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Leading A Curriculum Area: Some Approaches To Creating A Peak Performing Team

Leading A Curriculum Area: Some Approaches To Creating A Peak Performing Team. Leading A Curriculum Area. The Aims of This Session Are: To further understand the core purpose of subject leadership; To reflect on where you are currently at in terms of this core purpose;

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Leading A Curriculum Area: Some Approaches To Creating A Peak Performing Team

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  1. Leading A Curriculum Area: Some Approaches To Creating A Peak Performing Team

  2. Leading A Curriculum Area The Aims of This Session Are: • To further understand the core purpose of subject leadership; • To reflect on where you are currently at in terms of this core purpose; • To consider the concept of a Peak Performer in relation to your professional development & the development of your department

  3. To Get You Started…… Good teamwork is essential in a high performing department. The film shows a high performing basketball team. Your challenge is To Count The Number Of Passes Made By The Team In White.You will have to really concentrate hard…… Watch the film from the link below. Insert hyperlink to the awareness test avi file/ insert movie

  4. What Is The Purpose Of Subject Leadership?

  5. A Reflection On Middle Leadership: Thinkpiece, Dr Tony Bush • Read the article; • With your partner, you will be given one of the questions posed in the article; • Discuss the question which you are given & be prepared to share your ideas with the rest of the group

  6. What Is The Purpose Of Subject Leadership? • Reflect on the ‘wordle’ representation of Subject leadership. What are the 3-5 key purposes of subject leadership as represented here?(Securing improvement: the role of subject leaders Ref: DfES 0102/2002)

  7. What Is The Purpose Of Subject Leadership?

  8. Extract from “The Heart of the Matter” (NCSL, Leading Edge Series) • Teaching – make sure that the teaching delivered by those you line manage is of the highest quality. • Learning – make sure that pupils achieve at least to their potential as established by baseline testing, and preferably beyond. • Becoming involved in, or initiating, a whole-school activity related to school improvement – help to drive the school forward.

  9. In conclusion…… The Middle Leader, therefore, must: • Focus on learning and teaching • Generate positive relationships • Provide a clear vision and high expectations • Improve the environment • Provide time and opportunities for collaboration • Distribute leadership: build teams • Engage the community • Evaluate and innovate

  10. Some Leadership Scenarios For You To Consider • Work in a group of 3….. • To begin with: • 1 person should choose the scenario & observe; • 1 person should suggest a response; • 1 person should suggest the skills needed to effectively deal with the scenario. • Then, as a group: • Summarize your response & the skills needed onto sugar paper

  11. Superteam Leader Required We are looking for somebody to build and lead a great team. They will be able: • To build on the team’s strengths; • To focus on the team’s specific goals; • To implement the strategy; • To ensure people do superb work; • To guide the team to success Contact us if you believe you have the qualities required to tackle this challenge.

  12. Who are Peak Performers? A Peak Performer delivers great work in their chosen area of expertise – they create something special. Who do you think of as a Peak Performer?

  13. Who do you think of as a Peak Performer? David Beckham – World Cup qualifier against Greece: Attitude, inspiration, doing the right thing in the right way – led the team to a great victory Insert a picture of David Beckam here

  14. Who do you think of as a Peak Performer? Bob Geldof – Music; values; persuasion = Make Poverty History Insert a picture of Bob Geldof here

  15. Who do you think of as a Peak Performer? Insert a picture of Anita Roddick here Anita Roddick – Ecological awareness; values; business know-how = The Body Shop & the beginning of public awareness of ethic consumers

  16. A Peak Performer Checklist…. A Peak Performer delivers great work in their chosen area of expertise – they create something special – how? Passion: They follow their passion based on clear values; They have positive energy. Purpose: They know what mountain they are climbing - they translate their passion into a clear purpose. Professional: They do the right things in the right way every day. Problem Solving: They find creative, positive solutions Peak Performance: they constantly deliver great performances.

  17. Peak Performers: A Way of Thinking…. Challenges Choices Conclusions Creative Solutions Consequences

  18. Our Key Strengths Activity: • Individually: write down the three key strengths of your department • Share each strength with your partner • Now discuss how you know that each one is a strength – be able to share this evidence with the group

  19. Peak Performer Thinking Activity: Steering The Team to Success Look at the Sheet Called “ Steering My team To Success” • Individually: complete the “things that are in the Green…. Amber …. Red zones” • With your partner discuss the “steps which can be taken” section of each zone

  20. Peak Performers Stay Alert… Peak Performers do not wait for a crisis, they remain alert even when all is going well The Green Zone: When things are going well The Amber Zone: When things are Okay, but there may be warning signs. The Red Zone:When things are not going well, or we experience real pressure Peak Performers make the right decisions in different zones

  21. “What Should Middle Leaders Do?” • Groups of 4 to produce a presentation – no longer than 3 minutes If the prime purpose of the role is to improve the quality of teaching and learning in classrooms, then what is it that middle leaders should be doing?

  22. To help you…. • Focus on learning and teaching • Generate positive relationships • Provide a clear vision and high expectations • Improve the environment • Provide time and opportunities for collaboration • Distribute leadership: build teams • Engage the community • Evaluate and innovate

  23. Focus on learning and teaching • Produce a guide to what good lessons should look like; • Peer observation system – collaborative, ground rules; • Classroom door posters: “What have you learnt this lesson?” – talk to pupils; • Have a learning and teaching item on each team meeting agenda – workshops; • Use meeting time creatively.

  24. Generate positive relationships • Lead by example; • Vocabulary – “my team” to “our team”; • Take time to talk to your team individually; • Use the Head and other senior leaders to recognise commitment and achievement; • Do something outside school.

  25. Provide a clear vision and high expectations • Share the vision and revisit it regularly; • Articulate what the expectations are; • Use data with staff to raise expectations; • Move staff and responsibilities around.

  26. Improve the environment • What impression does this area of school give? • Open up a dialogue about how rooms are organised; • Have high quality displays; • Resources must be accessible to staff – involve them in decision-making.

  27. Distribute leadership: build teams • Know what each person’s ‘A’ talents are – build on them; • As a team, agree and regularly audit the development plan; • Paired lesson observations; • Create responsibilities that are flexible.

  28. Provide time and opportunities for collaboration • Evaluate team meetings • Consider the pattern of meetings • Involve each team member in leading part/all of a meeting; • Share a piece of good practice • Ensure everyone has a chance to observe others teaching

  29. Engage the community • Involve governors in your work • Information evenings for parents • Use “experts” from the community in lessons • Use questionnaires to sample parents’ views of your subject • Produce a newsletter/contribute to the school newsletter

  30. Evaluate and innovate • “How will we know if this has made a difference to the students here?” • Undertake a regular pupil progress check • Look at samples of pupils’ work as a team • Recognise the importance of focused observation • Assign trialling and reporting back of new initiatives to interested individuals; • Use the Ofsted SEF form as a basis for self evaluation.

  31. Our Plenary:Leadership Versus Management Characteristics of Leadership Management Adds Find your partner!!

  32. Our Plenary:Leadership Versus Management….. Example Characteristics of Leadership Management Adds Uses reason Emotion

  33. Leadership versus Management Management Leadership adds Accepts the way things are Challenges the way things are Short-term view Long-range perspective Delegates Inspires and empowers Implements the school’s goals Has complementary goals Acts according to plan Vision Focuses on systems Focuses on people Relies on control Trust Uses reason Emotion Maintains momentum Impetus Has professional conviction Enthusiasm Makes it happen Makes decisions Does things right Does the right thing

  34. What were we aiming to do?Leading A Curriculum Area The Aims of This Session were: • To further understand the core purpose of subject leadership; • To reflect on where you are currently at in terms of this core purpose; • To consider the concept of a Peak Performer in relation to your professional development & the development of your department

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