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NPQSL – DAY ONE Jonathan Hannam and Mandy Hooper.

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1 NPQSL – DAY ONE Jonathan Hannam and Mandy Hooper

2 What you will know on successful completion of the module: how organisations change to improve the characteristics of successful and unsuccessful change programmes international evidence relating to effective change… including different ways of approaching change leadership and management processes and tools that support change in schools professional qualities of effective leadership in changing situations

3 “Lest anyone think we should slacken the pace of reform – let me reassure them – we have to accelerate. Over the next ten years the world we inhabit will change massively. We are at an inflection point in the economic and educational development of nations. Technology will change out of all recognition how individuals work, how we teach and how students learn. Millions more across the globe will go on to higher and postgraduate education. Globalisation will see the number of unskilled or low-skilled jobs in this country diminish further and the rewards to those with higher-level qualifications continue to soar further ahead.” Michael Gove

4 What skills are in demand? Autor, Levy & Murnane, 2003

5 Reflections on the Change Landscape Using the Fullan and Boyle thinkpiece and your own personal experiences of successful and unsuccessful change consider what your top 5 pieces of advice are that you would give your successor on the factors leading to successful change produce a flip chart sheet of thoughts and present to group…be prepared to answer questions to support your thinking

6 What can we learn from other Change models?

7 Coffee/Tea Break

8 Change Stories…which one interests you the most?

9 Share and then present perspectives, commonalities and insights on the change process. Start-upMid-phaseContinuing Purpose and direction  How did the leader articulate the purpose?  How did he or she win hearts and minds?  What were the means by which the purpose was achieved? Core business Teaching and learning  What teaching practices did the leader focus on?  How did this make a difference to pupil learning? Improving the organisation  What school systems, structures or procedures were improved? Developing others  How were staff developed to support the driving purpose?  How was their capability and capacity enhanced?  How will staff capability and capacity be developed in the future? Facing outward  In what ways did the leader draw on or influence other areas of the school or other schools/organisations? Professional learning  In what ways did the leader participate as a learner in the change process?  What were the sources of the leader’s personal and professional development during this period?

10 Rogers’s Innovation Adoption Curve Where is your typical position and what factors cause you to move?

11 Now consider your change project Where are the teams and individuals you are leading on the curve?

12 What actions will you need to take to ensure that everyone is on board? ColleagueFactors that might help them implement the change Factors that might hinder them The support I can give How I will monitor their actions to implement the change

13 What actions will you need to take to ensure that everyone is on board? Group typeColleague(s)Other factorsMy actionsPersonal support needed Innovators Early adopters Early majority Late majority Laggards

14 Lunch

15 Purpose and Direction Thinking about your project… 1. Confront reality…What’s wrong with the current reality? 2. Awaken possibility…What does the gap look like? 3. Living vision…What does the future look like? Work as a three…speaker, listener, observer 1. Speaker…articulate the vision 2. Listener…question and interrogate the vision 3. Speaker rearticulates the vision with new clarity 4. Observer feeds back on the revised vision and how it has changed as a result of the questioning

16 When and why does transformation fails? What are the top 10 reasons for project failure? Is there a connection? Can we graph this? What does Kotter say…are there any new perspectives ?

17 Coffee/Tea Break

18 Risk assess your change project

19 What learning strategies do I most need to work on? On a scale of 1-5, how strong am I in these areas (1 = very weak and 5 = very strong) What learning strategies could I adopt to address my needs? (See suggestions below.) What practical step will I take next? By when will I achieve my goal? Developing understanding and the ability to transfer leadership learning to new contexts  Take on a new work-based leadership challenge.  Ask for a stretch assignment.  Look for a more challenging new leadership role.  Undertake a placement or secondment.  Undertake a project in a new setting.  Take a sabbatical or internship.  Visit a setting with a particular interest in mind.  Work with others on a classroom enquiry.  Lead a different group of colleagues.  Write a journal.  Be a coach or mentor.  Be coached on a specific leadership skill.  Get a mentor.  Collaborate with others to practise leadership skills.  Find a peer support group.  Read some high-quality books or articles.  Take a formal programme of learning or a course.  Find time and a quiet space for self-reflection. Asking for and receiving feedback on my role as leader Developing the confidence to take responsibility and take action Awareness of multiple perspectives and the ability to make choices The ability to analyse, synthesise and explain The ability to convert principle into practice The drive to participate as a learner in the change process The skills to work in partnership and learn collaboratively

20 John Kotter’s eight possible hazards in leading change Assessment of risk level (high/medium/low) Possible control measures to minimise risk Reassess level of risk following intervention (high/medium/low) Not establishing a sense of urgency Not developing a powerful group who can influence and guide others in the change Lacking a vision Not communicating the vision effectively and succinctly Not removing obstacles from the vision…systemic or human Not positively celebrating short term wins to maintain morale Declaring victory too soon Not anchoring the changes into the cultures and behaviours of the school

21 “Incredible change happens in your life when you decide to take control of what you do have power over, instead of craving control over what you don't.” - Steve Maraboli, Life, the Truth, and Being Free Quilt of Quotes

22 Nature/scopeClassroomTeam / department Whole schoolMultiple organisations Tame problems Wicked problems Critical problems Overview of Project

23 1. Read the remainder of the module, sections 3, 4 and 5. 2. Contribute to an online discussion, drawing upon reading from the module and your experiences of working on your change project. 3. Bring 3 A4 or A5 photographs linked to your change project that show the following: something you would like to keep from the current situation something you would like to change about it a new possibility Intersessional Tasks

24 “One of the challenges in education is that the ‘pizzazz’ is around having the seemingly new idea, whereas the real work is in making it happen. While innovations tend to get the profile, the slog work of implementation is what makes the difference in the end.” Ben Levin, 2008

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