Extreme Leadership
• Self evaluation and action-planning• Developing your team• Monitoring and evaluation of impact
Yvonne Lewington – Townley Grammar School Nov. 2012
Thirty passen
gers were led
to
safety when a
bus caught fi
re in
Somerset. The
driver and t
hree
passengers su
ffered smoke
inhalation in
the fire ...
A woman had to be led to safety
when a pan set on fire at her
Nelson home.
More tha
n 150 pa
ssengers
were
led to s
afety af
ter a we
stbound
Central
Line ser
vice cam
e off
the trac
ks as it
approac
hed
White Ci
ty. No o
ne ...
Don’t lead me
to safety!
Leadership isn’t meant to
be safe…
But it should be
considered!
Promoting outstanding teaching and learning
Know what you want.
Find out where you are.
Identify the gaps.
Address them.
What should you be looking for?
Ofsted cardsort
Divide the cards into two groups according to which aspects of teaching and learning are easy to evidence and which are more difficult.
Which are going well?
Which are not going well?
Which are a bit iffy?
What is your gut feeling about the quality of T&L in your dept.?
Why?
Monitoring and evaluation
What strategies do you use to guide that “gut feeling”?
Monitoring and evaluation strategiesOn the list given, identify which strategies you use.Draw this quadrant on a flipchart and assign them to sections.
Low impact
High impact
Quick to do Takes a lot of time
Evaluation not narrative
Read through the sample of a school self evaluation.
How evaluative is it?
Can you see what is having an impact on learning and progress?
Sutton Trust ReportToolkit Of Strategies To Improve Learning
Summary For Schools Spending The Pupil PremiumBy
Professor Steve Higgins, Durham UniversityDr Dimitra Kokotsaki
andProfessor Robert Coe,
CEM Centre,Durham UniversityMay2011
http://www.suttontrust.com/research/?&p=2
Evaluating quality of feedback
Feedback quadrant – 10 minute book scrutiny
Action planning
Be incisive. Check hypotheses Act Review
TDA toolkit
Little book of managing changewww3.hants.gov.uk/tda_little_book_of_change.pdf
http://webarchive.nationalarchives.gov.uk/20100202120401/http://tda.gov.uk/remodelling/managingchange/tools.aspx
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What’s working/so-so/not so brown paper
What’s Working?
What’s workingSo-so?
Not so well
Quick wins
Challenges1.2.3.4.5.6.
QualityChildcare
V. menuactivities
Parentalsupport
Swift & easyreferral
Communityaccess
1. With your team – ask everyone to write on notes what they think is working, not working, and is so-so, and stick them on the chart.
N.B Things can be noted more than once and everyone’s viewpoint is accepted. There must be no judgment at this stage.
Prioritise
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Using different matrices for different purposes
Use Matrix I to help shortlist a number of issues to address; Use Matrix II for selecting the most favourable options or
alternatives.
4321
1
2
3
4High
Impact
Low
Difficult EasyDo-ability
MostFavourable
Options
4321
1
2
3
4High
Impact
Low
Weak StrongDesirability
Higher Priority Issues
We identify priority issues by rating the impact they would have if they were
addressed and rating how compelling the desire for change is
We identify most favourable options or alternatives by rating the impact they would have if they were implemented
and rating how do-able they are
I II
Used during the DISCOVER stage Used during the DEVELOP stage
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The five whys helps us to understand all the causal factors that condition a challenging issue
Revenue budget
not balanced
Costs too high
Income
too low
Premises costs 8.5%
Staffing costs 86% of the budget.
Staffing very stable
Low number of TAs
Teachers are 70%
Why?
Why?
Why?Why?
Costs too high
Income
too low
Premises cost 8.5%
Staffing costs 86% of the budget.
Income heavily reliant on LEA formula
Schools facilities are underused
Teachers used to support pupils with SEN
Large number of management points
Staffing very stable
Historic
Have allowed some queue jumping
Cleaners local people with strong connection to school
Employ own cleaning staff at high rates
Plan still has 3 years to run
Roll drop in January
Co-ordinator’s salary now in main school budget
School decided not to reapply 2 years ago
Knock-on impact in other areas, eg. FSM, SEN
Health and safety issues
LEA cut back on community use of school
Greater variety of facilities available
Governing body have stopped s/keeper overtime
Premises staff cost 3.5%
Low number of TAs
Teachers are 70%
5-year routine maintenance plan undercosted
New Council sports centre opened locally
LEA uses January PLASC for Fair Funding formula
Beacon school funding not renewed
School not used for external events
Why?
Etc.
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Problem solving, team building (PSTB)
What is it?• It is first and foremost a structured approach to problem solving• One of its greatest strengths is that the “Owner” of the issue will walk
away with an action planWhen would you use it?• Whenever you have an issue or problem that requires a team solution• Whenever you require a rigorous process to address an issue• Use at the development stage after deepening the problem first with
Fishbone Analysis and/or Five Whys
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PSTB – Problem solving, team building
Are there any rules?• Not rules per se – just good team behaviour that needs to be
emphasised• Headlining, ie. keep the discussion at the right level• No idea is a bad idea• Be open-minded• Listen as well as contribute• One at a time• Participate actively• Don’t kill the process• Agree the time contract (eg. 20, 30 or 45 mins)• Remember who owns the problem• Clear roles and responsibilities maintained – owner, facilitator,
resources
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Roles, responsibilities and rules
Team• Contribute ideas
and expertise• Follow the
process• Help the team
attain the goal
Facilitator• Focused on
the process• Keeps the
meeting on track
• Promotes creativeness
Owner• Decision
maker• Owns the problem
and goes away with an action plan
• Focused on content
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ProblemStatement
Background
Ideageneration
Ideaselection
Analysebenefits &concerns
Work anycritical
concerns
Actionplanning
How is the tool used?
The process has seven steps for the team to work through; this is a 30-minute example…
5 10 15 20 25 30minutes
1. Evaluate
2. Hypothesise
3. Identify cause
4. Distil and evaluate actions and impacts
5. Assign
6. Timescale
7. Evaluation
8. Review
David Rock - SCARF model
https://www.youtube.com/watch?v=5Wu33SdjeCs
S.C.A.R.F.
• Status• Certainty• Autonomy• Relatedness• Fairness