Dr Rachel Hayton Dumfries and Galloway Council

Doing more with less?

 Strengthening the skills, competencies and abilities of people and communities (in developing societies) so they can overcome the causes of their exclusion and suffering. NGOs Wikipedia  Capacity development is the process by which individuals and organisations develop the ability to set and achieve their own objectives. (Guardian )  Offering local people the skills, resources and support they need to participate as fully as possible in developments (and activities that affect Craigmillar) capacity building project Craigmillar

 Loss of senior education managers through retirement  Cost cutting/saving  Centralisation of support  Feeling of not being listened to/heard.  Increasing demands  Inspection

 Being Well, Doing Well project  Head Teacher request for supervision

 The major implication of these findings is that if we want to improve school performance, we also need to start paying attention to teacher wellbeing. How teachers feel on an everyday basis is likely to affect their performance and so, in turn, the performance of the pupils they teach.” Professor Rob Briner & Dr Chris Dewberry

 Well-being refers to positive and sustainable characteristics which enable individuals and organisations to thrive and flourish. We ll Being Institute, University of Cambridge

 The concept of well-being comprises two main elements: feeling good and functioning well. Feelings of happiness, contentment, enjoyment, curiosity and engagement are characteristic of someone who has a positive experience of their life. Equally important for well-being is our functioning in the world. Experiencing positive relationships, having some control over one’s life and having a sense of purpose are all important attributes of wellbeing. National Economic Forum

 McBeath, Gronn, (2009) Recruitment and retention of Headteachers in Scotland  Swaffield (2008) HT views of how they are supported and challenged  Briner & Dewberry (2007) Staff Well-being is Key to school success (revised 2010)

Managing workload To take initiative in reviewing workloads, differentiating the important and urgent from the urgent but unimportant. To review current ways of working together as a management team with a view to promoting effective senior management team work. Support, professional development and networking To seek out critical friends and make time for reflection, support and challenge and actively promote resilient collegial support networks To strengthen collegiate ways of working within the school that distribute responsibilities and build mutual confidence in leadership capacities

Top 5 characteristics of a person providing HT support  Shares good practice from elsewhere.  Helps extend my thinking.  Acts as a sounding board.  Gives feedback on how I am doing  I can speak to (this person) in confidence

 Handling personal relationships  Delegating responsibility  Managing student behaviour  Influencing pedagogy  Working collaboratively with other agencies  Improving student attendance

 Pilot cohort  Why ‘reflective dialogue’?  evaluation

The questions;  1. Through Dialogue I have been able to…  2. In future I would like…  3. How, if at all, has Dialogue impacted on teaching & learning in your school?  4. Please comment on practical issue; timing frequency, location, continuity, follow-up.  5. Dialogue should be available to Head Teachers who want it because….

 In small groups of two or three have a look at the feedback on the handouts.  What themes can you identify?  Feedback to the group

 Question 1 Time Personal /own reflect/discuss positives

 Question 2 Discuss/benefit Positive and supportive One to one discussion My agenda Positives/successes Goal setting

 Question 3  Realise my strengths  Positive  My role  Goal setting and reflection

 Question 4  Flexible  Suitable for both parties  Worthwhile  helpful

 Question 5  Too few opportunities (for this sort of discussion  Not an HT/ objective viewpoint  Positive/ supportive forum  Encouraged  (I) felt valued

 In small groups:  How do you think this approach might be widened?  How might small psychology services implement this approach?

 My colleague and I offered it across our schools to all head teachers.  Over the course of last year we have had 7 new takers for Reflective Dialogue.  It has been included as a source of HT CPD within D&G  Other colleagues say they are doing this too.  We have had more requests this year.

Questions?

McBeath, Gronn, (2009) Recruitment and retention of Headteachers in Scotland Swaffield (2008) HT views of how they are supported and challenged Briner & Dewberry (2007) Staff Well-being is Key to school success (revised 2010)