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The Changing Face of School Leadership

Sheila McManamlyand

Tom Hughes

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CHANGE: Permanent White Water

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The ACTION Plan for Education- 2016/2019

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The launch of many initiatives

WSE/MLL

Junior Cycle Reform

SEN

Looking at Our Schools 2016 Literacy and Numeracy Strategy

An extra Deputy Principal

New Middle Management Proposals

Guidance Provision

WSE/MLL- a sharper focus

Droichead

One Hour Classes ?Dimensions and

Domains

Wellbeing

School Self Evaluation

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ieDomains and Standards of School Leadership –Quality

Framework

• Leading learning and teaching• Managing the organisation• Leading school development• Developing leadership capacity

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Leading learning and teaching

• School leaders: promote a culture of improvement, collaboration, innovation and creativity in learning, teaching and assessment

• Foster a commitment to inclusion, equality of opportunity and the holistic development of each student

• Manage the planning and implementation of the school curriculum

• Foster teacher professional development that enriches teachers’ and students’ learning

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Managing the organisation

• Establish an orderly, secure and healthy learning environment, and maintain it through effective communication

• Manage the school’s human, physical and financial resources so as to create and maintain a learning organisation

• Manage challenging and complex situations in a manner that demonstrates equality, fairness and justice develop and implement a system to promote professional responsibility and accountability

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Leading school development

• Communicate the guiding vision for the school and lead its realisation

• Lead the school’s engagement in a continuous process of self-evaluation

• Build and maintain relationships with parents, with other schools, and with the wider community

• Manage, lead and mediate change to respond to the evolving needs of the school and to changes in education

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Developing leadership capacity

• Critique their practice as leaders and develop their understanding of effective and sustainable leadership

• Empower staff to take on and carry out leadership roles

• Promote and facilitate the development of student voice, student participation, and student leadership

• Build professional networks with other school leaders

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Agency 

READINESS

CAPABILITYLow High

High

1

23

4

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The only constant in life!!

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SOURCES OF CHANGE

Bottom Up

Leaders as Mediators of Change

School Community

System

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Observations on Change

• “Most of us are in favour of progress as long as it does not involve change.”(Ray Proctor)

•The Rut v the Grave- a question of depth.

• “And you better start swimmin’ or you’ll sink like a stoneFor the times they are a changin”(Bob Dylan 1963)

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Two levels of engagement

+

If we do A, B and C then D,E and F

will fall into place!

Yeah but what about M

and E…..ME!

Cognitive EmotionalA*

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ie• “The starting point for improvement is not

system change, not change in others around us , but change in ourselves” ( Fullan, 1991)

• ‘Every human has four endowments: self awareness, conscience, independent will and creative imagination. These give us the ultimate human freedom — The power to choose, to respond, to change.’ (Steven Covey)

• "It takes all the running you can to stay in the same place. If you want to get somewhere else, you must run at least twice as fast as that.“ ( Lewis Carroll)

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ie“The way we do things around here!”

(Bower, 1966

Leading the Organisation - School Culture

Material

sPractices & Behaviours

Beliefs

Shared Tacit Assumptions

Fairly easy Fast

More difficultTakes longer

Difficult Longer term

Highly anxiety- provoking

Difficult Time consuming

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Unlearning

“The problem is not getting new ideas in but getting the old ones out!” Covey

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Balancing Act

Maintenance

Change

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Supporting TeachersGroup Characteristics Challenges for

working with this group

Tips for working with

this group

Ready-to-go group

•Eager to try new things•Enjoy working with colleagues•Confident•About 10%-20% of staff

Wait-and-see group

•Eager to improve but cautious about change•Looking for quick signs of success•About 60%-80% of staff

Put-on-the-brakes group

•Want nothing to do with initiative•Satisfied with their work as it is•History of resisting initiatives•About 10%-20% of staff

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Difference is inevitable......

• ‘if you please everyone, you aren’t making enough progress’ Mark Zukerberg (Facebook)

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Without some conflict………

• Professional smugness• Focus on convergent thinking• Paucity of Innovation• Fear of Change • Teacher isolation• Teacher insulation• Orchestra

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ieStarting the conversation:

‘ Might there be another way?’

Worries ? Thinking ? What might you do ?

Concerns ? Knowledge ? How do we begin?

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Duration 30 second pitch 3 minute pitch 30 minute pitch

Where• Climbing the stairs• Staffroom

• Over Coffee in the Staffroom

• At the Photocopier• After school

• Meeting with DP• Meeting with AP’s/YH’s• Subject Dept. Meeting• Staff Meeting

When• On the way to Class• Waiting for the kettle

to boil

• With Dolphins/Puppies• With Hibernating Bears

• Key Calendar moments

Why• Creating curiosity• Sowing a seed• Gauging

FEELINGS/EMOTIONS

• FACTS• THINKING• PROS v CONS

• CONSENSUS/DESIGN• PLANNING• ACTION• WHAT WE DO NEXT?

Focus • Heart • Head • Hands

Think of a change you are considering in the school- one with the potential to cause some conflict . Have a look at the 30/3/30 handout to help you plan your strategy

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ieWhy do people resist?

• Predictability• Patterns• Security• Stability• Status• Competence & efficacy• Meaning• Intimacy

Schein

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Cutting through the Jungle!

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ieWhat is needed to be a leader in an ever changing environment?

What about me?

Emotional Strength

Ability to Change the Cultural Assumptions

Motivation

Ability to Create

Involvement & Participation

Perception & Insight

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Teacher Leadership

“Securing improvement comes through the hearts and minds of teachers”.

Teacher leadership can be exercised without reference to formal leadership positions.

It is defined by teachers working together in collegial and collaborative ways and recognises the importance of mutual trust, respect and support.”

Mulford and Silins (2005)