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Southern Adelaide Region Secondary Teacher Leaders Professional Learning Program

Southern Adelaide Region Secondary Teacher Leaders Professional Learning Program. Katrina Spencer Director, Literacy & Site Improvement Katrina.spencer@sa.gov.au Thursday November 17th 2011 Flagstaff Hill Golf Club. Program Overview. Session 1: Understanding Change

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Southern Adelaide Region Secondary Teacher Leaders Professional Learning Program

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  1. Southern Adelaide RegionSecondary Teacher LeadersProfessional Learning Program Katrina Spencer Director, Literacy & Site Improvement Katrina.spencer@sa.gov.au Thursday November 17th 2011 Flagstaff Hill Golf Club

  2. Program Overview Session 1: Understanding Change Session 2: Quality Teaching Session 3: Critical Conversations Session 4: Using Data and Evidence An interactive and responsive approach- take the opportunity to shape and direct this program

  3. Session 1 8:45 Welcome (SAR Team) • Working as a professional learning community 9:45 Exploring the AITSL Standards (Julie H) • How do these standards position ‘teacher leaders’? 10:40 Morning Tea 11:00 Teacher leadership (KS) • Understanding change 1:00 Lunch 1:45 Reflections (SAR Team)- ah hah/so what/questions 1: 55 Managing the personal side of change (KS) 3:00 End of day (SAR team) • Feedback on the day and the proposed next program

  4. My Background • Teacher • Counsellor • Principal • Manager • Director Education...is a painful, continual and difficult work to be done in kindness, by watching, by warning: by praise, but above all, by example. John Ruskin

  5. Leadership Tip • Know yourself and what you bring to the role • Let people know whatmakes you ‘tick’ • Walk your Talk • Make the time to build relationships • Read- those who lead read!

  6. Today’s session • Defining teacher leadership • How am I already leading? • Understanding change as a process • Skills, theory and strategy • DIAf, Kotter’s Change Model • Using power and influence • Dealing with the emotional side of leading

  7. 1. Teacher Leadership “When given opportunities to lead, teachers can influence school reform efforts. Waking this sleeping giant of teacher leadership has unlimited potential in making a real difference in the pace and depth of school change.”Katzenmeyer and Moller, 2001,Awakening the Sleeping Giant: Helping Teachers Develop as Leaders Why teacher leadership? The typical tenure for a principal is 3 - 5 years. Whereas a teacher may work in the same school for 20+ years. Changes initiated by teachers are often sustained, make an impact at the classroom level and build the skills of other teachers.

  8. Teacher Leadership is… “Skills demonstrated by teachers who continue to teach but who influence practices of other teachers and activities in other classrooms.” Charlotte Danielson TABLE TALK:How and when do you provide leadership?What does it look like?Who would see this as leading? READING: When nice won’t suffice. Elisa MacDonald 2011

  9. Roles of a teacher leader TABLE ACTIVITY Each table will have one segment of the pyramid to identify some roles a teacher leader might undertake NOTE: Please record these on the appropriate coloured sticky note One idea per sticky please

  10. Leadership Tip • Give people time to personalise and connect • Learning is about making meaning • People always bring resources with them • Talk (& listening) builds relationships • When in doubt just listen (Covey- Seek first to understand) Worth reading – 7 Habits of Highly Effective People, Covey

  11. 2. Understanding Change People usually support improvement -it’s change they don’t like!

  12. Fishers model Slide 12

  13. Change… Learning… • Is a process, not an event • Does not follow a linear path • Is made first by individuals, then by organisations • Upsets our understanding of the reality of things • Requires risks and doing ‘new’ things • Unhinges us – it requires ‘new’ behaviors • Is a highly personal experience for those involved • Needs to be planned for, monitored and refined

  14. What’s the best change strategy? • Think of the best change strategy you have ever been part of. • What made it successful? • How were people engaged in the change? • What outcomes were achieved? • What lessons did you learn from it? PARTNER ACTIVITY • Share your experiences with a partner • Your partner’s job is to listen to the story and SYNTHESISE the KEY ELEMENTS of SUCCESSFUL CHANGE • Document as key words on a sticky note

  15. Leadership Tool: Appreciative Inquiry DISCOVER DREAM DESIGN DESTINY Social systems have a natural tendency to evolve towards the most positive images held by their members”David Cooperrider

  16. Change = Improvement • STANDARDS-what are we aiming to achieve? • SELF REVIEW-where are we now? • IMPROVEMENT PLANNING-how can we close the gap between where we are and where we want to be? • INTERVENTION & SUPPORT-what can we do to ensure success for all? • PERFORMANCE REPORTING-how will we keep people informed and review our progress?

  17. Homework task The purpose of DIAf is: • To reflect on the effectiveness of our programs, practices and performance • To continuously improve processes and outcomes and • By working together, achieve high quality standards for all learners Read through the DIAf and visit the website- www.decs.sa.gov.au/quality Interview a site leader about how they use DIAf in their work.

  18. Managing COMPLEX CHANGE ACTION =CHANGE + + + + BENEFITS VISION SKILLS RESOURCES PLAN ACTION SKILLS RESOURCES BENEFITS =CONFUSION + + + + PLAN ACTION + =ANXIETY + + + BENEFITS VISION RESOURCES PLAN = GRADUAL CHANGE ACTION VISION SKILLS RESOURCES + + + + PLAN ACTION =FRUSTRATION BENEFITS VISION SKILLS + + + + PLAN = FALSE STARTS BENEFITS RESOURCES VISION SKILLS + + +

  19. Managing Change Activity With a person sitting next to you, go through the change matrix with this situation: You would like every staff member in your team to incorporate cooperative learning strategies into their lessons. Decide what must be done to make sure each component of the matrix has been addressed.

  20. Leading Change Why change efforts fail: • Resistance to change 82% • Inadequate sponsorship 72% • Unrealistic expectations 65% • Poor management 54% • Inadequate planning 46% • No change strategy 43% TABLE TALK Which are management issues andwhich leadership? Why? Which of these are within our control? How can we minimise the impacts?

  21. Achieving change The 80:20 Rule Change management is 80% leadership- establishing direction, aligning, motivating, and inspiring people (doing the right things), And 20% management - planning, budgeting, organizing, and problem solving(doing things right) Unfortunately, in most of the change efforts, these percentages are reversed. Be careful of the “SEDUCTION of MANAGEMENT”

  22. Leadership Tip • The 80:20 Rule is worth remembering • To improve outcomes, improve the processes • Blame is a wasted emotion start from the premise that everyone is trying to do their best • Good leaders are good managers • And/or foster good management around them

  23. Kotter’s Change Model Identify a change you are about to implement or initiate. What might be your very first step? Kotter suggests these 8 steps support change-http://www.theheartofchange.com/

  24. Stage 1: Increase Urgency Raise a feeling of urgency so people say- “let’s go”! What Works: • Show the need for change [use valid data and information] • Never underestimate that fear, complacency and anger may exist • You can’t talk with people oftenenough or too many times

  25. Leadership tool: Covey’s 4 Quadrants Where you get the greatest improvements and value • Remember though URGENCY is not enough! • Where do you spend your time and energy?

  26. Stage 2: Build the Guiding Team Form a team that has the capability and responsibility to guide the change process- borrow authority if you need it What Works: • Show enthusiasm and commitment • Model trust and teamwork • Seek volunteers and identifysupporters- be open! • At this stage “Don’t water the rocks” • Find your debrief buddy

  27. Stage 3: Get The Vision Right Create the right vision and strategies to guide action What Works: • Collaborate with others • Identify possible futures / benefits • Vision so clear- it can be articulatedin one minute or written on 1 page • Bone diagram process

  28. Leadership Tool: The Bone Diagram The Ideal State- where we would like to be Helping Forces/ Factors+ Hindering/ Restraining Factors- Our Current Position

  29. School example- mapping out NUMERACY learning for site plan. Karen Cornelius Reynella East PS

  30. Stage 4: Communicate the Vision Communicate the change vision with strategies to create understanding and buy-in. What Works: • Keep communication simplenot complex or technical – develop a common language and mantra • Know what people are “feeling”- address anxieties, fear, confusion, anger • Encourage discussion, disagreement, debate ... keep people talking. Tell people what you know—and what you don't know. • Keep painting a picture of the future- tell someone who cares, build a bridge and get over it

  31. Stage 5: Empower Action Deal effectively with obstacles that block action. Actions speak louder than words. Plan your way forward. What Works: • Find others who can share their stories and experiences • “Ready, fire, aim”- Fullan • Use tools like the bone diagram and appreciative inquiry • Provide common professional learning or experiences • Model and acknowledge small changes/take ups

  32. Bone Diagram Planning Format

  33. Stage 6: Create Short-Term Wins Create short-term wins to energise the ‘change ready’, enlighten pessimists, defuse cynics and build momentum What Works: • Start small with early wins that come fast • Ensure ‘wins’ that are visible to as many people as possible • Wins that speak to power players whose support you need but do not yet have • Provide lots of feedback • ‘Ready, willing and able’ review

  34. Short wins • It’s not about doing something fast, meaningless or incorrect, it’s about realising that a small change can make a big difference. We stumble over pebbles not mountains.French proverb

  35. Stage 7: Don’t Let Up Continue riding the change wave, don’t stop until the vision is a reality What Works: • Acknowledge hard work • Celebrate successes • Develop long-term goals and plans • Provide tools, feedback and training to reinforce new learning/behaviours. • Prepare people for the next change - keep the urgency up

  36. Stage 8: Make Changes Stick Be sure the changes are embedded in the culture and processes so that the new way of working will be sustained What Works: • Strengthen social connections and relationships • Recognise and celebrate accomplishments • Develop performance management processes to monitor the implementation of agreements • Review and finetune your change vision • Document agreements and processes-use these for induction

  37. Reflect

  38. Lunch

  39. We’re Just Regular People The leader is just another individual….They put their pants on just like the rest of us do. They have both good and bad traits. From time to time, when things are going badly, their old character traits slip through and they become irritable, angry, irrational and capricious. They behave in immature ways. They exhibit traits that amaze us and we say, ‘I always thought of him/her as a leader! What’s going on?’ They disappoint us. Maddock and Fulton, Motivation, Emotions, and Leadership

  40. 3. The emotional side of leading Leadership is a choice – not a position. It is about having influence based on trust and credibility.

  41. But I’m just a teacher…. Power is having personal or positional resources to change situations or people’s attitudes & behaviours.Yukl, 1989 • TABLE TALK • What personal resources do you bring to the role?

  42. Types of Power Legitimate Referent Coercive Reward Expert Control over information Persuasiveness Positional Resources Personal Resources Personal and Positional resources are not mutually exclusive

  43. Influencing Peers The most common strategies to influence peers include: • Rational explanation • Personal Appeals • Show support: using agreement of others as a reason for peer to agree • Present an example:using success in other situations • Collaborate and mentor • Threaten:imply negative consequences for not agreeing!

  44. Influencing isn’t: bullying dictating coercing manipulating pushing bludgeoning haranguing forcing Key influencing skills Social skills - the ability to interact successfully with other people Information skills - the ability to have information relevant to the issue and the context Judgement - an ability to assess all aspects from a range of perspectives and communicate effectively with people Influencing - what it is/isn't

  45. How to develop your influence • Develop your own expertise in teaching, learning and leadership. Read! • Build your credibility- walk your talk, be trustworthy • Spend time building relationship • Offer support, share ideas and resources- be open • Develop network of resource people to call upon • Communicate effectively

  46. EQ and IQ Hire attitude. Train skills.” Peter Schutz, former president of Porsche

  47. EQ and leadership

  48. Lessons Learned • Accept that leadership involves emotional experiences • Don’t panic but be prepared!! • Be persistent but also be willing to change • Become emotionally sensitive to others • Take care of yourself • Be aware of your own emotional potholes • Learn to regulate your emotions TABLE TALK: What concerns/frustrates you most as a ‘teacher leader’ at the moment? Sticky note one concern

  49. Understanding the Drama Triangle Traps for young players

  50. Lateral capacity is a powerful strategy for school improvement. We learn best from our peers when we are in an environment where there is an ongoing, purposeful exchange between teachers. So lateral capacity building is working together with peers and professionals to learn from them and share resources, ideas, and knowledge. Developing relationships between educators and having many minds working together is the most effective way to promote educational change. Fullan

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