Succeeding in

Senior LeadershipCollette Nelson

Denise Danielsen19th June 2013

Aims

• Create a framework for assessment task two• Explore the distinctive nature of senior

leadership• Examine the impact of leadership style• Clarify your team/school culture• Consider ways of gaining ownership of the

whole school project.

Key texts

• The Strategic Direction and Development of the School by Davies and Ellison

• How to Lead by Owen• Emotional Intelligence by Goleman

Check-in Questions1. What were the highlights of the SiSL module?

2. Has your learning impacted upon work practice?

3. What are the implications for ass. task 2

Senior Leadership: what does it look like?

Consider Dr John Dunford’s opinion piece and work in a small group to prepare a short presentation on the distinctive nature of senior leadership in schools or academies.

Assessment Task Two

Leading a school improvement priority across the school

(details on pages 16 -28 Final Assessment Booklet)

Ass 2 Key Elements

• develop an action plan including targets• devise and implement strategies to improve

teaching and learning• prepare staff for the effective delivery of the

priority• monitor and evaluate outcomes including teaching

and learning• take actions which involve leading, preparing to

account teams of staff and individuals

Ass Task Competencies

• delivering continuous improvement• modelling excellence in leadership of teaching

and learning• impact and influence• self awareness• personal drive• analytical thinking• holding others to account

Leadership Styles 1 - drivers

• Complete the drivers questionnaire and share the outcome with another person.

• Consider the implications for your leadership style

• How would you describe your leadership style to members of your team?

Leadership Styles

• visionary• democratic• coaching• authoritative• pace setting• commanding

Leadership Styles - 2

• Consider two scenarios in which you have been required to deal with challenging behaviours from a member of staff.

• Describe how you dealt with the situation

• Explore how you may have used different leadership styles to seek resolution

Constructive Criticism

• do it quickly, face to face and in private• agree the facts• ask questions and listen• explain why it matters• criticise the action• agree a remedy• end on a compliment

School Culture

In your school describe:

What is celebrated regularly?

What has been condemned?

What do you condone?

School Improvement

Values

Vision

Strategy

Plans

VisionVision SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans

VisionVision SkillsSkills IncentivesIncentives Action PlansAction Plans FrustrationFrustration

VisionVision SkillsSkills IncentivesIncentives ResourcesResources False StartsFalse Starts

VisionVision SkillsSkills ResourcesResources Action PlansAction Plans Slow ChangeSlow Change

SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans ConfusionConfusion

VisionVision IncentivesIncentives ResourcesResources Action PlansAction Plans AnxietyAnxiety

SuccessSuccess

Jacqueline S. Thousand & Richard A. VillaManaging Complex Change; 2001

Dimensions of change

Task: Listening and Feedback

Discuss your proposed focus for assessment task two with three colleagues. Talk for 5 minutes uninterrupted outlining your proposals. You colleagues will listen for different aspects:•content/context•emotion•action

Next Steps

• Discuss the focus for assessment task two with your coach for line manager

• Consider how you will collect evidence for the seven competency areas

• Participate in the Closing the Gap SELTnet course 19 September 2013 – 10 October 2013