Teaching Principalship Towards Effective Practices

Aim To investigate the potential of the role of the teaching principal To identify practices that can lead to fulfillment in the role

Background to Workshop 8 years practices as a teaching principal 13 years experience of working in small schools Research into leading learning in small schools 6 years working in leadership development

Rationale Good management and good teaching are uniquely combined in the role of the small school head so that his or her influence is a more than usually important factor in determining the quality of the school. (Southworth, 2004:16) Where the head is effective in both the teaching and the management roles, a virtuous circle of benefits accrues to the school. (Southworth, 2004:16)

LDS Core Principles Moral Purpose Modelling Situational Awareness Courage to Act Sustainability

Its about action Literature Theory Knowledge Understandings Concepts Discourse Questions Engaging Empowering Sharing Modelling

Knowing One’s Situation Collecting and analysing data on school Challenging the assumptions that underline school culture Identifying headroom for the school in the coming year

Asking the Right Questions Questions set the agenda Questions can lead to fundamental change They form a basis for planning and action

Some of the Big Questions Why is there educational underachievement in the border counties? How do we need to reshape educational services in this area over the next 10 years? Why do we have too many children in need of literacy support?

More penetrating questions How can I communicate properly with you as a staff? What can science week mean in this school?

When not asked Standard of Maths Review of posts Commitment to projects Quality of individual plans ….. Leads to frustration and disappointment

Focusing on the Right Issues What are the priority areas for your school right now Diamond 9 activity Will tackling these priorities result in improvements in learning

Clearing the Rubble of Administration Administration is essential and supports all priorities Do I have adequate support from board and from ancilliary staff Have I optimised use of release time, technology and other supports

Modeling Practice Openness to positive change Accountability and cooperation Commitment to excellence Attention to school goals and aims Sharing resources and ideas Securing effective learning in the classroom

Modelling Commitment Belief in the potential of the school Attitude to pupils and staff Highlights school aims Respect and commitment to the community Support for others Openness to improvement

Setting Expectations Asking the questions Macra and micro expectations Celebrating success Dialogue with and among individual teachers

Encouraging Teacher Leadership Perhaps the single most important challenge Expertise, relationships, positions, tasks, personal

Confronting Issues Deal with zones of influence Keep issues as issues not personalities Plan for action Record and celebrate success

Power in organisations

Avoid Solo Activity Networking with other schools: purposeful Use the community: purposefully Ancillary staff can take responsibility Professional development, links and networks Exchanges, links, projects

Sustaining Oneself Challenge assumed constraints Celebrate your points of power Collaborate for success Plan for personal goals and milestones

Concern

Influence

Proactivity COVEY

Conclusion Knowing what is needed Modelling Empowering Sustaining Courage to act Sense of purpose

Challenges How can I continue to be professionally rewarded in my current role? What is required of me to continue to improve learning in the school in which I am a leader? How do I plan for personal renewal and sustinence in a challenging role? How do I support others in the learning challenge?

Three core messages It is about you as a leader It is about your team It is about learning (It is not all about context)