Gill Clark, Advisory Headteacher

Leadership: How can I extend and develop my skills?

Introduction & aims of the session

• To help you evaluate your leadership experiences and strengths

• To provide some skills/techniques to support your leadership journey

• Reflection time on your leadership strengths and areas for development

Session OutlinePart 1A review of leadership stylesPart 2Characteristics and qualities that help you build the values thatunderpin strategic leadership Part 3‘Least reliability and relevance to greatest reliability’ an evidence model to help you understand the effectiveness of your team/organisation or school betterPart 4The empathetic model of conflict resolution

Part 1A review of leadership styles • Work with a partner and describe why you wanted to be a

school leader?

• What was your vision for yourself?

• Discuss your experiences of leadership so far? Have you been able to match your vision?

• What have been your successes and what have been your challenges?

Rating your leadership styles

• Most frequently used• Frequently used• Sometimes used• Occasionally used• Never used

• Discuss the outcomes with a colleague. Consider why you don’t use or rarely use a style/styles?

• Share your results

Impact of styles

Consider the impact of these styles:

• On strategic vision

• Children’s outcomes

• Others including different groups: staff, parents and governors

Reflect on whether you need to use a wider range of styles in your present role or would

you consider some styles are for a future role?

Discuss reflections

Scenario Task

Part 2Characteristics and qualities that help you build the values that underpin strategic leadership

Activity• What values do you think are important to the role of the school

leader? Discuss and make a list with a colleague.

• Where and how have you made it clear that your work is based on values?

• Consider how these values may support you in a challenging situation with a staff member or a parent?

A review of qualities and characteristicsHigh expectations of all

Lifelong learning Honesty

Independent learners

Celebrating ethnic and cultural diversity

Self-esteem

Imagination Consistency Self control

Challenge Financial enterprise Leadership at all levels

Enjoyment Mutual respect Partnerships with parents

Positive reinforcement

Integrity Community involvement

Added value Truth Security (physical/emotional)

Participation Justice Openness

Equality of opportunity

Compassion Empowerment at every level

Fair treatment for all Responsibility Pride in achievement

Team working Accountability Positive reinforcement

Qualities and Characteristics

Activity

• Discuss with a colleague what are your 5 core qualities/characteristics and explain why?

• Why is it important to understand this for yourself and for others?

Part 3‘Least reliability and relevance to greatest reliability’ an evidence model to help you understand the effectiveness of your team/organisation or school even better.

• How do we find out about the effectiveness of our team, school or organisation?

• List the ways?• How reliable are these methods?

The ‘least reliability and relevance to the greatest reliability and relevance model’

Least reliability and relevance1. Listen to intentions2. Consider planned innovations3. Seek perceptions of other people’s roles4. Examine policy documents5. Examine plans of work for the near future6. Evaluate evidence of what has happened7. Interview people about their roles8. Analyse performance indicators9. Discuss what is happening10.Examine output, such as pupils’ work11. Observe it happening

Greatest reliability and relevance

• Consider how this will give you greater reliability in knowing your organisation

• How would you use this approach in your present role to support your organisation’s effectiveness?

• With colleagues discuss your approach to dealing with conflict with a colleague

• Share approaches

Part 4The empathetic model of conflict resolution

The empathetic model for conflict resolution

• Discussion activity: The model and it’s use