'Leading in a diverse system'

“Control

the controllables!”

Re-cap – Effective Middle Leaders?

Re-cap – Effective Middle Leaders?

Re-cap – Effective Middle Leaders?

Effective Team Leaders

Demonstrate a particular combination of:  • Personal Qualities• Leadership Behaviour• Professional Credibility• Management Skills

Would I lie to you?• Write down 3 statements about

yourself on an index card only one of which is true

• Example Keith:• “I’m a qualified aerobics instructor”• “I was the best man at Lord Sebastian Coe’s

wedding”• “I survived the Herald of Free Enterprise ferry sinking

on 6 March 1987”

• 3 groups of 4. Read your statements in turn but do not reveal which are lies. Each member can ask you one question about any of your statements. Members each have one vote to select one statement they consider to be true. If they get it right they score a point. If not you get a point. Keep a record of the scores. The highest score wins!

Questions Wall

About anything:

Last session

This session

School issues

Leadership

Closing Gap Challenge

Coach

National College

Anything you think we can help with

Post it?

Module 2 Learning Objectives

• Understand:

• the relationship between context and middle leadership

• how context is a multifaceted consideration

• Goleman’s six leadership styles

• Recognise:

• when and how to use different leadership styles

Context is All: A Frame for Module 2

• Contexts are made of innumerable elements

• Some elements are within control, others are not

• There is no one way of responding to a particular context

The Importance of Context

Context is often referred to in terms of the neighbourhood, or catchment area, on which the school draws, but context is more complex and multi-layered than this. It is about place, but also about people, policy and politics. The challenge for school leaders is to continuously negotiate a path through this intricate web of demands and expectations. It requires an acute understanding of how these various forces interrelate, as well as an ability to deal with the complexities and paradoxes that are contained within them. (MLDP Leading Learning and Teaching Closing the Gap page 15)

Task – Read the 5 statements belowWhich ones most strike a chord with you?

• I find some colleagues more approachable and supportive than others

• The depth of deprivation both economically and morally within pockets of our community presents significant challenge within our school

• The constant political change agenda, target driven culture and criticism of teachers is very dispiriting

• Some senior leaders at my school seem removed from the day to day reality of the classroom

• There is considerable variance in learning outcomes across different cohorts in my area

“Control the Controllables”

“You take control of that which you can control” - Steven Covey

Potential for leadership impact and leverage

National issues and trends

Student characteristics

School leadership and policies

Teacher quality and classroom practice

Low

High

Potential for leadership impact and leverage

Pairs discussion

• Q1 - What can be your impact on school leadership and policies? – consider implementation, accountability, monitoring

• Q2 - How can you help change school policy and decisions?

• Q3 – How can you influence student characteristics?

Task – How can middle leaders impact on the quality of teachers and classroom practice?

Marketplace activity

4 groups• On a flipchart consider ‘what’ middle leaders can do to

improve teacher quality and classroom practice – 4 mins• 1 remains as market stall holder, others go off as

'knowledge gathers‘ to another stall. Question, talk, challenge stall holders you meet – 4 mins

• Repeat above with a different market stall holder – 4 mins• Return to own stall – discuss and add ideas picked up – 4

mins• Grand promenade – look at each others stalls – 2 mins

Handy Hint – p18 of ‘Closing the Gap’

Prioritisation Matrix

• Look at your marketplace activity• Select 5 leadership activities you could

implement in your school context (amend them if necessary) & write each on a post-it note

• Think carefully and then place them on the prioritisation matrix

• Which have you placed nearest to the top right corner?

YOUR TEAM

Diversity in Teams• Consider a team you lead/are part of

• For each member of the team represent them with a colour and/or symbol/animal on a post it note (totally anonymous)

• Stick them on a side of A4 titled ‘My Team’ & tac to wall

Daniel Goleman on leadership styles

1. Visionary, authoritative – focused on values and future scenarios

2. Coaching – the most effective learning relationship

Goleman’s six leadership styles

3. Affiliative – high quality relationships

4. Democratic – meaningful participation

Goleman’s six leadership styles

5. Target setting – outcomes oriented

6. Control – top-down command and control culture

Goleman argues the most effective leaders…..

“Go beyond a mechanical process of matching their styles to fit a checklist of situations; they are far more fluid. They scan people individually and in groups, reading cues in the moment that tip them to the right leadership need and they adjust their style on a dime”

What do these styles look like?

Visionary / Authoritative CoachingAffiliativeDemocraticTarget settingControl

Take a look at ‘the 6 leadership styles at a glance’

Leading on a dime ...

-Can you adjust your style on a dime?- How confident are you in using alternative styles?

Traits

Position yourself around the room according to the traits signage

What’s it like to be ... And how does it influence your leadership?

What will you focus on?

Your leadership style

What is your leadership style?

What did you learn about yourself from the 360 degree diagnostic?

Do you use the same style in all situations and with all people?

Leadership in Your School

What are the prevailing leadership styles in your

school?

Do the leaders in your school always stick to the same

styles?

How does the school

leadership context

impact on your

leadership?

In Summary…

An effective leader will recognise that context matters and that context can provide opportunities. All contexts contain positive elements that can support learning, teaching and leadership

“Control the controllables”

Module 2 Learning Objectives

• Understand:

• the relationship between context and middle leadership

• how context is a multifaceted consideration

• Goleman’s six leadership styles

• Recognise:

• when and how to use different leadership styles

Your questions answered

The questions wall

Reflection Time 

Consider today's learning intentions

What have I learned?

What will I take away and blog from today's learning?

What one thing will I do differently back at school tomorrow?

• Blog• Mod 2 & 3 reflections

with coach• Initiate Leadership

Challenge• Complete/reflect on

360• Book Tues 17 April•  Read around Module

4• Enjoy the Easter

holiday!

Next steps....

And finally...

  Safe journey home and have a good evening!