tools and Further Information

1

Page number Resource

2 Think – Feel – Say – Do (TFSD)

3

Stakeholder Mapping

4 Day/Week in the Life of (DILO/WILO)

6 SWOT

7 Evaluation Matrix

8 Prioritisation Matrices

10 The Five Whys

11 Forcefield Analysis

12 Problem Solving Team Building (PSTB)

14 Brown Paper Planning

15 Time Management Grid

16 Steps to individual needs identification

18 Johari Window

20

Next Steps Template

21 Exemplar Policies for: - Dedicated Headship Time - Work-Life Balance

24 Further information and resources

Contents

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What is it? Think – Feel – Say – Do (TFSD) is an approach for articulating and agreeing the vision that will drive an activity or initiative. It will enable you to gather different viewpoints about Dedicated Headship Time, i.e. what its purpose and value is to the whole school community. It is an effective tool for generating discussion and consensus building.

How do you use it? Phrase the outcome clearly, i.e. the impact of Dedicated Headship Time. Identify key stakeholder groups for these outcomes, e.g. pupils, parents, governors, staff, and agree which of these you will focus on. Working in groups with one stakeholder per group, each participant writes their response to the question: “In 3 years’ time, what do we want this stakeholder to think / feel / say / do about the impact of Dedicated Headship Time in our school?”

Questions are written on flip-chart sized paper sheets. Notes should be made in the relevant quadrant. Common responses can then be grouped together. This provides a good way for everyone to see what others have written. Discussion can then take place as to what this means for the purpose of Dedicated Headship Time and how it might be used to best effect.

Think – Feel – Say - Do

In 3 years time what do we want (stakeholder) to be TFSD about the impact of DHT in our school?

Think Feel

Say Do

Stakeholders: Governors SLT Teachers Support staff Parents Pupils etc etc

3

What is it? This tool is proposed as the starting point for identifying the range of stakeholders that should be involved in the discussion around Dedicated Headship Time. It enables you to outline their current dispositions and can help you to determine how to shift more unfavourable dispositions to provide more positive and active support. Because you are identifying individuals – keep the information confidential. How do you use it?

Stakeholder Mapping

The location of a stakeholder on the map is determined by rating their disposition towards DHT and the degree to which they are actively involved in it. Two stakeholders may both be actively involved, but have quite opposing dispositions: one actively undermining it while the other is actively promoting it! The worked example below illustrates stakeholder disposition in a school. Ideally you would want everyone to be at the top right-hand corner – actively involved and championing your cause!

You then consider the influence of each stakeholder by the size of the circle used. You would want the most influential on the right and at the top!

The final dimension is the relationships that exist between stakeholders. Draw lines that connect stakeholders where a relationship currently exists. The thickness of the line denotes the strength – the closer the relationship, the thicker the line. Relationships can be negative as well as positive! The assumption in this example is that all are positive. You might illustrate negative relationships by a broken line.

To shift dispositions to a more favourable situation you might want to exploit the relationship that exists, say, between a strong supporter of your project and someone else who remains sceptical or even cynical.

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What is it? DILO/WILO provides a visual breakdown of a person’s job or role into its constituent activities. It can be used to show a “Day”; “Week”; a “Month or a “Term in the Life of” that role-holder. The technique enables a view of work-life balance, workload and effective use of work time on at least four different states:

• Should Be – is what is intended, while . . . • As Is – is the current reality – which may well be different! • Could be – is for a range of alternative options for consideration, while . . . • To Be – is the solution for a better future!

It is based upon completion of a workload analysis template (the example is for WILO):

Activity analysis Description

Time spent

Rating 1-5 Strategic

Leadership M’ment Admin External

S’holder Internal S’holder

CPD Personal Other

Before school

During school

After school

Week end

How do you use it? Break down available time into convenient periods – such as ‘before school’; ‘during school’; ‘after school’; ‘non-school day’ etc. For each period of available time:

• Break down that period into activities • Assign time spent to each • Rate the extent to which you consider

this to be a good use of your time, using a scale of 1 (poor) to 5 (good)

• Allocate that activity to one of the activity analysis headings

• Enter the total duration – in hours – to the relevant column (use the breakdown of the main tasks on the next page to aid the allocation of each activity)

• Total all the hours in each of the activity analysis columns and check they fulfill all the available time for work!

• These provide the data for a pie chart, a sample output of which is shown on the next page

A Day/Week in the Life of …. (DILO/WILO)

5

A Strategic Leadership: 1. Strategic planning 2. Leadership meetings 3. Classroom observations 4. Self-evaluation form 5. School improvement plan B Management: 6. Staff-related issues 7. Budget and finance management 8. Behavioural issues 9. Health and safety issues 10. Pupils 11. Premises management including

restructuring 12. Assessment and examination issues C Administration: 13. General administration 14. Before- and after-school clubs 15. Teaching and cover 16. Travel 17. Walk around 18. Playground and lunchtime duties 19. School trips 20. Administration appeals and admissions 21. Assemblies 22. Phone calls 23. Emails 24. Newsletter etc 25. Letters 26. Diaries – basic entries 27. Reading and dealing with post 28. Special educational needs 29. References

D External Stakeholders: 30. Local authority 31. Network and other schools 32. Governors 33. External – miscellaneous 34. External assessors 35. Parents 36. Community 37. Social workers 38. Visitors E Internal stakeholders: 39. Staff meetings and briefings 40. Personal assistants & administration staff 41. Caretaker and site management F Continuous Professional Development: 42. Courses and conferences 43. Headteacher’s own development 44. Reading and personal reflection 45. Developing other staff, mentoring and

coaching 46. For externals G Personal Issues: 47. Personal time – breaks and lunch 48. Doctor and dentist appointments 49. Family 50. Funeral 51. Dealing with bad news 52. Unspecified 53. Travel 54. Sport H Various tasks – unspecified time

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What is it? SWOT, standing for Strengths, Weaknesses, Opportunities and Threats, is a commonly used tool that enables an organisation to analyse itself and the environment surrounding it. It is useful for generating contributions from a number of people simultaneously and ensuring that all have an equal opportunity to input. In doing so, it supports discussion and consensus building. A map of the school’s SWOT is usually in the form of a grid:

How do you use it? Address each of the aspects (strengths, weaknesses, opportunities and threats) separately with the aid of a flipchart. Brainstorm each aspect using post its. Once each aspect has been covered, links can start to be made, e.g. there may be a strength that links with an opportunity (good) or a weakness that is linked to a threat (not so good). SWOT can be used to enrich the understanding of the school’s environment and the relative influence of different factors on the success of carrying out Dedicated Headship Time. You can then use those issues that have greater impact (or potential impact) to ensure Dedicated Headship Time happens, for example: Strengths: How can you ensure that you use these to get the most benefit from them in making Dedicated Headship Time happen?

Opportunities: How can you take advantage of these? Threats: How can you counter these and develop strategies to plan for them? Weaknesses: How do you address these areas? Develop an action plan to: • Turn a weakness into a strength • Turn a threat into an opportunity Strengths and Weaknesses will generally apply to the school itself. Opportunities and Threats generally relate to the external environment. You can then place post-its according to their impact on standards and achievement - towards the centre of the matrix if they are thought to have a low impact and towards the outside of the matrix if they will have a high impact.

SWOT

O

W S

T

Low Low

Low Low

High High Impact on standards

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What is it? This tool helps you to evaluate the current situation in a simple and constructive way. It can be used as an effective way of soliciting feedback from key stakeholders such as staff and governors. It is effective at generating discussion and consensus building.

How do you use it? Each stakeholder writes their answers to the three questions in terms of Dedicated Headship Time on post-its – one activity per post-it. The post-its are then stuck onto the chart in the relevant categories, grouping common factors where possible. Things identified as working well can be used as a stimulus for identifying objectives designed to reinforce those elements that are effective and increase their impact further. Things defined as working less well may form the basis of objectives aimed at addressing the issue of Dedicated Headship Time or refocusing what needs to be done. Where a complex issue is identified that cannot be explained fully, the ‘5 Whys’ tool outlined in the tools may be used to get to the bottom of the issue and understand the underlying causes.

Where a large volume of responses have been generated, dot voting may be a useful way of reaching consensus as to the key items on which the team should focus. In dot voting, each participant is given a number of votes, e.g. 5, which they then allocate by placing ticks or dots against the issues they want to vote for as the most important. Votes can all be allocated to the same issue or can be spread across a number of different ones. The issue with the most votes is clearly felt to be the highest priority for the group and so on. The high priority needs should be captured and shared to support the planning process.

Evaluation Matrix

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What are they? Prioritisation Matrices are visual tools for comparing the relative merits of alternative actions. Use these tools whenever you need to shortlist a large number of items – challenges, opportunities, solutions, options – into a more manageable number. You can use one of two versions of this tool depending on the situation. Both use Impact as one criterion for rating the competing issues or solutions. For Matrix I the second criterion is desirability; whereas Matrix II uses do-ability: Matrix l: Matrix ll:

How do you use them? Use Matrix I to help shortlist a number of issues to address. When you are using Matrix 1, you need to distinguish clearly between impact and desirability – they are different. The danger is to consider them as much the same thing, i.e. ‘anything with high impact must therefore be desirable, while anything with low impact is not desirable’. Distinguish between them as follows: • For any change to be successful there

must be a good reason to do it which means there must be some favourable impact on something as a result, e.g. improve standards; hit targets; fulfil School Improvement Plan; get school out of special measures; etc. so use impact as a criterion.

• However, impact alone is insufficient to succeed in executing change. This is often because people are resistant to change, sceptical or simply too ‘busy’ to get involved. It is easier to implement change where the stakeholders involved actually want to change things for the better, so use desire as the second criterion.

• So, if you have two challenges with much the same impact, which would you rather embark on as a priority? Clearly where there is greater desire among the stakeholders!

Use Matrix II for selecting the most favourable options or alternatives in terms of ease of implementation.

Prioritisation Matrices

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Using a rating table: Rather than positioning the items directly on the matrix, you may prefer a more rigorous process for rating. Here, a simple table to rate the options before moving to the matrix:

Impact

Desirability/ Do-ability

Score 1-4 Score 1-4

1 1 3

2 3 1

3 3 1

4 3 3

5 2 2

6 3 4

7 4 1

8 3 3

9 2 2

10 1 4

Plotting the items on the matrix:

You can quickly shortlist to a manageable number of items by drawing a suitably scaledsector in the top right of the Matrix. Reducing the scale of the sector ensures that it embraces only the number of items you are looking to pursue.

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What is it? A simple diagnostic tool to explore an ‘intractable’ issue. It helps you to understand all the causal factors that have a bearing on the issue, ie. why it’s so challenging! It also helps you to drill down to the ‘root’ causes before embarking on the development of a solution.

How do you use it? Use it always before developing a solution; that way you avoid slipping into ‘fix-it’ mode and addressing symptoms rather than causes. Never overlook using it; otherwise solutions may be shortlived and unsustainable. Start your analysis with a concise statement of the challenge/issue you are facing; in this example the challenge is: “Dedicated Headship Time is not undertaken”. Having captured the issue on the left, move to the right and pose the question: “Why is that?” Capture the answers to that question as short, succinct phrases rather than single words. When deciding how best to capture the answer, it is good practice to check whether someone not involved in the analysis could nonetheless follow the logic of the analysis by reading your output afterwards.

Gradually work across, from left to right, as you pose the same question “Why?” at each successive level of your analysis. In this example we have four levels of analysis. Try to work a branch of your analysis to five levels or until you reach a ‘root’ cause – whichever comes first – before returning to a higher level and analysing another branch of the issue. Note: For illustrative purposes in this example we have shown branches for just two causes at each level. In your analysis there may well be more than two answers to “Why?” at each level. The completed analysis identifies all the ‘root’ causes that must be taken into account in your solution to the issue. Not all of these will necessarily be able to be addressed, but having the insights from your analysis will ensure that your solution will be better informed.

The Five Whys

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What is it? Developed by Kurt Lewin, force-field enables people to analyse the relative strengths of competing, driving and restraining forces – the driving forces push the organisation towards change; the restraining forces push against change. Force-field analysis helps to understand the balance of driving forces and restraining forces in respect of a particular change. Based on this understanding a group can identify appropriate restraining forces to remove or decrease and identify appropriate driving forces to increase.

How do you use it? The following steps describe one way of constructing a force-field analysis: 1. Make a brief but clear statement about what you regard as the problem or issue, e.g. “Dedicated Headship Time is not undertaken”. 2. State where you want to be - the goal, aim or outcome you are seeking eg “DHT is undertaken on a planned, well structured and regular basis”. 3. Identify and list all those elements that are Driving forces and Restraining forces on the chart. 4. Give each force a score on a scale of 1 to 4 where 1 is a weak force and 4 a strong force (length of arrow).

5. Total up each column and you have a rough and ready idea of which set of forces you perceive do/will prevail. 6. Analyse each of the forces:

• How influential/strong are they and have you any control over them?

• What are the connections between the forces, e.g. if you influenced one would it affect another?

7. Rank those that you can influence in order of importance. Identify practical actions that you could take which will build on driving forces and reduce resisting forces. 8. Develop a detailed action plan with target dates. Remember that making small steps on a number of fronts is usually more effective in the long-run than trying to achieve too much in a short space of time.

Forcefield Analysis

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What is it? PSTB is a structured way of making breakthrough progress on an intractable problem by using the power of a team. It is an antidote to those unstructured, time-consuming meetings that discuss a problem but seldom arrive at any concrete way forward! The benefits are that the problem owner goes away with actions that inform future plans whilst the team feel that they have worked together to enrich the thinking behind a solution. The process has seven steps to work through; this is a 30-minute example…

How do you use it? Roles and responsibilities: The success of the PSTB depends upon clearly defined roles and responsibilities. The Problem-Owner defines the problem, provides background information, and makes decisions in order to select from the team’s proposals. The Facilitator keeps everyone on time and records the output The Team are idea generators and constructive, critical thinkers

The process: The main steps of the process are illustrated on a 30-minute time span. For longer PSTB sessions (45 mins or 60 mins) keep the initial step to five minutes but adjust the timing of each remaining step in proportion to those shown here. Be disciplined with the timing to inhibit elaboration and argument that could derail the process. Problem Statement is a simple succinct phrase beginning with the words: “How do I …?” Background The Facilitator can solicit questions from the team in order that the

Problem Solving Team Building (PSTB)

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Problem-Owner can clarify and elaborate on the background to the problem. If the team has already contributed to a Five Whys analysis on this issue, then the output from the analysis will supplant the need for this background. Idea Generation is a rapid brainstorm activity for all – quantity over quality. The Problem-Owner listens carefully but does not comment on the ideas generated. The Facilitator will ensure that ideas are expressed and captured succinctly on a flipchart (may use a scribe for this). The Facilitator will also intervene if needed, to ensure that the team does not discuss the pros and cons of any idea proposed – all ideas are to be treated as equally valid. Idea Selection When the ideas have dried up or the time limit is met, then the focus switches back to the Problem-Owner for the selection of a shortlist of 2 – 3 most promising ideas. Benefits & Concerns assess each of the selected ideas:

Benefits and concerns are brainstormed quickly for each of the selected ideas.

Critical Concerns may eliminate an idea if they cannot be overcome. Identify critical concerns for each idea ie a concern that, if not resolved, would necessitate modifying or discarding the selected idea/solution. If these could be overcome, then proceed to action planning. If they cannot be overcome, then proceed to develop one of the other ideas. Action Plans provide a blueprint for addressing the problem:

Develop a high level action plan for each idea – a blueprint for the solution, ensure your actions address the concerns/critical concerns identified. Work quickly in brainstorm mode; try not to get stuck in discussion. Ensure that actions are assigned to increase ownership for the solution.

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What is it? You already will have a vision of what the future will be like (TFSD) and will have used some of the other tools and techniques to arrive at some solutions. The idea is to engage a team in planning together all the things that need to be done in order to implement an initiative. The brown paper planning tool helps to build ownership of key people in the execution of that plan.

How do you use it? For this tool you will need large paper (often brown hence ‘Brown Paper planning’) - about 1/2 metres high and perhaps 3/4 metres long; lots of post-it notes and flipchart marker pens. Mark out the paper as shown above. There are three things to bear in mind: workstreams; ‘swim lanes’; and a timeline. Workstreams: These are ways of dividing up the work for planning purposes. For example, they may reflect the responsibilities of several different stakeholders as shown above; or they might reflect different but related functions. Swim Lanes: Each workstream is allocated its own swim lane – a row across the brown paper into which all the activities assigned to that workstream are planned. Timeline: This reflects the duration, working backwards right to left, from the end of the plan back to the start date. Divide the timeline into equal columns to represent convenient

blocks of time or calendar dates – in weeks, months, school terms, whatever is sensible. Milestones: Populate the plan by identifying key milestones. These are events, or decision points that symbolise significant achievements at certain points along the timeline. Use square post-it notes to represent the milestones and orientate them in a diamond shape. Write clearly the identity of the milestone in each case. Activities: Complete the plan by using post-it notes to represent activities which are the work that must be done in order to meet the planned milestones. If different people in the team are assigned to a workstream and plan their ‘own’ swim lane, their thinking is then challenged and informed by the planning of other workstreams on which they are interdependent. This results in a far more rigorous plan and builds ownership of the plan going forward.

Brown Paper Planning

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What is it?

The grid may help you to manage the two key dimensions of urgency and importance of tasks clamouring for your attention. It is based on, and extends, the time management matrix featured in Stephen Covey’s Seven Habits of Highly Effective People. The 7 habits are: 1) be proactive; 2) begin with the end in mind; 3) put first things first; 4) think win win; 5) seek to understand and then be understood; 6) synergise; 7) sharpen the saw – having a balanced programme for self-renewal. This grid can be used to help you highlight how you can increase accountability in others by distributing responsibilities and therefore enabling you to have more time to focus on strategic development and leadership.

Urgency

Quadrant 1: Urgent and important Firefighting – do now

• emergencies, complaints and crisis issues

• demands from staff, parents, pupils or Local Authority

• timetabled commitments or project work now due

• meetings and appointments

• reports and other submissions

• staff issues or needs

• problem resolution, fire-fighting, fixes Prioritise tasks that fall into this category according to their relative urgency. If two or more tasks appear equally urgent, discuss and probe the actual requirements. For example, is it a reportable health and safety issue? Is it a statutory issue? Is it important and urgent with respect to the school development plan? How can I delegate some of these tasks to others? These tasks should include activities that you'll previously have planned in box 2, which move into box 1 when the time-slot arrives. Look for ways to break a task into two stages if it's an unplanned demand - often a suitable initial 'holding' response or acknowledgment, with a commitment to resolve or complete at a later date, will enable you to resume other planned tasks.

Quadrant 2: Important but not urgent Quality time – plan to do

• strategic planning, preparation

• research, investigation, creative work

• networking, collaboration and relationship building in school and in a multi-agency setting

• systems and process development

• anticipation and prevention

• remodelling and change, direction, strategy This is the place where a headteacher should be focussing most of their efforts. It represents much of DHT. These activities are most critical to success, and yet commonly are the most neglected. These activities include planning, strategic thinking, deciding direction and aims, etc., all crucial for success and development. You must plan time-slots and plan where you will do them free from interruptions, or 'urgent' matters from quadrant 1 and 3 will take precedence. Break big tasks down into separate logical stages and plan time-slots for each stage. Use project management tools and methods. Inform other people of your planned time-slots and schedules. Having a visible schedule is the key to being able to protect these vital time-slots.

Impo

rtan

ce

Quadrant 3: Urgent but not important Distraction – reject and explain

• trivial requests from others

• apparent emergencies

• ad-hoc interruptions and distractions

• misunderstandings appearing as complaints

• pointless routines or activities

• accumulated unresolved trivia

Scrutinise these demands ruthlessly to re-assess the real importance of these tasks. Practice and develop your ability to explain and justify why you should not do these tasks. Look for causes of repeating demands in this area and seek to prevent re-occurrence. Empower, educate and train others to identify long-term remedies, not just quick fixes. Repeating demands in this area could challenge habitual systems, processes, procedures and expectations, eg ‘we have always done it this way’. Help others to manage their own time and priorities, so they don't bounce their pressures onto you. Effective performance management throughout the school should enable all staff to be clear about their objectives and priorities.

Quadrant 4: Neither urgent nor important Time wasting – resist and cease

• social communications

• lack of focus when looking at data or websites

• engaging in practical tasks like toilet unblocking or fixing equipment, etc.

• embellishment and over-production

• stepping in too frequently to deliver PPA time or cover for an absent teacher These activities are not strategic tasks they are habitual comforters which provide a refuge from the effort of discipline and proactivity. Not doing these activities provides an opportunity for other staff to take on greater responsibilities.

Time Management Grid

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What is it? This tool promotes a model to balance the identified, expressed needs of individuals with the over-arching organisational influences upon a school. It helps you to consider what you might want/need to develop in terms of your own professional development to make the best use of Dedicated Headship Time for thinking and planning strategically. How do you use it? Use the six needs identification exercises to provide different perspectives of your work and produce a balanced, coherent plan: 1. Competency self-assessment against Professional Standards Framework • Use the National Standards for Headteachers framework and draw from it one or more aspects

against which to self-evaluate. • Complete a self-assessment on a 1-5 ‘best-fit’ grading for your own performance against each

of the competencies described within each aspect. • The profile of these self-assessment grades provides you with a summary of your own

perceptions of strength/weakness from which you can select priorities. Having completed this competency self-assessment you can express a chosen learning intention to become a priority for your professional development. 2. Observations of interactions with pupils

• Ask colleagues to observe your interactions with pupils over a period of time and make brief

notes about their quality. • Reflect on the range of comments. • This feedback of strength and areas for development provides you with a summary of

colleagues’ perceptions from which you can select priorities. From recent observations of your interactions with pupils, you can express a chosen learning intention to become a priority for your professional development. 3. School Improvement Plan links

• Select an objective(s) within the school improvement plan for which you have the responsibility

for making a significant contribution. • Describe actions that will contribute towards the achievement of this SIP objective that will also

further your own development. Having considered the contribution you hope to make to the SIP process, you can express a chosen intention to become a priority for strategic development.

Steps to Identifying Individual Needs

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4. Pupil attainment challenge

• From the pupil attainment data analysis, select an area for a class or group for tracking their

provision and progress in learning. • What is helping their progress? What is hindering their progress? • Consider your findings and how this might be affecting attainment in this area school wide. You note best practice to share across the school, as well as consider any changes to customary practice or the development of new skills and ideas. 5. Pupil/Family Feedback Consultation

• You consult with pupils and/or their families to obtain frank views about their work (see TDA

Consultation Pack for different methodologies). From the analysis of consultations, you express a chosen intention to develop. 6. Significant event analysis

• Follow a sequence of questions to probe significant events – the kind that create that extra

buzz or anxiety and often lead to incidental learning – questions: o Describe the situation - did something go wrong/well? o How did it affect pupils? Classroom relationships? o How did it affect you? Confidence? Anxiety? Concern? o How did it affect others? Any problems? o Would you want it to happen again? How to avoid/create? o With hindsight, anything different next time?

As a result of working through this significant event, you express a learning intention to become a priority for their professional development.

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What is it?

The Johari Window is a simple and useful tool for illustrating and improving self-awareness, and mutual understanding between individuals within a group, for example about the purpose and usefulness of Dedicated Headship Time. Leaders have a big responsibility to promote a culture and expectation for open, honest, positive, helpful, constructive, sensitive communications, and the sharing of knowledge throughout their organisation. It is also referred to as a disclosure/feedback model as it represents information - feelings, experience, views, attitudes, skills, intentions, motivation, etc - within or about a person from four perspectives.

How do you use it? Johari Window terminology refers to 'self' and 'others'. The four Johari Window areas contain and represent information about the person, in terms of whether the information is known or unknown by the person, and by others in a team. Open area (Arena): what is known by the person about self and is also known by others. The aim should always be to develop the 'open area', because when we work in this area with others we are at our most effective and productive. The open free area, or 'the arena', can be seen as the space where good communications and cooperation

occur, free from distractions, mistrust, confusion, conflict and misunderstanding. Encouraging the positive development of the arena for everyone is a simple yet fundamental aspect of effective leadership. The size of the open area can be expanded horizontally into the blind space, by seeking and actively listening to feedback from others. This process is known as 'feedback solicitation'. Also, others can help to expand the open area by offering feedback. The size of the open area can also be expanded vertically downwards into the hidden or avoided space by the person's disclosure of information about self to others. Others can

Johari Window

known

by others

unknown

by others

known by

self

unknown

by self

ask

tell

open/free

area

shared

discovery

blind

area

others'

observation

hidden

area

unknown

area

1 2

3 4

self-disclosure

feed

back

sol

icita

tion

Sel

f-di

scov

ery

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help a person expand their open area into the hidden area by asking the person about him/herself. This could be a powerful way of sharing understanding about the use and impact of DHT.

Blind area (Blindspot): what is unknown by the person about self but which others know. This blind area is not an effective or productive space for individuals or groups. This area could also be referred to as ignorance about oneself, or issues in which one is deluded. A blind area could also include issues that others are deliberately withholding from a person. We all know how difficult it is to work well when kept in the dark. No-one works well when subject to 'mushroom management'. People who are 'thick-skinned' tend to have a large 'blind area'.

By seeking or soliciting feedback from others, for example on DHT, the aim should be to reduce this area and thereby to increase the open area ie, to increase self-awareness. The blind area can be reduced by giving feedback and encouraging disclosure. Leaders should promote a climate of non-judgemental feedback, and positive response to individual disclosure, which reduces fear and therefore encourages both processes to happen. The extent to which an individual seeks feedback, and the issues on which feedback is sought, must always be at the individual's own discretion. Hidden area (Façade): what the person knows about self that others do not know. This hidden or avoided self represents anything that a person knows about self, but which is not revealed or is kept hidden from others, for example sensitivities, fears eg some feelings of guilt experienced by many heads related to undertaking DHT - anything that a person knows but does not reveal, for whatever reason. It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. However, typically, a lot of hidden information is not very personal, it is work- or performance-related, and so is better positioned in the open area.

By telling others how we feel and other information about ourselves we reduce the hidden area, and increase the open area, which enables better understanding, cooperation, trust, team-working effectiveness and productivity. Reducing hidden areas also reduces the potential for confusion, misunderstanding, poor communication, etc, which all distract from and undermine team effectiveness. Unknown area: what is unknown by the person about self and is also unknown by others. These unknown issues take a variety of forms: they can be feelings, behaviours, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing behaviour to various degrees. Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief. Examples of unknown factors are as follows, and the first example is particularly relevant and common, especially in typical organisations and teams:

• an ability that is under-estimated or un-tried through lack of opportunity, encouragement, confidence or training

• a natural ability or aptitude that a person doesn't realise they possess

• a fear or aversion that a person does not know they have

• repressed or subconscious feelings • conditioned behaviour or attitudes

from childhood

The processes by which this information and knowledge can be uncovered are various, and can be prompted through self-discovery or observation by others, or in certain situations through collective or mutual discovery, such as deep or intensive group work. Providing people with the opportunity to try new things, with no great pressure to succeed, is often a useful way to discover unknown abilities, and thereby reduce the unknown area. Creating a culture, climate and expectation for self-discovery helps people to fulfil more of their potential and thereby to achieve more, and to contribute more to organisational performance.

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The template can be used to summarise and record key actions using the prompts to consider and structure these actions by asking the question: What do you intend to…

…Start doing? …Stop doing?

…Do differently? …Do better?

Next Steps Template

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An Exemplar Policy for Croydon Schools that was commissioned by the local Workforce Agreement Monitoring Group (WAMG)

Dedicated Headship Time: A Statement of Intent The Governing body of _______________ School is committed to ensuring that the Headteacher receives an appropriate entitlement of dedicated headship time within which to work without interruption upon the strategic responsibilities of leadership. Provision of time Dedicated Headship Time in this school will comprise of ______________________ (for example one half day per week, 10% of the Head’s time, three days per half term….. depending upon the needs and circumstances of the school.) The time will be allocated during the school sessions and identified on the school timetable. Dedicated Headship Time is separate from and additional to any guaranteed time for planning, preparation and assessment to which the Headteacher is entitled commensurate with his/her teaching commitments. During Dedicated Headship Time the Headteacher (may work at home or offsite) will NOT be required to deal with routine matters, take telephone calls or deal with enquiries in person, be expected to cover for absent colleagues or required to meet parents, governors or other visitors to the school. Appropriate arrangements will be made for dealing with these matters similar to those which apply when the headteacher is off the premises attending meetings or visiting other schools. Resources Any cost implications will be considered when the school budget is set and the resources necessary to enable the Headteacher to take up the entitlement to dedicated headship time will be identified. Review The provision will be reviewed ______________(eg annually, prior to the start of each academic year, as part of the Headteacher’s annual review, in the light of any changes to the school’s circumstances) to ensure that the priorities of the school AND the statutory requirements of the national agreement can continue to be properly delivered. The Governing body will ensure that the Headteacher has an appropriate opportunity (e.g. by including Dedicated Headship Time as an annual agenda item at a governing body meeting… or other…) to confirm that he/she has taken dedicated headship time in accordance with the school timetable or advise the governing body of any difficulties which may have arisen ______ (and to indicate, if he/she wishes, the activities undertaken.) The appropriate committee of the Governing body may receive feedback on the use of Dedicated Headship Time as part of the Headteacher’s performance review. This policy will be reviewed on __________(date). Signed: ______________________(Head) _____________________(Chair)

Dedicated Headship Time – an exemplar policy

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Adapted from an exemplar policy created by Medway Council:

Work-Life Balance Policy for all staff working in ________________School (Name of school) has responsibility for the well-being of all our staff. Everyone must take responsibility for their own work-life balance and be aware of the role model they are setting for others. An important element within the wider remodelling agenda is the statutory responsibility governors have with regard to the work-life balance of the headteacher. The headteacher, in turn, will have regard to the work-life balance of other staff. In order for our staff to be at their most effective they need to have a healthy work-life balance: • To attract and retain the calibre of staff needed for a 21st Century education system; • To improve the school’s effectiveness by actively reducing staff absenteeism and turnover; • To develop a more motivated workforce, with high morale, even more able to deliver a better

education for our children; • To improve team work, staff development and co-operation by effectively distributing

leadership and creating new leaders; • To recognise that excessive hours of work do not equal commitment but might reduce staff

effectiveness; • To recognise that improving workplace communication has a positive outcome for the whole

school workforce.

Key Aims of the policy • To benefit our school and its staff in order to raise standards; • To acknowledge that the needs of both our school and staff are not static, but change over

time; • To acknowledge the need for school leadership (including the governing body), unions/staff

representatives and staff to discuss workable work-life balance solutions; • To encourage a partnership approach to meeting the needs of both our school and the staff; • To operate in a fair and consistent manner; • To value staff for their contribution to our school, not their working pattern; • To carefully plan and agree work-life balance solutions including flexible working practices

where possible; • To take into account the equality implications of any policies introduced; • To communicate work-life balance practices to all staff in our school. Developments and

changes to policies should also be communicated on a regular basis. • To include a monitoring, evaluation and review mechanism, linked to performance

management and the school improvement plan, for work-life balance initiatives and strategies. Policy Principle All staff within the school, including the headteacher, will be supported in attaining a balanced lifestyle where they can achieve their best at work and manage other areas of their life effectively. Our strategies to support a balanced lifestyle include: • Clear identification of duties and responsibilities relating to individual staff roles, reviewed

annually through performance management interviews, to aid them in the delivery of their work and managing the expectations of the job;

• Ensuring that tasks are allocated appropriately, to those best suited to the task.

Work-Life Balance – an exemplar policy

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• Regular review of how effectively the school is taking into account the work-life balance of all staff;

• Continually looking at existing and new practices to make systems as efficient and time saving as possible;

• Working with staff to agree and provide appropriate training to enable them to do their jobs competently and effectively and within normal working hours;

• Involving staff in agreeing and setting realistic work-related targets for the staff and the school; • Providing a system for and encouraging efficient and effective working practices, and

discouraging staff from working excessively long hours; • Involving, encouraging and enabling staff to actively manage their own careers and personal

development; • Consulting with staff on decisions relating to their employment, encouraging them to seek third

party advice, e.g. to confer with their Union representatives, where appropriate; • Granting special leave, as appropriate, when staff are faced with an emergency outside of

work; • Providing opportunities, where possible, for flexible working practices; • Providing suitable workplace facilities for breaks and relaxation (as is reasonable and

practicable); • To provide suitable equipment (such as personal laptops for teachers) to enable them to work

efficiently as budgetary constraints allow; • To increase teacher administrative support as much as possible within constraints of budget; • Considering support for childcare facilities and services where possible; • Communicating with parents and the wider community the benefits of our work-life policy.

Monitoring & evaluation The governors will request that staff development and workforce remodelling become a standard item for discussion in the headteacher’s report each term. Workforce Remodelling will be a specific item at staff meetings at least once each term. The staff will be asked to regularly monitor their own work-life balance and to report any arising concerns to the headteacher. The governing body have a responsibility to ensure that the headteacher manages an acceptable work-life balance. This includes providing appropriate administrative and leadership support and Dedicated Headship Time for the headteacher. The governors will regularly review their own practices with consideration to staff workload. The headteacher has a duty to monitor their own work-life balance, modelling good practice and reporting concerns to the governing body. Signed: ___________________________________________ (Headteacher / Chair of GB) Date: _______________________ The policy will be reviewed on _________________________ (date)

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Weblinks referenced here are accurate as at 1.9.2009 Local Authority resources: Education Personnel Services: http://intranet.hants.gov.uk/eps.htm Tel: 02380 383501/02 Manual of Personnel Practice http://www.hants.gov.uk/education/eps/mopp-vol-1/index.html HR policies and procedures including information regarding flexible working (NB Is password protected link) HCC webpages containing information regarding National Agreement entitlements http://www3.hants.gov.uk/education/eps/school-remodelling.htm Pages containing information and resources in relation to the National Agreement including Dedicated Headship Time Hampshire Teaching and Leadership College (HTLC): http://www3.hants.gov.uk/education/htlc/ Tel: 01962 874820 Leadership Development information and resources http://www3.hants.gov.uk/education/eps/leadership-development Shared webpages between EPS and HTLC pooling together leadership development information

Wellbeing of the Workforce (WoW): Tel: Healthy Schools 02380 816319 or Education Personnel Services 02380 383501/02 HCC webpages containing wellbeing information and tools http://www3.hants.gov.uk/education/hias/wellbeing-workforce.htm Pages containing various wellbeing resources and tools suitable for whole school use. Hampshire Governor Services: www3.hants.gov.uk/education/governors Telephone contacts: County Office: 01962 845846 Fleet Local Office: 01252 814785 Havant Local Office: 02392 441485 New Forest Local Office: 02380 816146 Governor Services training programme: http://www3.hants.gov.uk/education/governors/governors-training.htm Details of training available to governors Governor’s Guide to looking after your head: http://www3.hants.gov.uk/lookingafteryourheadaug07.pdf A Hampshire guide for governors

Further Information

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Other resources: National Governor Association (NGA): www.nga.gov.uk Variety of publications and bulletins offering advice and guidance including Document on Governor/Headteacher expectations http://www.nga.org.uk/uploadfiles/documents/GovernorsandHeadsfinal08.pdf Governornet: www.governornet.co.uk Information for school governors A Guide to the Law for School Governors http://www.governornet.co.uk/publishList.cfm?topicAreaId=26 Teachernet: www.teachernet.gov.uk Summaries of latest news and information as well as links to policy papers including: New Relationship with Schools – The School Improvement Partner Brief Teaching Expertise: www.teachingexpertise.com Books, resources and newsletters for educational professionals inc articles on: Work-Life Balance of the Headteacher http://www.teachingexpertise.com/articles/the-work-life-balance-of-heads-1018 Governors and Headteachers: Make it a relationship that works: http://www.teachingexpertise.com/articles/governors-and-head-make-it-a-relationship-that-works-1346 Financial Management Standard in Schools (FMSIS): www.FMSIS.info/ A self assessment tool

Managing School Resources: www.schoolsresource.audit-commission.gov.uk A self evaluation tool for managing school resources Training and Development Agency (TDA): www.tda.gov.uk email: publications@TDA.gov.uk Tel: 0845 6060323 Various documents and publications particularly focused on workforce remodelling, change management and extended services, including: Headteachers and the National Agreement – a summary http://www.tda.gov.uk/upload/resources/pdf/n/nrt0104.pdf Summarises and highlights the benefits and relevance of each of the contractual changes to the headteacher and identifies help and support The little book of managing change http://www.tda.gov.uk/upload/resources/pdf/l/little_book_of_managing_change.pdf Explains an effective change process and simple, practical tools to use throughout the change journey Community Consultation http://www.tda.gov.uk/upload/resources/pdf/c/consultationtoolkit.pdf A consultation planning framework to help you to get the best results School Improvement Planning Framework http://www.tda.gov.uk/leaders/sipf2.aspx?keywords=school+improvement+planning+framework A toolkit to aid school improvement planning and put the child at the heart of the process

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National College for School Leadership (NCSL): www.ncsl.org.uk email: publications@ncsl.org.uk Tel: 0845 609 0009 Success and Sustainability http://www.ncsl.org.uk/media-75c-d2-success-and-sustainability.pdf Developing a strategically focused school A Life in the Day of a Headteacher http://www.ncsl.org.uk/media-4ed-3e-a-life-in-the-day-of-a-headteacher.pdf A study of the nature of the working lives and practices of contemporary headteachers in England Far from the Madding Crowd http://www.ncsl.org.uk/media-75c-6a-far-from-the-madding-crowd-summary.pdf Considering how hard pressed headteachers might find sanctuary to prepare for the future whilst coping with daily operational challenges Models of leadership http://www.ncsl.org.uk/modelsofleadership-index.htm A collection of articles that focus on alternative models of headship such as co-headship, federations of schools and executive headship. Maintaining a Work Life Balance is possible http://www.ncsl.org.uk/media/CA7/6F/Ian_Andain.pdf Maintaining a work-life balance is possible, says Ian Andain, Headteacher of Broadgreen High School, Liverpool. Distributed Leadership http://www.ncsl.org.uk/research-index/research_activities-index/research-researchactivities-distributedleadership.htm

Specific resources and website that draws together research and practical tips for leaders in distributing leadership Succession Planning – key themes for Governors http://www.ncsl.org.uk/media-984-8d-succession-planning-governors-2.pdf Considers what can be done by governors to address the issue of leadership succession Retaining School Leaders http://www.ncsl.org.uk/tlt-home/tlt-partners/tlt-retaining-headteachers.htm Resources to help governors, local authorities, diocesan boards, school groups and networks to retain school leaders The Issue of Retention http://www.ncsl.org.uk/retaining-school-leaders-3.pdf Looks at the issues surrounding the retention of talented school leaders Tomorrow’s Leaders Today http://www.ncsl.org.uk/tlt-home.htm Website focused on growth of future leaders

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We would like to thank the following contributors to this support package for Dedicated Headship Time: Headteachers: Paul Bull, St Mary’s CE Primary, Surrey Margaret Coleman, Manor Primary, East Sussex Trisha Donkin, Holly Spring Junior, Bracknell Forest Kerry Gray, The Castle Special School, West Berkshire Tony Jones, Balfour Junior, Brighton& Hove Panna Nagar, Northfleet Nursery, Kent Local Authority advisers and managers: Roger Fell (Oxfordshire) Ron Guilford (Brighton and Hove) Anne Hudson (Surrey) Anna Jones (Hampshire) Amanda Stevens (Hampshire) Fran Martin (Southampton) Maggie Moorhouse (West Berks) Caroline Pitt (Kent) Mike Walker (Kent) Michelle Punter (East Sussex) Roger Theobald (Bracknell Forest) TDA consultants: Lynn Adair (South East Regional Trainer) Neil Marshall (TDA consultant) RESOURCE PACK LAST UPDATED: 1.9.2009

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