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Steps into Early Leadership. DAY 1 Leading at all Levels. Introductions……. Steps into Early Leadership . Underpinned by N ational Standards for School Leadership Designed to facilitate adult learning Promotes individual and organisational learning . Online support.

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steps into early leadership

Steps into Early Leadership

DAY 1

Leading at all Levels

steps into early leadership1
Steps into Early Leadership
  • Underpinned by National Standards for School Leadership
  • Designed to facilitate adult learning
  • Promotes individual and organisational learning
online support
Online support
  • Study support materials will be available online
  • Relevant web links will be identified
  • Web links to audio/visual/text resources will be identified
reflective journal the purpose
Reflective Journal – the purpose
  • To increase your knowledge, understanding and of your personal skills.
  • To become aware of your preferred leadership style.
  • To systematically analysis your practice
  • To reflect on the ‘What’, what are you learning and how you are applying it back in school the ‘So What’ and ‘Now What’ questions.
how we ll do it
How We’ll Do It.
  • Introduce ideas/tools/thoughts…..
  • Discussions
  • Practical Exercises
  • Reflecting on your learning

Novak presented a great view of learning.. We may need to unlearn some stuff..we may need to relearn some stuff..uncover some stuff and discover some stuff

but first answer these
But First, Answer These
  • Why did you apply for a place on this programme?
  • What motivated you?
  • What specifically do you want?
activity 1
Activity 1
  • What are your expectations of:
    • Yourself
    • The facilitators
    • The group
    • The programme
the learning curve
The Learning Curve

x

Unconsciouscompetence‘I know that I am good. I don’t think about it any more’

Learning

x

Consciouscompetence‘I know that I am good, and I understand why’

Unconsciousincompetence‘I don’t knowthat I don’tknow’

x

Consciousincompetence‘I know that I don’t know’

x

developing great leadership
Developing great Leadership

What is your leadership context?

Identify two of your major strengths as a leader?

What are the two areas of leadership that you would like to focus on during this programme to increase you effectiveness? (using the data from your self analysis)

core purpose for school leaders
Core purpose for school leaders

“To provide professional leadership and management to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all pupils”

your ideal middle manager
Your Ideal Middle Manager
  • In small groups outline the key skills and attributes of a successful middle leader?

Encourage the groups to use their creative skills they can represent the skills in a drawing….

  • Working in these groups discuss your findings.
  • How would you rate your self in relation to this list of skills/attritubtes?
attributes
Attributes
  • Personal impact and presence
  • Adaptability to changing circumstances and new ideas
  • Energy, vigour and perseverance
  • Self-confidence
  • Enthusiasm
  • Intellectual ability
  • Reliability and integrity
  • Commitment
  • ……………………………..
key concepts of leadership
Key concepts of leadership

As well as personal qualities like humour and energy, many leadership characteristics centre around the key concepts of:Vision (your preferred future)Values (your principles) Moral purpose (‘acting with the intention of making a positive difference.’ Fullan 2002)Professional learningInfluencing/involving others

slide17

Definition Of Management

Management is the efficient, effective and economic use of resources to achieve results with and through the efforts of other people.

building the culture
Building the Culture

The 70:30 Rule

the 70 30 rule
The 70/30 rule
  • We have the capacity to learn from mistakes or failure as well as learning from success and what is working
  • The 70/30 rule encourages us to challenge the percentage of time we spend learning from failure
  • We will notice a significant difference in ourselves and others if we spend 70% of our time learning from the detail of what has worked
  • There is increasing evidence which shows that we learn, develop and grow MOST effectively by noticing and naming what is working
  • We are naturally programmed to remember our mistakes which means that our successes are often invisible to us
  • We need to develop the ability to learn from our successes and hone in on the detail of what has worked
  • By understanding the detail of what has worked we can create a savings account of data to draw from and apply in contexts where things have gone wrong
  • The 70/30 rule helps us to hold the assumption that ‘in every situation we find what is working and learn from it’*

Questions of Difference

*Ref: 7 Assumptions of Partnering, Cash in on Conflict, 2006

70 30 as a life choice
70/30 as a life choice!
  • The 70/30 Rule is a quick way to notice and name what is working well and pay attention to the 70% to help the 30%.
  • We are physiologically programmed to notice what is not working so well because we do not need to notice what is working well because it is working well….
  • Not just positive thinking!!!!
slide21

Three Blessings – What Went Well and Why?

Seligman undertook research with 500 participants asking them to record three things that went well and why, every day for 15 days? In this study 92% of people reported increased happiness over the 15 day period. (2005)

Martin E.P. Seligman, Ph.D., works on positive psychology, learned helplessness, depression, and on optimism and pessimism. He is currently Zellerbach Family Professor of Psychology and Director of the Positive Psychology Center at the University of Pennsylvania. He is well known in academic and clinical circles and is a best-selling author

slide22

Gratitude Attitude

  • Psychologists Robert Emmons and Michael McCullough (2003) studied the impact of asking people to write about gratitude. Three groups were asked to spend a few moments each week writing. One group was asked to write about the things they were grateful for, another group was asked to write about things that annoyed them and the final group was required to write about  events that had happened that week. The gratitude group ended up happier, healthier, more optimistic and even exercised more than the other two groups. Everyone has something to be happy about but often we just stop noticing what that is.
working with the 70 30 rule
Working with the 70/30 rule

Detail actions that I am going to take away.

(Stop/Keep/Start)

practical application of the 70 30 rule examples of what you can influence
With your colleagues

With your team (Meetings)

With your support staff

With your stakeholder –parents etc

With the young people

Practical application of the 70/30 rule- examples of what you can influence…
action planning
Action Planning
  • What two key things will you pay more attention to in your role as a result of our time together?

…………………………………………………………

…………………………………………………………

  • What aspects of the learning will you be conscious of and apply in your workplace in the next two months?

………………………………………………………

…………………………………………………………