Succeeding
in
Senior Leadership
Collette Nelson
Denise Danielsen
19th June 2013
Aims
• Create a framework for assessment task two
• Explore the distinctive nature of senior
leadership
• Examine the impact of leadership style
• Clarify your team/school culture
• Consider ways of gaining ownership of the
whole school project.
Key texts
• The Strategic Direction and Development of
the School by Davies and Ellison
• How to Lead by Owen
• Emotional Intelligence by Goleman
Check-in Questions
1. What were the highlights of the SiSL module?
2. Has your learning impacted upon work
practice?
3. What are the implications for ass. task 2
Senior Leadership: what does it
look like?
Consider Dr John Dunford’s opinion piece
and work in a small group to prepare a short
presentation on the distinctive nature of
senior leadership in schools or academies.
Assessment Task Two
Leading a school improvement
priority across the school
(details on pages 16 -28 Final Assessment
Booklet)
Ass 2 Key Elements
• develop an action plan including targets
• devise and implement strategies to improve
teaching and learning
• prepare staff for the effective delivery of the
priority
• monitor and evaluate outcomes including
teaching and learning
• take actions which involve leading, preparing
to account teams of staff and individuals
Ass Task Competencies
• delivering continuous improvement
• modelling excellence in leadership of teaching
and learning
• impact and influence
• self awareness
• personal drive
• analytical thinking
• holding others to account
Leadership Styles 1 - drivers
• Complete the drivers questionnaire and
share the outcome with another person.
• Consider the implications for your leadership
style
• How would you describe your leadership
style to members of your team?
Leadership Styles
•
•
•
•
•
•
visionary
democratic
coaching
authoritative
pace setting
commanding
Leadership Styles - 2
• Consider two scenarios in which you have
been required to deal with challenging
behaviours from a member of staff.
• Describe how you dealt with the situation
• Explore how you may have used different
leadership styles to seek resolution
Constructive Criticism
•
•
•
•
•
•
•
do it quickly, face to face and in private
agree the facts
ask questions and listen
explain why it matters
criticise the action
agree a remedy
end on a compliment
School Culture
In your school describe:
What is celebrated regularly?
What has been condemned?
What do you condone?
School Improvement
Values
Vision
Strategy
Plans
Dimensions of change
Vision
Skills
Incentives
Resources
Action Plans
Success
Skills
Incentives
Resources
Action Plans
Confusion
Incentives
Resources
Action Plans
Anxiety
Resources
Action Plans
Slow Change
Action Plans
Frustration
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
Resources
False Starts
Jacqueline S. Thousand & Richard A. Villa
Managing Complex Change; 2001
Task: Listening and Feedback
Discuss your proposed focus for assessment
task two with three colleagues. Talk for 5
minutes uninterrupted outlining your
proposals. You colleagues will listen for
different aspects:
• content/context
• emotion
• action
Next Steps
• Discuss the focus for assessment task two with
your coach for line manager
• Consider how you will collect evidence for the
seven competency areas
• Participate in the Closing the Gap SELTnet
course 19 September 2013 – 10 October 2013