New to Year and Phase Leader training

1. New to Year and Phase Leader training Clare Goodall

2. Focus Areas: You and your leadership style 10:30 – 11:00 Coffee break Your role 12:00 – 12:45 Lunch Your school and the children you serve 13:30 – 13:45 Coffee break Your team Gap task – changing a habit.

4. Where do you work? What is your role? Is it new? What are you looking forward to about your leadership role? What might you be apprehensive about?

5. The first responsibility of a leader is to define reality Max De Pree

6. The first responsibility of a leader is to define reality Max De Pree This can be broken into 4 parts: Yourself – having a secure and realistic understanding of yourself Your role – what is and isn’t your responsibility Your school and year group – knowing the bigger picture as well as focusing on the children in your year group Your team – who are the people within your team, their personalities and their abilities

7. Yourself

8. What are your previous experiences of leadership?

9. What sort of leader do you want to be? How do you want to be remembered?

10. Does it differ from how you currently are? We will revisit this over the year and review your progress.

11. Which social style is your default?

12. Power vs. Authority What do you think the difference is?

13. Let’s see what sort of mindset we each hold…

14. Results 1 2 3 4 5 6 6 5 4 3 2 1 1 2 3 4 5 6 6 5 4 3 2 1 1 2 3 4 5 6 6 5 4 3 2 1 1 2 3 4 5 6 6 5 4 3 2 1

15. Consider your mindset

16. You have to look after you!

17. Helpful resources

18. Break

19. Your role

20. So, what is your responsibility?

21. Responsibilities

22. Roles and responsibilities – the procedural side What information / procedural duties your HT will expect from you: Organisation – trips, curriculum / long term overviews Data analysis Work scrutiny Pupil conferencing Environment monitoring Observing teaching Team teaching and coaching

23. Roles and responsibilities – the leadership side How your HT will expect you to act and to lead: Professional conduct and modelling Professional loyalty Ability to share with an develop others Ability to promote a positive moral Professional assertiveness and decision making Appropriate delegation

25. Your school and the children you serve

26. Are there any barriers you are already aware of?

27. Your school vision and the culture What is it? How does it impact upon your approach? Do the people in your team know and ‘live’ the school vision?

28. Who are the children you serve? What was their previous year like? Who are the children who need more specialised provision and how is that being provided for? What are their learning behaviours like? Are there any particular differences in classes? How do the answers to all of these questions impact upon your approach?

29. Your team

30. What sort of team do you want to have?

31. The ladder of inference How to avoid jumping to conclusions by questioning yourself and considering other possibilities. https://www.mindtools.com/pages/article/newTMC_91.htm

32. Building trust How will you build team cohesion? Drive: The surprising truth about what motivates us. Dan Pink https://www.youtube.com/watch?v=u6XAPnuFjJc

33. Gap task Please find a colleague at work who you know will be honest in their feedback and ask them to complete the 555 questionnaire for you. Be prepared to discuss how this has gone at the next session.

34. Next session… The procedural side: Organisation – trips, curriculum / long term overviews Data analysis Work scrutiny Pupil conferencing Environment monitoring Observing teaching Team teaching and coaching