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Daniel Murphy Senior Teaching Fellow University of Edinburgh

Daniel Murphy Senior Teaching Fellow University of Edinburgh. Workshop Dealing with Dilemmas: “t he messy part of leadership and management”. Saturday June 7 th , 10-45 – 12.00 D Murphy, University of Edinburgh Workshop Session.

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Daniel Murphy Senior Teaching Fellow University of Edinburgh

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  1. Daniel MurphySenior Teaching FellowUniversity of Edinburgh Workshop Dealing with Dilemmas: “the messy part of leadership and management” Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  2. Professional School Leadership: Dealing with Dilemmas 1st edition 2007, 2nd edition June 2013 Why did I write this book? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  3. Format • Presentation (c 30 - 40 mins) • What are these dilemmas? What issues underly them? • What kinds of challenges do leaders and managers experience as a result of these kinds of dilemmas? • What does the analysis of dilemmas tell us about the difficulties of turning policy into practice? • Discussion (c 30 - 40 mins) • Based on exemplar dilemmas • Using ‘toolkit’ for resolution • Round up (c 5 mins) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  4. Dilemma: (a) a situation involving choice between two equally unsatisfactory alternatives; (b) a problem seemingly incapable of a satisfactory solution.’ Three Examples: • competing perceptions (innocent or guilty); • competing rules (healthy eating vs freedom to trade); 3. competing educational principles (entitlement to education vs meeting the needs of the child). Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  5. Dilemmas a typical experience of school leaders • … ‘together the constructs of ‘tensions’ and ‘dilemmas’ capture the immediacy of the continuing conflicts faced by many heads’ (Day et al 2000); • … ‘genetic code’ of the job (Cuban 1996); • … ‘bread and butter’ of school leadership (Cranston et al 2006); • … superintendents, middle leaders, policy makers … many such situations … Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  6. Example 1: competing for resources Who should get the extra help? ( vignette A) • a teacher who gives additional support for those whose first language is not English leaves the service; • after the holiday, the school finds out that an additional teacher has been appointed to a centre for asylum seekers but their teacher has not been replaced; • the headteacher or teachers could make this into a ‘news’ item but risk disciplinary action; • what should the headteacher do? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  7. Example 2: competing perceptions Innocent or guilty?( vignette B) • a boy is alleged to have committed a sexual assault against a girl at the weekend; • he faces legal proceedings to determine his guilt or innocence; • meantime the girl has to face him in school everyday; • her parents refuse to allow her to attend school and demand that the headteacher excludes the boy; • what should the headteacher do? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  8. Example 3: competing principles Curriculum entitlement or meeting needs? (vignette C) • the local council decrees that all children (to age 16) must spend 27.5 hours per week in classroom learning in school – it is their ‘entitlement’; • a boy of 15 hates classroom learning and misbehaves very badly, but is wonderful at working with animals on his uncle’s farm; • the school is not allowed to let him ‘learn’ on the farm, but the uncle is happy to let him do so; • what should the headteacher do? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  9. Example 4: micro-political pressures Give in to pressure? (Vignette D) • a new headteacher has introduced what he sees as a ‘common sense’ policy on taking photographs in discussion at Parent Council; • one particular parent has a strong, vocal objection (obsession?); • She persuades a large number of other parents to back her and the issue is becoming divisive; • what should the headteacher do? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  10. Dilemmas Practical real-life conflicts of interests or values where: ‘It doesn’t matter what you do you will offend/ exclude / lose the trust of / harm someone.’ Why are these kinds of situations so typical and so difficult? What is going on ‘beneath the surface’? /….. much of the research literature is about ‘ethical dilemmas’, but this is not the only important perspective …. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  11. The Three Perspectives Dilemma Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  12. The first perspective: Psychology Dilemmas are: • interpreted conceptually and experienced emotionally; • often they are situations where creativity and learning are possible … • … but individuals may or may not learn from such experiences. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  13. Applying psychology • Cognition: We vary in how we interpret a dilemma conceptually, in the language we therefore use, in the issues we believe to be at stake and these differences can affect both the situation and the potential options for resolution. • Emotion: We vary our emotional reaction to the events and people involved. Strong emotions can shape perception and understanding, affecting relationships for good or ill. • Learning: There are opportunities for learning: learning about others’ points of view; learning about one’s own values and emotional vulnerabilities; learning about power and influence. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  14. Differing perceptions Hidden assumptions, poor understanding of what is at stake or of the different perceptions of the other individuals involved may reduce the options for resolution. What are the different perceptions of the parents involved in example 1 above? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  15. Expectations of the leader? “Leaders… are expected to invest more than their knowledge and skills to effectively discharge their responsibilities in contemporary organisations. Emotional involvement and a deep commitment to their relationships, their organisation, and their work is essential if they are to be regarded as credible.” (Duignan 2001 p.35) What expectations do the parents in Example 1 have of the headteacher? What expectations does the headteacherhave of him/herself? / total commitment? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  16. Total commitment Gronn (2003): The requirements of New Public Management (particularly the personal identification of the success or failure of the school with the person of its head) have created heavy emotional labour demands, with high personal costs from these pressures; Feelings to which school leaders may be particularly vulnerable include feelings of failure, and the associated loss of personal identity, since so much of that identity is bound up with the work role. / ‘Greedy Work’ Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  17. Greedy Work 'the logic and ethos of work in the service sectors of increasingly service-based and knowledge-based economies, in particular the leadership of schools, represents a new form of servility…new forms of exploitation and serfdom which I term greedy work practices… Greedy work is such that it demands that one be… always attentive, alert, absorbed in and utterly committed to the particular task as a totally functioning, fully available, non-stop cognitive and emotional presence in the workplace…' (Gronn 2003 p147,149). Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  18. The emotional challenges People will forget what you say. They will forget what you do. But they will never forget how you made them feel. (Maya Angelou) We need to be satisfied ‘with what we can do’, and not broken ‘by what we cannot’ (Larry Cuban) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  19. The Three Perspectives Dilemma Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  20. The second perspective: Politics Dilemmas often • arise from the social and political complexity of the school environment; • from the rapidity of social change; • traditional shared values and understandings are under pressure from individualisation, globalisation and diversification; • different people have and use power and influence – pulling in different directions. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  21. Social Complexity Dilemmas also arise because life in the 21st century is complicated: • plurality and diversity, which traditional formal politics struggles to cope with; • constant restless change influences purpose and direction in schooling; • focus in education on ‘skills’ for an uncertain future not certain knowledge; • loss of confidence in the future in the light of the uncertainties of globalisation, environmental challenge, the absence of global political authority…. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  22. Political influences on schooling: • in most countries, education is a significant concern of government at national and local levels; • the educational policies of governments have profound effects on experience in schools; • effects of policy may be inconsistent and unintended (e.g. effect universal services model on uptake of ‘early years’ support in Scotland). Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  23. Who Runs the School? Varies by country /state but whatever the ‘political power’, “ … although the policy context at the macro level may shape the parameters of how schools operate, it is at the micro level of the school itself that policy is translated into practice. The head is undoubtedly a highly significant person in this process and may use or misuse her or his considerable power in pursuit of particular values… ” (Mahoney et al 1998 p123) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  24. ‘Micropolitics’ within school communities At the level of the region / district / city / school: • diversity in the school community can create micropolitical tensions and conflicts; • different people may wield power at different levels and in different directions; • teacher unions, parent advocates, powerful teenage role models – many people in a school community have power. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  25. Should ‘micropolitics’ influence practice? • Who has power in the school / district? • Does a leader have the power to enforce what s/he wants to happen, or does s/he need to act through others / release their power? • Should the headteacher act from principle or act pragmatically? • Politics as ‘the art of the possible’. Two current Scottish concerns – inclusion and inequality Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  26. Inclusion a policy area with many dilemmas Plurality of all-inclusive schools offers greater challenges to teachers’ perceptions of their role; Inclusiveness may create dilemmas, as reported by Norwich 2008; Who is included and why (wealth, academic ability, capacity to benefit, values….)? Who is excluded and why (wealth, academic ability, behaviour, values….)? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  27. Inequalitycan education make society more equal? • Heath and Sullivan (2011), in their summary of ‘democratisation of upper secondary education’ in six countries suggest that ‘reforms .. seem to have little impact on the trajectory of class inequalities.’ • ‘ the natural explanation for this failure of reform, as suggested by Halsey in 1977, is that middle-class families have always adapted to the current institutional regime.. the advantaged classes will .. find ways to outwit the reformers.’ (p136). • people have different interests and these interests will often come into conflict…. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  28. Resolving Conflict (one of the jobs of politics) Different levels: • The law (e.g. attendance) • Agreed contractual process and procedure (e.g. child protection) / but many uncertain areas remain – democracy involves constant situational resolution of competing values Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  29. Democratic Values in tension • Freedom • Equality • What happens to equality if you increase freedom? • If people are free, how can you increase equality? • Is it possible to have both? / can we trust those in power not to manipulate the system in their favour, or in favour of their children? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  30. Trust Schools need trust to work well (Bryk and Schneider (2002) – longitudinal research into Chicago Primary Schools Political divisions, hierarchical organisational structures, conflicting interests, value plurality and a restless social context - all make it difficult to build trust “All in all our democratic schooling system appears to be a bit messy... [its] confusions make it difficult in some cases to develop the kinds of long-term trusting relationships which are necessary for school communities to operate well” (p5) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  31. Where does trust come from? • Relationships and systems • Organic • Contractual • Relational (Bryk and Schneider); • Predictability / reliability (little change!!); • Good management (consistency / clarity / feedback..); • Hard won but easily lost; • Building trust across a community can reduce conflict. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  32. Politics and Ethics • Relationships between ‘interests’ (power and negotiation) and ‘values’ (what is the right thing to do?); • Is a purely political viewpoint enough? • Are some courses of action better than others not just because they are what is possible….But because they are ‘the right thing to do’? / this moves us from interests to values Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  33. The Three Perspectives Dilemma Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  34. The third perspective: Ethics: Dilemmas inevitably involve values, and the values of those involved often differ, so ethical frames of reference are required to understand both the dilemma and its potential solutions. Ethics asks ‘What is right?’, not just ‘Who has power?’ Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  35. Ethical stances • Critique (examine motives and interests of those involved); • Care (compassion); • Justice (rights, rules, responsibilities) • Child at the centre (child’s interests should come first every time) • ‘Community’ ( what would the community consider to be ‘fair’ ?) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  36. Value Conflicts Individual vs Community (e.g. school uniform) Justice (rules) vs Mercy (care / compassion) (e.g. bending the rules) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  37. How well do leaders deal with ethical issues? • ‘’…heads reported that they often felt alone, cast in the role of arbiter or mediator relying on personal values and professional ethics to find a morally defensible solution…” (Duignan and Collins); • ‘blindfolded in a minefield ‘(Dempster and Berry 2003); • the child at the centre’ of every dilemma e.g. ‘care’ vs ‘rules’ • coping with conflicts between personal values and group or organisational imperatives (example 3); • ‘covert subversion’ or ‘furtive disobedience’ (Rich 1984) Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  38. Principles sometime compete • One person’s freedom can be another’s inequality; • One person’s justice is another person’s unfairness; • One faith or culture may specify one principle, another a different one; • Who should decide which principle (not ‘principal’!!) is more important? / but maybe both are equally important … Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  39. Two magic ingredients: Trustand Wisdom The wise leader is: • trusted • virtuous (charity, patience, honesty, courage……); • understands the context / situation (people, expectations, values, consequences….); Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  40. Recap • Dilemmas are a characteristic experience of educational leadership and management; • They occur where competing social and political forces (values / interests / policies / expectations ) meet in the lives of individuals; • They are complex and best understood in full ‘3-D’. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  41. Recap: The Three Perspectives Dilemma Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  42. ‘child at the centre’ Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  43. Leadership and Management is messy • Political parties and school communities vary in the degree to which common values can be assumed or have to be developed …; • School structures and systems give out different messages about what and who is valued …; • It is at the level of the individual child that competing values create tensions and dilemmas e.g. common curriculum vs what is best for the individual child …; • School leaders vary in what will test them and what they see as straightforward; • What has worked for you in one situation may not work at all in another…. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  44. Advice on reducing the dilemmas There are fewer dilemmas where there is/are: • shared clear expectations of each individual; • stable relationships; • a nice ‘fit’ between the leader, the place, the culture / systems; • leaders who handle specific (difficult) situations consistently – people get to know their ‘style’; • schools should aim to develop shared values; • some schools / local / national communities share more values than others. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  45. The COPE ‘toolkit’ Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  46. Discussion • Imagine you are employed by a new authority and this is your decision…. • Discuss each of the ‘vignettes’ (groups of four) – each group to start with a different vignette…. • Use the COPE process, starting with the 3D perpective, and assign a reporter, timekeeper etc. Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  47. What challenges are faced by the ‘leader’ in facing up to a dilemma? • How do the participants understand the issues / events involved? What can be ‘learned’? • What emotions are involved? • Who has power and how can/do they use it? • What policy / policies are involved (in causing or solving the dilemma)? • What values / principles are at stake? • What action should the leader take? Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

  48. Murphy, D. (2013 2nd edition) ‘Professional School Leadership: Dealing with Dilemmas’, Edinburgh, Dunedin Academic Press • Murphy, D. (2014 – forthcoming) ‘Schooling Scotland: Education, equity and community’, Glendaruel, Argyll Press • Murphy, D., Croxford, L., Howieson, C.,Raffe, D. (eds) (2014 – forthcoming) ‘All Our Future: the lessons from the first fifty years of Scottish comprehensive schooling for Scotland, the UK and beyond’, London, Trentham / Institute or Education Press • O’Brien, J., Murphy, D., Draper, J. (2014 – 3rd edition – forthcoming) ‘School Leadership’, Edinburgh, Dunedin Academic Press Other works cited in the publication are fully referenced in #1 above Saturday June 7th, 10-45 – 12.00D Murphy, University of Edinburgh Workshop Session

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