Leadership and Mentoring Emma Snowden Autumn 2015

Admin You have each been allocated an article to present during an allocated session. The presentation should last about 15 minutes. Introduce your article, describe it's main points and summarise the theory. Describe your points in relation to either mentoring or leadership. It would be good to personalise your presentation. Tell us how the theory relates to your context, draw on your experiences to describe your understanding of what is written in the paper you are presenting.

Discuss Who are they? What is their role? Discuss Who do they lead? How do the groups which they belong to foster a sense of belonging? Discuss Describe their style and approach. Why do you think they are an effective leader?

Leadership in context Implicit leadership theory … cognitive models or schema of real life phenomena that help individuals to interpret, explain and predict actions and behaviours of the self and others every day. Social identity theory ..social identity theory is concerned with how individuals ‘self-categorise themselves into different social categories, reflecting different levels of self perception and belonging to social groups that dynamically relate to each other.

Psychological perspectives on leadership context Sociological perspectives on leadership context Dominant focus Followers’ perceptions (cognitive schema) of leadership – implicit leadership theory. Shared assumptions/identity in a group and hence influencing what leadership should like – social identity theory. Both leadership and context are a product of the social interaction between all the individuals involved. Stresses the changing, relational and symbolic nature of context and explores the role of power and discourse within this. Implications for leadership Effective leadership depends on individual and shared assumptions held by those involved in in a leadership process or relationship. If leaders understand and adapt to this, they will be accepted and successful in the group. Effective leadership is not within the control of any one individual. What is, whether, how and when it happens is a product of the social interaction of all the individuals involved and their interaction with context (which is equally co-constructed and fluid). Schedlitzki, D. and Edwards, G.(2014) Studying Leadership: Traditional and Critical Approaches.

Group Questions 1 Pg 327 and 328 What is teacher capacity? In what way do you consider leadership and management to be different constructs? What link is the writer making between teacher capacity and school improvement? 2 Pg 329 and 330 What link is the writer making between teachers’ previous experiences and school improvement? In what ways does the writer suggest context can affect teacher efficacy? Describe the evidence. 3 Pg 330 - 332 In your own words describe why the writer is suggesting leaders should develop a better understanding of teacher capacity. What is the focus for the case study? How was data collected? 4 Pg 335 and 336 Describe the difference between teacher-centred and student centred categories.

From the evidence presented, suggest three ways that leaders can engender change. Consider this article in relation to social identity theory and implicit leadership theory. Give two examples where each is exercised.

How is leadership distributed in the example we have considered today? What outcomes and impact do distributed models of leadership promote?

Context is important! Consider your context as others might view it. Consider you context as you see and feel it. Are you aiming for something?

ABSTRACT: This paper is based on case-study research in four English secondary schools. It explores the pressure placed on English and mathematics departments because of their results being reported in annual performance tables. It examines how English and maths departments enact policies of achievement, the additional power and extra resources the pressure to achieve brings and the possibility of resistance. Keywords: accountability, policy enactment, performance tables, examination results, pressure

How is policy developed in your school? How is change in policy sustained? What is your understanding of policy enactments?

Where does the power lie in enacting school policy?