Presentation on theme: "Extreme Leadership Self evaluation and action-planning Developing your team Monitoring and evaluation of impact Yvonne Lewington – Townley Grammar School."— Presentation transcript:
Extreme Leadership Self evaluation and action-planning Developing your team Monitoring and evaluation of impact Yvonne Lewington – Townley Grammar School Nov. 2012
Thirty passengers were led to safety when a bus caught fire in Somerset. The driver and three passengers suffered smoke inhalation in the fire... 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... Don’t lead me to safety!
Leadership isn’t meant to be safe…
But it should be considered!
Promoting outstanding teaching and learning Know what you want. Find out where you are. Identify the gaps. Address them.
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.
Which are going well? Which are not going well? Which are a bit iffy?
What is your gut feeling about the quality of T&L in your dept.? Why?
Monitoring and evaluation What strategies do you use to guide that “gut feeling”?
Monitoring and evaluation strategies On the list given, identify which strategies you use. Draw this quadrant on a flipchart and assign them to sections. Low impact High impact Quick to do Takes a lot of time
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?
Sutton Trust Report Toolkit Of Strategies To Improve Learning Summary For Schools Spending The Pupil Premium By Professor Steve Higgins, Durham University Dr Dimitra Kokotsaki and Professor Robert Coe, CEM Centre,Durham University May 2011
Evaluating quality of feedback Feedback quadrant – 10 minute book scrutiny
Action planning Be incisive. Check hypotheses ActReview
TDA toolkit Little book of managing change www3.hants.gov.uk/tda_little_book_of_change.pdf 0401/http://tda.gov.uk/remodelling/managingchange/t ools.aspx
19 What’s working/so-so/not so brown paper What’s Working? What’s working So-so? Not so well Quick wins Challenges Quality Childcare V. menu activities Parental support Swift & easy referral Community access
1.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.
22 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 High Impact Low DifficultEasyDo-ability Most Favourable Options High Impact Low WeakStrongDesirability Higher Priority Issues We identify priority issues by rating the impact they would have if they were addressed and rating how compelling the desire for change is 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 III Used during the DISCOVER stageUsed during the DEVELOP stage
23 The five whys helps us to understand all the causal factors that condition a challenging issue Revenue budget not balanced Costs too high Income too low Premises costs 8.5% Staffing costs 86% of the budget. Staffing very stable Low number of TAs Teachers are 70% Why? Costs too high Income too low Premises cost 8.5% Staffing costs 86% of the budget. Income heavily reliant on LEA formula Schools facilities are underused Teachers used to support pupils with SEN Large number of management points Staffing very stable Historic Have allowed some queue jumping Cleaners local people with strong connection to school Employ own cleaning staff at high rates Plan still has 3 years to run Roll drop in January Co-ordinator’s salary now in main school budget School decided not to reapply 2 years ago Knock-on impact in other areas, eg. FSM, SEN Health and safety issues LEA cut back on community use of school Greater variety of facilities available Governing body have stopped s/keeper overtime Premises staff cost 3.5% Low number of TAs Teachers are 70% 5-year routine maintenance plan undercosted New Council sports centre opened locally LEA uses January PLASC for Fair Funding formula Beacon school funding not renewed School not used for external events Why? Etc.
24 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
25 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
26 Roles, responsibilities and rules Team Contribute ideas and expertise Follow the process Help the team attain the goal 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
27 Problem Statement Background Idea generation Idea selection Analyse benefits & concerns Work any critical concerns Action planning How is the tool used? The process has seven steps for the team to work through; this is a 30-minute example… minutes
1. Evaluate 2. Hypothesise 3. Identify cause 4. Distil and evaluate actions and impacts 5. Assign 6. Timescale 7. Evaluation 8. Review
David Rock - SCARF model https://www.youtube.com/watch?v=5Wu33SdjeCs
S.C.A.R.F. S tatus Certainty Autonomy Relatedness Fairness