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Extreme Leadership

Extreme Leadership. Self evaluation and action-planning Developing your team Monitoring and evaluation of impact Yvonne Lewington – Townley Grammar School Nov. 2012.

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Extreme Leadership

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  1. Extreme Leadership • Self evaluation and action-planning • Developing your team • Monitoring and evaluation of impact Yvonne Lewington – Townley Grammar School Nov. 2012

  2. Thirty passengers were led to safety when a bus caught fire in Somerset. The driver and three passengers suffered smoke inhalation in the fire ... Don’t lead me to safety! A woman had to be led to safety when a pan set on fire at her Nelson home. More than 150 passengers were led to safety after a westbound Central Line service came off the tracks as it approached White City. No one ...

  3. Leadership isn’t meant to be safe…

  4. But it should be considered!

  5. Promoting outstanding teaching and learning Know what you want. Find out where you are. Identify the gaps. Address them.

  6. What should you be looking for? Ofsted cardsort Divide the cards into two groups according to which aspects of teaching and learning are easy to evidence and which are more difficult.

  7. Which are going well?Which are not going well?Which are a bit iffy?

  8. What is your gut feeling about the quality of T&L in your dept.? Why?

  9. Monitoring and evaluation What strategies do you use to guide that “gut feeling”?

  10. Monitoring and evaluation strategies On the list given, identify which strategies you use. Draw this quadrant on a flipchart and assign them to sections. High impact Low impact Takes a lot of time Quick to do

  11. Evaluation not narrative Read through the sample of a school self evaluation. How evaluative is it? Can you see what is having an impact on learning and progress?

  12. Sutton Trust Report Toolkit Of Strategies To Improve Learning Summary For Schools Spending The Pupil Premium By Professor Steve Higgins, Durham University DrDimitraKokotsaki and Professor Robert Coe, CEM Centre,Durham University May 2011 http://www.suttontrust.com/research/?&p=2

  13. Evaluating quality of feedback Feedback quadrant – 10 minute book scrutiny

  14. Action planning

  15. TDA toolkit Little book of managing change www3.hants.gov.uk/tda_little_book_of_change.pdf http://webarchive.nationalarchives.gov.uk/20100202120401/http://tda.gov.uk/remodelling/managingchange/tools.aspx

  16. What’s working/so-so/not so brown paper QualityChildcare V. menuactivities Parentalsupport Swift & easyreferral Communityaccess What’s Working? Quick wins What’s working So-so? Challenges 1. 2. 3. 4. 5. 6. Not so well

  17. With your team – ask everyone to write on notes what they think is working, not working, and is so-so, and stick them on the chart. N.B Things can be noted more than once and everyone’s viewpoint is accepted. There must be no judgment at this stage.

  18. Prioritise

  19. Using different matrices for different purposes Use Matrix I to help shortlist a number of issues to address; Use Matrix II for selecting the most favourable options or alternatives. 4 4 Higher Priority Issues MostFavourable Options High High 3 3 I II Impact Impact 2 2 1 1 Low Low 1 2 3 4 1 2 3 4 Weak Desirability Strong Difficult Do-ability Easy We identify most favourable options or alternatives by rating the impact they would have if they were implemented and rating how do-able they are We identify priority issues by rating the impact they would have if they were addressed and rating how compelling the desire for change is Used during the DISCOVER stage Used during the DEVELOP stage

  20. Staffing costs 86% of the budget. Staffing costs 86% of the budget. Staffing very stable School decided not to reapply 2 years ago Premises costs 8.5% Premises cost 8.5% Large number of management points Co-ordinator’s salary now in main school budget Revenue budget Roll drop in January Teachers used to support pupils with SEN not balanced Historic Knock-on impact in other areas, eg. FSM, SEN Employ own cleaning staff at high rates Greater variety of facilities available Cleaners local people with strong connection to school LEA cut back on community use of school Health and safety issues Have allowed some queue jumping Governing body have stopped s/keeper overtime Plan still has 3 years to run The five whys helps us to understand all the causal factors that condition a challenging issue Staffing very stable Why? Teachers are 70% Teachers are 70% Why? Costs too high Costs too high Low number of TAs Low number of TAs Why? Premises staff cost 3.5% 5-year routine maintenance plan undercosted Why? Etc. Beacon school funding not renewed Income heavily reliant on LEA formula Income too low Income too low LEA uses January PLASC for Fair Funding formula Why? New Council sports centre opened locally Schools facilities are underused School not used for external events

  21. Problem solving, team building (PSTB) What is it? • It is first and foremost a structured approach to problem solving • One of its greatest strengths is that the “Owner” of the issue will walk away with an action plan When would you use it? • Whenever you have an issue or problem that requires a team solution • Whenever you require a rigorous process to address an issue • Use at the development stage after deepening the problem first with Fishbone Analysis and/or Five Whys

  22. PSTB – Problem solving, team building Are there any rules? • Not rules per se – just good team behaviour that needs to be emphasised • Headlining, ie. keep the discussion at the right level • No idea is a bad idea • Be open-minded • Listen as well as contribute • One at a time • Participate actively • Don’t kill the process • Agree the time contract (eg. 20, 30 or 45 mins) • Remember who owns the problem • Clear roles and responsibilities maintained – owner, facilitator, resources

  23. Roles, responsibilities and rules • Facilitator • Focused on the process • Keeps the meeting on track • Promotes creativeness • Owner • Decision maker • Owns the problem and goes away with an action plan • Focused on content • Team • Contribute ideas and expertise • Follow the process • Help the team attain the goal

  24. How is the tool used? The process has seven steps for the team to work through; this is a 30-minute example… Problem Statement Background Idea generation Idea selection Analyse benefits & concerns Work any critical concerns Action planning 5 10 15 20 25 30 minutes

  25. David Rock - SCARF model https://www.youtube.com/watch?v=5Wu33SdjeCs

  26. S.C.A.R.F. • Status • Certainty • Autonomy • Relatedness • Fairness

  27. Resources www.fromgoodtooutstanding.com/townley

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