Using resonant leadership to create high performing teams How
can we grow and manage teacher talent, from Initial Teacher
Training to Senior Leadership so creating high performing teachers
and leaders who can impact on outcomes for learners? Gareth
Dawkins, Executive Principal Bradford Academy Linda Marshall, All
Through Principal Bradford Academy Slide 2 Desired Outcomes As a
result of this seminar, participants will: 1.Know and understand
the continuing journey of Bradford Academy and explore the impact
of our talent management strategy on school improvement (with
reference to the maths department) 2.Address the issue of
recruitment and retention of staff and explore how to maximise
professional learning from within the school and beyond through a
coherent talent management strategy 3.Have an opportunity to share
with other participants your own journey and the challenges of
recruitment and retention 4.Be aware of the research into resonant
leadership in order to reflect on how to support and retain staff
from ITT to senior leadership Slide 3 Bradford Academy - then Who
are we? Then Opened in 2007 11-18 Academy Sponsored Academy
(original Blairite Academy) Low attainment, achievement and
attendance (5% A-C inc En and Maths; attendance = 82%, PA 39%) Not
the school of choice locally undersubscribed Staff mix of TUPE and
new appointees predecessor school had significant problems with
recruitment and retention Slide 4 Bradford Academy - then Maths
department then Only three qualified maths teachers (1 inadequate,
2 RI) rest of department made up with supply couldnt recruit
Student attitude to maths was very poor lack of engagement and
progress Attainment very low Inadequate schemes for learning Slide
5 Who are we? Now All Through Academy 3-19 with two Designated
Special Provisions Oversubscribed at all Key Stages (1800+
students/400+ staff) Ofsted good January 2013 -above floor and
rapidly rising Strategic partner of Bradford Birth 19 TSA and BDAT
(opening a sister school Bradford Forster Academy) Providing
executive leadership to 2 Academies, and supporting 2 other schools
(primary and secondary) 1 NLE, 1LLE, 1 TLA and 9 SLEs; 16 Lead
Practitioners Bradford Academy - now Slide 6 Maths department now
Fully staffed department mixture of very experienced staff with new
to profession/new to UK staff 5 staff judged as outstanding by
external bodies (Ofsted; Bradford Partnership) Student engagement
high (post 16 level 3 maths is heavily subscribed maths resit
figures buck the national trend) Maths lead the practice for
feedback for learning Outcomes improved (64% A* - C) Work
collaboratively across All Through VP Primary is maths specialist
working on pedagogy, assessment and transition 3 staff have become
SLEs 1 colleague seconded to local Academy to provide capacity
Bradford Academy - now Slide 7 Many aspects of leadership are
impressive. Support is provided for teachers at all levels those
who are new to the profession and those who are looking for
additional professional development opportunities The school has
invested heavily in staff professional development and there are
sixteen lead practitioners who provide a range of training
Christine Birchall, Lead external consultant and HMI Bradford
Partnership review 26/11/14 Slide 8 It was obvious from the
learning walk that maths and science middle leaders have a very
clear understanding of their strengths and areas for development
Students were able to talk confidently about their learning.
Marking is very secure and ensures that students know what to do to
make progress maths was flagged up by them as a particular
strength, with clearly personalised areas which they have to
revisit Christine Birchall, Lead external consultant and HMI
Bradford Partnership review 26/11/14 Slide 9 There can be little
doubt that Bradford Academy is a people place. During the
discussions with people at all levels there was an overwhelming
sense of pride and commitment to the work of the school. There is
equally a strong culture of continuous learning within the Academy,
with a focus on coaching and mentoring to help people to develop
their skills and knowledge. In many cases this coaching and
mentoring is undertaken by top managers and is seen as part of the
grow your own culture within the school. There is also an ethos of
people taking responsibility for their own personal development
with the school, with the leadership team providing opportunities
for people to develop and progress within their chosen career
pathway. Investors in People report July 2014 Slide 10 I find it
amazing that the senior team support people to the degree they do.
Its far more than anywhere else Ive been and Ive had more training
here, than Ive had in my last three jobs put together!". They are
obviously keen to help you to develop and move on in your career.
There are lots of examples of people gaining promotion within the
school and thats helped us as weve grown bigger. Investors in
People report July 2014 Slide 11 Slide 12 Great leaders inspire
people around them to reach extraordinary levels of performance.
They attract the best people to their organisations. They develop
new leaders for their school systems and for their field. They form
leadership teams and develop a culture of innovation that evolves
as the conditions change. The best leaders know how to stay focused
on what matters and on their values and beliefs. They know
themselves very well and how they affect the behaviours of all
constituents. They are remarkably similar in who they are and what
they do. They are not stressed by the constant changing landscape
or burned out by one more unfunded mandate. Leadership and Teams:
Lyle Kirtman 2014 Slide 13 Your role is to be learner in chief so
that you are demonstrating by example that the learning process can
be challenging as it is exhilarating. By increasing your knowledge,
setting professional goals, practicing new skills, expanding beyond
your comfort zone, and gaining greater confidence in your capacity
to be an effective leader, you have the power to inspire the rest
of the school community to learn to love learning Essential skills
for effective school leadership - Frank Siccone (2012) Slide 14
How? Secure values alignment mission compatible Candidates have to
demonstrate their commitment to professional learning and growth We
dont hide from prospective candidates how difficult it can be, but
also how life-changing to work in a culture of collective optimism
Explicit about our talent management strategy As senior leaders, we
take our responsibilities as lead learners seriously and model that
in our disposition and behaviours Visible Learning culture is by
design and intent Slide 15 A leader should constantly look for
talent outside the organisation and within the staff, and work
relentlessly to get the best out of every person. This is done by
coaching, developing individuals, and forming a strong,
interdependent team focused on common goals and outcomes.
Leadership and Teams Lyle Kirtman 2014 Slide 16 By listening we
improve; by talking we have influence How? Initial Teacher Training
School Direct, PGCE, Teach First, new to UK, Aspirant Teacher
Programme. Ongoing support, training and coaching buddies and lead
practitioners Opportunities for external networking and joint
practice development Underpinned by research and development MA
qualifications Inducted 57 new to profession since opening 92%
routinely good or outstanding 9 have left 7 to promoted posts Slide
17 The key to employee engagement is values alignment feeling a
sense of personal alignment with the lived values of the
organisation, and mission alignment finding a sense of meaning
through your work by understanding how what you do makes a
difference to the success of the organisation, and believing in the
organisation and what it is attempting to do (The Values-Driven
Organisation Richard Barrett 2014) Slide 18 How? Visible Learning
Community Underpinned by research and development - led by Lead
Practitioners (teachers teaching teachers) Further Opportunities
for additional professional qualifications (25 MAs) Opportunities
for collaboration within and across the school and beyond joint
practice development Experiential and relevant Connects to
performance management and talent management Grow own leaders 61 in
extended leadership team - Slide 19 Forming leadership teams is the
key ingredient to accomplishing seemingly insurmountable goals.
Maximising the human capital in organisations is key therefore, in
order to attract the best candidates, the culture of the school
needs to explore how people are treated and respected and have a
commitment to professional development. Leadership and Teams Lyle
Kirtman 2014 Slide 20 How? Leadership Development 61 colleagues
have leadership responsibilities 29 of these joined us as ITT/NQT
Clear talent management and succession planning strategy
Opportunities to work out of area/phase/school Bespoke leadership
development, coaching and work shadowing System leadership 5
colleagues seconded to other schools Professional Qualifications
MAs/MBAs retention strategy 31 colleagues currently on external
leadership programmes National and International opportunities R+D
Slide 21 Slide 22 Carousel Step 1 Each group is to have its own
colour marker Step 2 Move through the different stations of the
carousel. Take your marker with you as you move. Change recorders
each time you move to a new station. Step 3 Return to your original
station. Read over the list of suggestions made by the large group.
Distil the list and record the distilled suggestions. Report back
to the large group. Slide 23 Carousel What does an effective talent
management strategy look like and sound like? How can we grow and
manage teacher talent, from Initial Teacher Training to Senior
Leadership so creating high performing teachers and leaders who can
impact on outcomes for learners ? Why is it important for resonant
leaders to attend to their own health and well- being? If we have
an effective talent management strategy, what impact would it have
at a school/alliance/system level? Slide 24 Filtering the ideas
Brainstorm All ideas Filtering question Filter the ideas Final
Ideas Slide 25 Bradford Academy now what? Continue to sharpen our
practice so that we continue to improve the school, close gaps and
secure our ambitions to be a great school. Deepen our strategic
partnerships - BDAT and Birth to 19 TSA Attend to our succession
planning strategy to retain our staff Further develop our talent
management strategy through our strategic involvement with Bradford
Birth to 19 TSA Create further opportunities for colleagues to
improve their performance through collaboration within and beyond
Embed research and development through the appointment of
researchers in residence Ensure that Bradford Academy isnt just a
turnaround school but becomes a stay around school. Slide 26 Great
leaders are awake, aware, and attuned to themselves, to others and
the world around them. They commit to their beliefs, stand strong
in their values, and live full, passionate lives. Great leaders are
emotionally intelligent and they are mindful: they seek to live in
full consciousness of self, others, nature, and society. Great
leaders face the uncertainty of todays world with hope: they
inspire through clarity of vision, optimism, and a profound belief
in their and their peoples ability to turn dreams into reality.
Great leaders face sacrifice, difficulties and challenges, as well
as opportunities, with empathy and compassion for the people they
lead and those they serve. Resonant Leadership - Boyatzis and McKee
(2005) Slide 27 The constant small crises, heavy responsibilities,
and perpetual need to influence people can be a heavy burden, so
much so that we find ourselves trapped in a Sacrifice Syndrome and
slip into internal disquiet, unrest and distress. In other words,
dissonance becomes the default, even for those leaders who can
create resonance. Because emotions are contagious, dissonance
spreads quickly to those around us and eventually permeates our
organisations. Resonant Leadership - Boyatzis and McKee (2005)
Slide 28 As the pressures on urgency and accountability keep
increasing in education, each leader must find a new way to lead
based on his values and beliefs and not let the outside pressure
derail the work. Accountability and urgency can be positive if they
are part of an environment of motivation and excitement. Each
leader must find a way to love coming to work each day Leadership
and Teams: Lyle Kirtman 2014 Slide 29
[email protected] [email protected]
Documents to share: Workforce Talent Management Strategy Bradford
Birth to 19 TSA Seven Recommendations for establishing a Visible
Learning Community Leadership and Teams Lyle Kirtman (Lindas
summary)
