Here follows a record of the on-line posts I contributed to for the Middle Leadership Development programme with the National College, www.nationalcollege.gov.uk Sadly, the work that I did during this programme, in its current form cannot contribute as credits to my MTeach
with the IoE
. And so I have to reform the material and produce a reflective and critical commentary of my 'learning journey' so that the IoE
can then assess whether I have got the requisite academic insight to be credited. it is that or write the full 20,000 words dissertation rather than the 10,000 report.
It all needs reorganising and ordering so bear with me.
• Core unit: Developing your own
leadership potential
5th Feb 2012 12:03
Tags: MLDP, Module: Developing your own
leadership potential
• For me growing as a leader
suggests a process; there will be hurdles along the way, but if I get to the
end point and learnt about the challenges then I have been active in the
growing. The present participle of the verb ‘to grow' means that there isn't an
end and I haven't ‘grown up' ‑ if I have, what is next?
The well‑being of the leader is also a concept that I found very interesting
and quite pleasing to see acknowledged and given the importance of a think
piece. I have to keep reminding myself that with my challenge it isn't about me
doing it all, but leading the team so that we can all do it. If I take the full
mantel and falter underneath it, then this isn't good leadership, good team
management or sensible. Within the context if my challenge this has come to the
foreground quite recently. I have organised and set up booster sessions to help
narrow the gap in achievement in the GCSE results for English. The second
week's session saw over and above 35 students crammed into my small classroom.
As I battled to gain some form of order so I could speak to them, I began to
realise quite quickly that this was just silly. One of the students asked why
we hadn't done anything much, and I replied that I knew when I was beaten ‑
beaten by sheer numbers, but also by my own expectation that I could
orchestrate a profound learning environment where they all came, learnt and
then went away smoothly within an ethereal ambience!
So, rather than nailing myself to the cross, I asked for help from my team. At
the time of writing, I have no offers, which frustrate and disappoints me. So,
how do I need to change my own well‑being to allow me to lead? I think rather
than ask for help, take the help ‑ I think that perhaps I am too accommodating
and not as forthright as the situation requires‑ they clearly want me to lead
them, not dance about hoping someone will join in. One example of this, which
has really struck me is a colleague sent me a long email about how the
afterschool sessions were taken up with lessons as well as an after school
club. They could rearrange the club, but weren't sure whether the curriculum
lesson should be sacrificed, and what did I think. I was frustrated that the
teacher couldn't simply make a decision, but this is because they were seeking
direction, direction from me and what I wanted of them in clear tones ‑ I see
this now.
My next move? Ask specific people for their time based on their timetables. I
cannot be resilient or sustained if I don't take the challenging route and make
a direct request.
• Stimulus
8th Jan 2012 20:59
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading change and
continuous improvement
I found the reading for this think piece very
interesting and incredibly pertinent. We are constantly coping with
changing landscapes as a result of the changes of government and what is
considered fashionable in educational circles; change is axiomatic – it’s
taken for granted. As the reading noted ‘change if often the product if
multiple competing perceptions’; are there other industries that have to juggle
in this way? In relation to my challenge, I am facing differing agendas,
and ones that don’t sit well together. There is the rhetoric of the
students’ needs against the needs of SUS to meet the A*‑C expectations,
against the moral implications of forcing students who are or are not capable
or won’t engage to achieve the FFT projections against the agenda of all
students having equal opportunities.
For me, the challenge is tied up in the results
in the summer and I have to wait until then to establish whether the
intervention has worked. But, for my leadership it is the process
of he change that is important if not more so than the actual outcome of the
changes.
I found the differences between improvement,
innovation and transformation to be critical to the longevity of the
change. The ‘impact‑leverage ratio: how much difference do you actually
make for what you input?’ is also very interesting. I think that rather
than simply innovating with year 11 and the intervention programme, we need a
bigger view and a wider picture to take the step to transform our curriculum
delivery. Improvement and innovation feel too temporary and in the case
of the A*‑C, a little like a knee‑jerk reaction.
No change is worthwhile unless the team is
behind it. But improvement and even innovation are easy and palatable,
but transformation is fearful as it requires a change of approach and direction
which shakes people’s secure foundations. The skill of the leader is to
be part of the innovation and to lead the innovation – to be integral to it
so that improvement and innovation can be focussed on the teaching and
learning.
• Core unit: Leading people and
effective teams
2nd Jan 2012 11:40
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading people and
effective teams
It is quite clear that without a supportive
team, and one that invests in the vision, a leader cannot lead. After
all, the adage that there isn’t an ‘I’ in team does ring true.
I have been thinking a lot about the nature of
teams and their leaders, and I recall the Tour de France with Mark Cavendish
and Lance Armstrong. Both riders are the leader of their team, but
Cavendish manages his role differently from Armstrong. The nature of this
type of riding dynamic is that one rider is identified as the strongest and the
one who has the best capability of crossing the line during sprints and team
pursuits. Essentially the team work together so that the lead rider can
then be placed in a position to take the first place. Armstrong believed
that he was the most important person in his team and that they were there to
ensure that he crossed the line first; whereas Cavendish acknowledges that
without his team then he could not achieve the accolades that he has done –
same function, but different expression of the role. And when Cavendish
was awarded Sports Personality of the Year fir 2011, he again acknowledged the
hard work and dedication of his team. Armstrong is not a team player and not
a leader to inspire and motivate his team – they have a job to do, and their
enjoyment and sense of achievement have been taken away by his tyrannical
approach. Whereas Cavendish may take the lime light but he shares the
wins with his team.
Within this, there is the important message
that just because I may be a team leader and the accountability falls on my
shoulders, sharing the roles and opportunities are as, if not more
important than doing everything by myself. With the nature of my
challenge it involves the entire team to work together for the greater good of
the students; I’m not going to get the accolade, it will be a group effort
and for me and my team that is vital to our working together and functioning at
the best level. By inheriting a team, with its intricacies and various
competencies and skills, the complete nature is characteristically unfit for
purpose – this isn’t a bad thing, if anything this is the driving force to
develop and engage a team; it makes it more interesting and worthwhile.
But as I lead us through the intervention, it is also my job to lead and guide
the individual teachers within their own professional development – giving
opportunities, and simply asking for help.
• Core unit: Leading teaching and
learning
1st Dec 2011 15:20
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading teaching and
learning
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really struggled
with the teaching and learning of a particularly challenging group. From
this I decided, after making for ideas and resources to share that there need
to be a change. As a leader I am able to make that decision, but it has
also allowed my staff to see that they can also make the decisions, without any
form of judgment of sense of failure. It isn't about them, but about what
we can do together as a department to give the best to all students concerned
with any decision
Using the data that we now have available to us
has allowed us to have a greater and more confident, stronger leadership of the
change, which in turn has propelled us towards the actual strategies we are
ready to implement.
• Core unit: Leading and managing
the organisation
1st Dec 2011 15:17
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading and managing the
organisation
I found that leading and managing was at the
heart of everything especially within teaching and learning ‑ it's not rocket
science, but takes a part of one of the key ideas of leadership and leading by
example within the classroom. Within the teaching and learning the
application and development if staff to be able to adjust their teaching
according to the contexts of their different groups ‑ staff need to feel that
they are supported and relied upon to make those decisions.
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really
struggled with the teaching and learning of a particularly challenging
group. From this I decided, after making for ideas and resources to share
that there need to be a change. As a leader I am able to make that
decision, but it has also allowed my staff to see that they can also make the
decisions, without any form of judgment of sense of failure. It isn't
about them, but about what we can do together as a department to give the best
to all students concerned with any decision
Using the data that we now have available
to us has allowed us to have a greater and more confident, stronger leadership
of the change, which in turn has propelled us towards the actual strategies we
are ready to implement.
• Core unit: Leading and managing
the organisation
30th Nov 2011 20:32
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
There are clear differences between leadership
and management, but one cannot function effectively without the other.
Management is feet on the ground, where leadership is moving forwards.
The management allows the leadership, and the leadership gives the management
direction and purpose.
Within the gap that I have identified the
leadership has come through the initial identification of the gap and the
principles behind the strategies. Within this there is a need to ensure
that the team are on baord and motivated to follow and collaborate, which is
about being inspiring. And yet it has to be practical and relevant which
is the management of the leadership's vision. Ironically, the leadership
within my gao has 2 levels ‑ the overall vision of 79% A*‑C E&M has
come from senour management, and my own leadership has shaped how this vision
can be moulded inorder for it to be managed by all.
My own strategies cover a wide spectrum.
Leading by example, trusting my colleagues with their assessment of the
progress of their students, but then supporting them within this trust that
they have made the right decision, or guiding them to make a decision they are
completely happy with. Managing the day to day organisation of our
strategies from group development, to creating and developing resources for the
delivery; coaching non‑ specialist staff in being able to teach the
reading and writing skills for the single award students; ensuring that there
is analysis of data and constant review of strategies; asking the team their
feelings and ideas so that we can all have ownership over what has been done ‑
this isn't about me!
I have allowed my Co to express his ideas
within our many brainstorming meetings, rather than dominating and making all
the decisions, but we have together collaborated to see more practical ideas
and approaches to the delivery of booster sessions ‑ we cannot support
the students if we give with one hand and then take with the other.
• Core unit: Leading in a diverse
system
11th Nov 2011 20:37
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading in a diverse system
Leading isn’t just about taking a group of
people from A to B. The whole leadership landscape is riddled with
complexities. Leading in a diverse environment really encapsulates the
influences in any decision that a leader has to make. My own context
comes from a department level within a whole school context, in an Academy
Federation that is rated by a national agenda.
The A*‑C scores in English and maths are a key
focus for school improvement and it is this that the school is judged on – no
longer is it just the 5 A*‑Cs in the GCSEs. As a national
concern, it isn’t just about the GCSE scores but a grander concern.
With this in mind the leadership approach needs sensitivity. If anything
rather than changing the approach to my leadership, it means that the focus
will be even tighter – looking out for the wider context so that the inner
narrower context is the strongest and has the most impact.
Being aware of the contextual implications
makes this gap even more important, and the stakes higher – we will be judged
nationally and not just to satisfy ourselves.
• Core unit: Leading and managing
the organisation
11th Nov 2011 15:33
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
What I found very interesting was the best
balance of leadershipo and management. As per the work this morning,
there needs to be elements of lots of different factors from people, purpose
and principles. An imbalance will have an impact on the overall
effectiveness of the leadership; one cannot be so strong that it comes at the
sacrifice of the others. I also found intersting that management isn't
necessarily leadership, but without one the other can't function. I also
like the reflection that the most effective middle leaders are those that are
able to combine the personal and organisational elements ‑ principally the
'high trust with directive intervention'. In essence adaptive and
adoptove. Do I do this? I hope so.
One of the implications for the gap that I
have identified is that there needs to be the balance struck between the
leadership and management. Inherent is the problem of the failing
students as a result of the teaching and learning of the department. But
without being willing to cast blame, the initial focus has to be on solvijg the
problem of the attainment, but within this are challenging questions about
why.
A key change to my own leadership and
management in this project is that I cna;t do it on my own and I need to
instill high expectations and a belief that my team will engage in the
project. I know there will be resitance, but in supporting those staff
and encouraging them will be the hardest step.
Using data as well and being able to interpret
the data and tracking mechanisms will povide the team with the power to drive
the implementation. A tight‑loose approach, giving the staff ownership
and responsibility is the best balance for me.
I hope that my style won't change massively but
striving to 'develop staff to create a high performance culture' whereby they
embrace challenge so that we can rely on the trust element is always an
aspiration
• Next steps
8th Nov 2011 19:28
Icon‑users‑30x30 Shared with Sheila Hakes
Tags: MLDP, Stage 1: Preparing to start the
programmeWhat gap in achievement have you identified and why? Achievement of
students at GCSE ‑ particular focus group of students at risk of not getting a
realistic C What changes do you think you will need to lead in order to close
that gap? Curriculum changes; delivery of skills; tracking and awareness of
orderline students What leadership strategies have you identified to help you
close the gap?? Motivating others to follow the focus; encouraging staff to
have close tracking of progress How has your personal understanding of what it
means to be a successful and effective middle leader changed? We drive the
initiatives from the top so that those next down can achieve the whole school
agenda. How do you think your practice will or has changed as a result of this?
Rather than making this something I have to do it is my job to get the staff to
be motivated and engaged so that the coherency of the team is what makes us the
success.
• Using data
5th Nov 2011 16:20
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Stage 1: Preparing to start the
programmeThe data specific to my challenge has been the projected attainment
grades for year 11 students. There is a very concerning gap in performance of a
select group of students that are at real risk of not achieving a C in English
Language. I think that the key aspect for me that I gained from the think piece
was the use of the data as a tool rather than a pretty picture. I Am happy
interpreting data, but that Is once I have it and it is all retrospective. What
I do with that learning and understanding then informs policies for the next
year, but the relative comparison is not the same. The thik piece has made me
consider that the best way to really track using data is to generate a 'live'
set and then to use it in the present tense rather than the past. In essence,
with the targetted students that I have, and in order to really have a handle
on the nature of the gap is to have them produce realistic and time sensitive
data as a base line and starting point. From then on in, developing interim
data/ assessment points so that they'd and really be tracked and compared
accurately. It is quite clear that the gap is in the achievement of a C in
reading and writing skills. The projected English and maths A*‑C percentage
needs to be 78% and there are 50 students already named that will be our key to
getting this percentage. It may be clear by now what the leadership challenge
will be. I intend to work closely to lead the reduction of students that are
borderline C/D GCSE students, and to increase the A*‑C scores of students in
year 11. How am I going to do this? Blood sweat and tears? I need to motivate
the whole department into having a real focus and enrichment on literacy. I
need to encourgae the parents to support us, so that their children can be as
succcessful as possible. I want to devise monthly literacy events for these
students that will enrich and test their skills; have weekly sessions that
effectively train the students on how to write and how to read. I want to have
data that will demonstrate their development of skills and confidence. What
will happen if it doesn't work to the level that we need? Reevaluate the try
again!
" />
Karen Dunn's blog
• Core unit: Developing your own
leadership potential
5th Feb 2012 12:03
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Developing your own
leadership potential
• For me growing as a leader
suggests a process; there will be hurdles along the way, but if I get to the
end point and learnt about the challenges then I have been active in the
growing. The present participle of the verb ‘to grow' means that there isn't an
end and I haven't ‘grown up' ‑ if I have, what is next?
The well‑being of the leader is also a concept that I found very interesting
and quite pleasing to see acknowledged and given the importance of a think
piece. I have to keep reminding myself that with my challenge it isn't about me
doing it all, but leading the team so that we can all do it. If I take the full
mantel and falter underneath it, then this isn't good leadership, good team
management or sensible. Within the context if my challenge this has come to the
foreground quite recently. I have organised and set up booster sessions to help
narrow the gap in achievement in the GCSE results for English. The second
week's session saw over and above 35 students crammed into my small classroom.
As I battled to gain some form of order so I could speak to them, I began to
realise quite quickly that this was just silly. One of the students asked why
we hadn't done anything much, and I replied that I knew when I was beaten ‑
beaten by sheer numbers, but also by my own expectation that I could
orchestrate a profound learning environment where they all came, learnt and
then went away smoothly within an ethereal ambience!
So, rather than nailing myself to the cross, I asked for help from my team. At
the time of writing, I have no offers, which frustrate and disappoints me. So,
how do I need to change my own well‑being to allow me to lead? I think rather
than ask for help, take the help ‑ I think that perhaps I am too accommodating
and not as forthright as the situation requires‑ they clearly want me to lead
them, not dance about hoping someone will join in. One example of this, which
has really struck me is a colleague sent me a long email about how the
afterschool sessions were taken up with lessons as well as an after school
club. They could rearrange the club, but weren't sure whether the curriculum
lesson should be sacrificed, and what did I think. I was frustrated that the
teacher couldn't simply make a decision, but this is because they were seeking
direction, direction from me and what I wanted of them in clear tones ‑ I see
this now.
My next move? Ask specific people for their time based on their timetables. I
cannot be resilient or sustained if I don't take the challenging route and make
a direct request.
• Stimulus
8th Jan 2012 20:59
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading change and
continuous improvement
I found the reading for this think piece very
interesting and incredibly pertinent. We are constantly coping with
changing landscapes as a result of the changes of government and what is
considered fashionable in educational circles; change is axiomatic – it’s
taken for granted. As the reading noted ‘change if often the product if
multiple competing perceptions’; are there other industries that have to
juggle in this way? In relation to my challenge, I am facing differing
agendas, and ones that don’t sit well together. There is the rhetoric
of the students’ needs against the needs of SUS to meet the A*‑C
expectations, against the moral implications of forcing students who are or are
not capable or won’t engage to achieve the FFT projections against the agenda
of all students having equal opportunities.
For me, the challenge is tied up in the results
in the summer and I have to wait until then to establish whether the
intervention has worked. But, for my leadership it is the process
of he change that is important if not more so than the actual outcome of the
changes.
I found the differences between improvement,
innovation and transformation to be critical to the longevity of the
change. The ‘impact‑leverage ratio: how much difference do you actually
make for what you input?’ is also very interesting. I think that rather
than simply innovating with year 11 and the intervention programme, we need a
bigger view and a wider picture to take the step to transform our curriculum
delivery. Improvement and innovation feel too temporary and in the case
of the A*‑C, a little like a knee‑jerk reaction.
No change is worthwhile unless the team is
behind it. But improvement and even innovation are easy and palatable,
but transformation is fearful as it requires a change of approach and direction
which shakes people’s secure foundations. The skill of the leader is to
be part of the innovation and to lead the innovation – to be integral to it
so that improvement and innovation can be focussed on the teaching and
learning.
• Core unit: Leading people and
effective teams
2nd Jan 2012 11:40
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading people and
effective teams
It is quite clear that without a supportive
team, and one that invests in the vision, a leader cannot lead. After
all, the adage that there isn’t an ‘I’ in team does ring true.
I have been thinking a lot about the nature of
teams and their leaders, and I recall the Tour de France with Mark Cavendish
and Lance Armstrong. Both riders are the leader of their team, but
Cavendish manages his role differently from Armstrong. The nature of this
type of riding dynamic is that one rider is identified as the strongest and the
one who has the best capability of crossing the line during sprints and team
pursuits. Essentially the team work together so that the lead rider can
then be placed in a position to take the first place. Armstrong believed
that he was the most important person in his team and that they were there to
ensure that he crossed the line first; whereas Cavendish acknowledges that
without his team then he could not achieve the accolades that he has done –
same function, but different expression of the role. And when Cavendish
was awarded Sports Personality of the Year fir 2011, he again acknowledged the
hard work and dedication of his team. Armstrong is not a team player and
not a leader to inspire and motivate his team – they have a job to do, and
their enjoyment and sense of achievement have been taken away by his tyrannical
approach. Whereas Cavendish may take the lime light but he shares the
wins with his team.
Within this, there is the important message
that just because I may be a team leader and the accountability falls on my
shoulders, sharing the roles and opportunities are as, if not more
important than doing everything by myself. With the nature of my
challenge it involves the entire team to work together for the greater good of
the students; I’m not going to get the accolade, it will be a group effort
and for me and my team that is vital to our working together and functioning at
the best level. By inheriting a team, with its intricacies and various
competencies and skills, the complete nature is characteristically unfit for
purpose – this isn’t a bad thing, if anything this is the driving force to
develop and engage a team; it makes it more interesting and worthwhile.
But as I lead us through the intervention, it is also my job to lead and guide
the individual teachers within their own professional development – giving
opportunities, and simply asking for help.
• Core unit: Leading teaching and
learning
1st Dec 2011 15:20
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading teaching and
learning
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons, create
schemes of work and teaching strategies to cope with these problems, and then
to write policies for the ‘predict and prevent' aspect.
Within my own context I have really struggled
with the teaching and learning of a particularly challenging group. From
this I decided, after making for ideas and resources to share that there need
to be a change. As a leader I am able to make that decision, but it has
also allowed my staff to see that they can also make the decisions, without any
form of judgment of sense of failure. It isn't about them, but about what
we can do together as a department to give the best to all students concerned
with any decision
Using the data that we now have available to us
has allowed us to have a greater and more confident, stronger leadership of the
change, which in turn has propelled us towards the actual strategies we are
ready to implement.
• Core unit: Leading and managing
the organisation
1st Dec 2011 15:17
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading and managing the
organisation
I found that leading and managing was at the
heart of everything especially within teaching and learning ‑ it's not rocket
science, but takes a part of one of the key ideas of leadership and leading by
example within the classroom. Within the teaching and learning the
application and development if staff to be able to adjust their teaching
according to the contexts of their different groups ‑ staff need to feel that
they are supported and relied upon to make those decisions.
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really
struggled with the teaching and learning of a particularly challenging
group. From this I decided, after making for ideas and resources to share
that there need to be a change. As a leader I am able to make that
decision, but it has also allowed my staff to see that they can also make the
decisions, without any form of judgment of sense of failure. It isn't
about them, but about what we can do together as a department to give the best
to all students concerned with any decision
Using the data that we now have available
to us has allowed us to have a greater and more confident, stronger leadership
of the change, which in turn has propelled us towards the actual strategies we
are ready to implement.
• Core unit: Leading and managing
the organisation
30th Nov 2011 20:32
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
There are clear differences between leadership
and management, but one cannot function effectively without the other.
Management is feet on the ground, where leadership is moving forwards.
The management allows the leadership, and the leadership gives the management
direction and purpose.
Within the gap that I have identified the
leadership has come through the initial identification of the gap and the
principles behind the strategies. Within this there is a need to ensure
that the team are on baord and motivated to follow and collaborate, which is
about being inspiring. And yet it has to be practical and relevant which
is the management of the leadership's vision. Ironically, the leadership
within my gao has 2 levels ‑ the overall vision of 79% A*‑C E&M has
come from senour management, and my own leadership has shaped how this vision
can be moulded inorder for it to be managed by all.
My own strategies cover a wide spectrum.
Leading by example, trusting my colleagues with their assessment of the
progress of their students, but then supporting them within this trust that
they have made the right decision, or guiding them to make a decision they are
completely happy with. Managing the day to day organisation of our strategies
from group development, to creating and developing resources for the delivery;
coaching non‑ specialist staff in being able to teach the reading and
writing skills for the single award students; ensuring that there is analysis
of data and constant review of strategies; asking the team their feelings and
ideas so that we can all have ownership over what has been done ‑ this isn't
about me!
I have allowed my Co to express his ideas
within our many brainstorming meetings, rather than dominating and making all the
decisions, but we have together collaborated to see more practical ideas and
approaches to the delivery of booster sessions ‑ we cannot support the
students if we give with one hand and then take with the other.
• Core unit: Leading in a diverse
system
11th Nov 2011 20:37
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading in a diverse system
Leading isn’t just about taking a group of
people from A to B. The whole leadership landscape is riddled with
complexities. Leading in a diverse environment really encapsulates the
influences in any decision that a leader has to make. My own context
comes from a department level within a whole school context, in an Academy
Federation that is rated by a national agenda.
The A*‑C scores in English and maths are a key
focus for school improvement and it is this that the school is judged on – no
longer is it just the 5 A*‑Cs in the GCSEs. As a national
concern, it isn’t just about the GCSE scores but a grander concern.
With this in mind the leadership approach needs sensitivity. If anything
rather than changing the approach to my leadership, it means that the focus
will be even tighter – looking out for the wider context so that the inner
narrower context is the strongest and has the most impact.
Being aware of the contextual implications
makes this gap even more important, and the stakes higher – we will be judged
nationally and not just to satisfy ourselves.
• Core unit: Leading and managing
the organisation
11th Nov 2011 15:33
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
What I found very interesting was the best
balance of leadershipo and management. As per the work this morning,
there needs to be elements of lots of different factors from people, purpose
and principles. An imbalance will have an impact on the overall
effectiveness of the leadership; one cannot be so strong that it comes at the
sacrifice of the others. I also found intersting that management isn't
necessarily leadership, but without one the other can't function. I also
like the reflection that the most effective middle leaders are those that are
able to combine the personal and organisational elements ‑ principally the
'high trust with directive intervention'. In essence adaptive and
adoptove. Do I do this? I hope so.
One of the implications for the gap that I
have identified is that there needs to be the balance struck between the
leadership and management. Inherent is the problem of the failing
students as a result of the teaching and learning of the department. But
without being willing to cast blame, the initial focus has to be on solvijg the
problem of the attainment, but within this are challenging questions about
why.
A key change to my own leadership and
management in this project is that I cna;t do it on my own and I need to
instill high expectations and a belief that my team will engage in the
project. I know there will be resitance, but in supporting those staff
and encouraging them will be the hardest step.
Using data as well and being able to interpret
the data and tracking mechanisms will povide the team with the power to drive
the implementation. A tight‑loose approach, giving the staff ownership
and responsibility is the best balance for me.
I hope that my style won't change massively but
striving to 'develop staff to create a high performance culture' whereby they
embrace challenge so that we can rely on the trust element is always an aspiration
• Next steps
8th Nov 2011 19:28
Icon‑users‑30x30 Shared with Sheila Hakes
Tags: MLDP, Stage 1: Preparing to start the
programmeWhat gap in achievement have you identified and why? Achievement of
students at GCSE ‑ particular focus group of students at risk of not getting a
realistic C What changes do you think you will need to lead in order to close
that gap? Curriculum changes; delivery of skills; tracking and awareness of
orderline students What leadership strategies have you identified to help you close
the gap?? Motivating others to follow the focus; encouraging staff to have
close tracking of progress How has your personal understanding of what it means
to be a successful and effective middle leader changed? We drive the
initiatives from the top so that those next down can achieve the whole school
agenda. How do you think your practice will or has changed as a result of this?
Rather than making this something I have to do it is my job to get the staff to
be motivated and engaged so that the coherency of the team is what makes us the
success.
• Using data
5th Nov 2011 16:20
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Stage 1: Preparing to start the
programmeThe data specific to my challenge has been the projected attainment
grades for year 11 students. There is a very concerning gap in performance of a
select group of students that are at real risk of not achieving a C in English
Language. I think that the key aspect for me that I gained from the think piece
was the use of the data as a tool rather than a pretty picture. I Am happy
interpreting data, but that Is once I have it and it is all retrospective. What
I do with that learning and understanding then informs policies for the next
year, but the relative comparison is not the same. The thik piece has made me
consider that the best way to really track using data is to generate a 'live'
set and then to use it in the present tense rather than the past. In essence,
with the targetted students that I have, and in order to really have a handle
on the nature of the gap is to have them produce realistic and time sensitive
data as a base line and starting point. From then on in, developing interim
data/ assessment points so that they'd and really be tracked and compared accurately.
It is quite clear that the gap is in the achievement of a C in reading and
writing skills. The projected English and maths A*‑C percentage needs to be 78%
and there are 50 students already named that will be our key to getting this
percentage. It may be clear by now what the leadership challenge will be. I
intend to work closely to lead the reduction of students that are borderline
C/D GCSE students, and to increase the A*‑C scores of students in year 11. How
am I going to do this? Blood sweat and tears? I need to motivate the whole
department into having a real focus and enrichment on literacy. I need to
encourgae the parents to support us, so that their children can be as
succcessful as possible. I want to devise monthly literacy events for these students
that will enrich and test their skills; have weekly sessions that effectively
train the students on how to write and how to read. I want to have data that
will demonstrate their development of skills and confidence. What will happen
if it doesn't work to the level that we need? Reevaluate the try again!
Karen Dunn's blog
• Core unit: Developing your own
leadership potential
5th Feb 2012 12:03
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Developing your own leadership
potential
• For me growing as a leader
suggests a process; there will be hurdles along the way, but if I get to the
end point and learnt about the challenges then I have been active in the
growing. The present participle of the verb ‘to grow' means that there isn't an
end and I haven't ‘grown up' ‑ if I have, what is next?
The well‑being of the leader is also a concept that I found very interesting
and quite pleasing to see acknowledged and given the importance of a think
piece. I have to keep reminding myself that with my challenge it isn't about me
doing it all, but leading the team so that we can all do it. If I take the full
mantel and falter underneath it, then this isn't good leadership, good team
management or sensible. Within the context if my challenge this has come to the
foreground quite recently. I have organised and set up booster sessions to help
narrow the gap in achievement in the GCSE results for English. The second
week's session saw over and above 35 students crammed into my small classroom.
As I battled to gain some form of order so I could speak to them, I began to
realise quite quickly that this was just silly. One of the students asked why
we hadn't done anything much, and I replied that I knew when I was beaten ‑
beaten by sheer numbers, but also by my own expectation that I could
orchestrate a profound learning environment where they all came, learnt and
then went away smoothly within an ethereal ambience!
So, rather than nailing myself to the cross, I asked for help from my team. At
the time of writing, I have no offers, which frustrate and disappoints me. So,
how do I need to change my own well‑being to allow me to lead? I think rather
than ask for help, take the help ‑ I think that perhaps I am too accommodating
and not as forthright as the situation requires‑ they clearly want me to lead
them, not dance about hoping someone will join in. One example of this, which
has really struck me is a colleague sent me a long email about how the
afterschool sessions were taken up with lessons as well as an after school
club. They could rearrange the club, but weren't sure whether the curriculum
lesson should be sacrificed, and what did I think. I was frustrated that the
teacher couldn't simply make a decision, but this is because they were seeking
direction, direction from me and what I wanted of them in clear tones ‑ I see
this now.
My next move? Ask specific people for their time based on their timetables. I
cannot be resilient or sustained if I don't take the challenging route and make
a direct request.
• Stimulus
8th Jan 2012 20:59
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading change and
continuous improvement
I found the reading for this think piece very
interesting and incredibly pertinent. We are constantly coping with
changing landscapes as a result of the changes of government and what is
considered fashionable in educational circles; change is axiomatic – it’s
taken for granted. As the reading noted ‘change if often the product if
multiple competing perceptions’; are there other industries that have to
juggle in this way? In relation to my challenge, I am facing differing
agendas, and ones that don’t sit well together. There is the rhetoric
of the students’ needs against the needs of SUS to meet the A*‑C
expectations, against the moral implications of forcing students who are or are
not capable or won’t engage to achieve the FFT projections against the agenda
of all students having equal opportunities.
For me, the challenge is tied up in the results
in the summer and I have to wait until then to establish whether the
intervention has worked. But, for my leadership it is the process
of he change that is important if not more so than the actual outcome of the
changes.
I found the differences between improvement,
innovation and transformation to be critical to the longevity of the
change. The ‘impact‑leverage ratio: how much difference do you actually
make for what you input?’ is also very interesting. I think that rather
than simply innovating with year 11 and the intervention programme, we need a
bigger view and a wider picture to take the step to transform our curriculum
delivery. Improvement and innovation feel too temporary and in the case
of the A*‑C, a little like a knee‑jerk reaction.
No change is worthwhile unless the team is
behind it. But improvement and even innovation are easy and palatable,
but transformation is fearful as it requires a change of approach and direction
which shakes people’s secure foundations. The skill of the leader is to
be part of the innovation and to lead the innovation – to be integral to it
so that improvement and innovation can be focussed on the teaching and
learning.
• Core unit: Leading people and
effective teams
2nd Jan 2012 11:40
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading people and
effective teams
It is quite clear that without a supportive
team, and one that invests in the vision, a leader cannot lead. After
all, the adage that there isn’t an ‘I’ in team does ring true.
I have been thinking a lot about the nature of
teams and their leaders, and I recall the Tour de France with Mark Cavendish
and Lance Armstrong. Both riders are the leader of their team, but Cavendish
manages his role differently from Armstrong. The nature of this type of
riding dynamic is that one rider is identified as the strongest and the one who
has the best capability of crossing the line during sprints and team
pursuits. Essentially the team work together so that the lead rider can
then be placed in a position to take the first place. Armstrong believed
that he was the most important person in his team and that they were there to
ensure that he crossed the line first; whereas Cavendish acknowledges that
without his team then he could not achieve the accolades that he has done –
same function, but different expression of the role. And when Cavendish
was awarded Sports Personality of the Year fir 2011, he again acknowledged the
hard work and dedication of his team. Armstrong is not a team player and
not a leader to inspire and motivate his team – they have a job to do, and
their enjoyment and sense of achievement have been taken away by his tyrannical
approach. Whereas Cavendish may take the lime light but he shares the
wins with his team.
Within this, there is the important message
that just because I may be a team leader and the accountability falls on my
shoulders, sharing the roles and opportunities are as, if not more
important than doing everything by myself. With the nature of my
challenge it involves the entire team to work together for the greater good of
the students; I’m not going to get the accolade, it will be a group effort
and for me and my team that is vital to our working together and functioning at
the best level. By inheriting a team, with its intricacies and various
competencies and skills, the complete nature is characteristically unfit for
purpose – this isn’t a bad thing, if anything this is the driving force to
develop and engage a team; it makes it more interesting and worthwhile.
But as I lead us through the intervention, it is also my job to lead and guide
the individual teachers within their own professional development – giving
opportunities, and simply asking for help.
• Core unit: Leading teaching and
learning
1st Dec 2011 15:20
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading teaching and
learning
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really struggled
with the teaching and learning of a particularly challenging group. From
this I decided, after making for ideas and resources to share that there need
to be a change. As a leader I am able to make that decision, but it has
also allowed my staff to see that they can also make the decisions, without any
form of judgment of sense of failure. It isn't about them, but about what
we can do together as a department to give the best to all students concerned
with any decision
Using the data that we now have available to us
has allowed us to have a greater and more confident, stronger leadership of the
change, which in turn has propelled us towards the actual strategies we are
ready to implement.
• Core unit: Leading and managing
the organisation
1st Dec 2011 15:17
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading and managing the
organisation
I found that leading and managing was at the
heart of everything especially within teaching and learning ‑ it's not rocket
science, but takes a part of one of the key ideas of leadership and leading by
example within the classroom. Within the teaching and learning the
application and development if staff to be able to adjust their teaching
according to the contexts of their different groups ‑ staff need to feel that
they are supported and relied upon to make those decisions.
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really
struggled with the teaching and learning of a particularly challenging
group. From this I decided, after making for ideas and resources to share
that there need to be a change. As a leader I am able to make that decision,
but it has also allowed my staff to see that they can also make the decisions,
without any form of judgment of sense of failure. It isn't about them,
but about what we can do together as a department to give the best to all
students concerned with any decision
Using the data that we now have available
to us has allowed us to have a greater and more confident, stronger leadership
of the change, which in turn has propelled us towards the actual strategies we
are ready to implement.
• Core unit: Leading and managing
the organisation
30th Nov 2011 20:32
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
There are clear differences between leadership
and management, but one cannot function effectively without the other.
Management is feet on the ground, where leadership is moving forwards.
The management allows the leadership, and the leadership gives the management
direction and purpose.
Within the gap that I have identified the
leadership has come through the initial identification of the gap and the
principles behind the strategies. Within this there is a need to ensure
that the team are on baord and motivated to follow and collaborate, which is
about being inspiring. And yet it has to be practical and relevant which
is the management of the leadership's vision. Ironically, the leadership
within my gao has 2 levels ‑ the overall vision of 79% A*‑C E&M has
come from senour management, and my own leadership has shaped how this vision
can be moulded inorder for it to be managed by all.
My own strategies cover a wide spectrum.
Leading by example, trusting my colleagues with their assessment of the
progress of their students, but then supporting them within this trust that
they have made the right decision, or guiding them to make a decision they are
completely happy with. Managing the day to day organisation of our
strategies from group development, to creating and developing resources for the
delivery; coaching non‑ specialist staff in being able to teach the
reading and writing skills for the single award students; ensuring that there
is analysis of data and constant review of strategies; asking the team their
feelings and ideas so that we can all have ownership over what has been done ‑
this isn't about me!
I have allowed my Co to express his ideas
within our many brainstorming meetings, rather than dominating and making all
the decisions, but we have together collaborated to see more practical ideas
and approaches to the delivery of booster sessions ‑ we cannot support
the students if we give with one hand and then take with the other.
• Core unit: Leading in a diverse
system
11th Nov 2011 20:37
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading in a diverse system
Leading isn’t just about taking a group of
people from A to B. The whole leadership landscape is riddled with
complexities. Leading in a diverse environment really encapsulates the
influences in any decision that a leader has to make. My own context
comes from a department level within a whole school context, in an Academy
Federation that is rated by a national agenda.
The A*‑C scores in English and maths are a key
focus for school improvement and it is this that the school is judged on – no
longer is it just the 5 A*‑Cs in the GCSEs. As a national
concern, it isn’t just about the GCSE scores but a grander concern.
With this in mind the leadership approach needs sensitivity. If anything
rather than changing the approach to my leadership, it means that the focus
will be even tighter – looking out for the wider context so that the inner
narrower context is the strongest and has the most impact.
Being aware of the contextual implications
makes this gap even more important, and the stakes higher – we will be judged
nationally and not just to satisfy ourselves.
• Core unit: Leading and managing
the organisation
11th Nov 2011 15:33
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
What I found very interesting was the best
balance of leadershipo and management. As per the work this morning,
there needs to be elements of lots of different factors from people, purpose
and principles. An imbalance will have an impact on the overall
effectiveness of the leadership; one cannot be so strong that it comes at the
sacrifice of the others. I also found intersting that management isn't
necessarily leadership, but without one the other can't function. I also
like the reflection that the most effective middle leaders are those that are
able to combine the personal and organisational elements ‑ principally the
'high trust with directive intervention'. In essence adaptive and
adoptove. Do I do this? I hope so.
One of the implications for the gap that I
have identified is that there needs to be the balance struck between the
leadership and management. Inherent is the problem of the failing
students as a result of the teaching and learning of the department. But
without being willing to cast blame, the initial focus has to be on solvijg the
problem of the attainment, but within this are challenging questions about
why.
A key change to my own leadership and
management in this project is that I cna;t do it on my own and I need to
instill high expectations and a belief that my team will engage in the
project. I know there will be resitance, but in supporting those staff
and encouraging them will be the hardest step.
Using data as well and being able to interpret
the data and tracking mechanisms will povide the team with the power to drive
the implementation. A tight‑loose approach, giving the staff ownership
and responsibility is the best balance for me.
I hope that my style won't change massively but
striving to 'develop staff to create a high performance culture' whereby they
embrace challenge so that we can rely on the trust element is always an
aspiration
• Next steps
8th Nov 2011 19:28
Icon‑users‑30x30 Shared with Sheila Hakes
Tags: MLDP, Stage 1: Preparing to start the
programmeWhat gap in achievement have you identified and why? Achievement of
students at GCSE ‑ particular focus group of students at risk of not getting a
realistic C What changes do you think you will need to lead in order to close
that gap? Curriculum changes; delivery of skills; tracking and awareness of
orderline students What leadership strategies have you identified to help you
close the gap?? Motivating others to follow the focus; encouraging staff to
have close tracking of progress How has your personal understanding of what it
means to be a successful and effective middle leader changed? We drive the
initiatives from the top so that those next down can achieve the whole school
agenda. How do you think your practice will or has changed as a result of this?
Rather than making this something I have to do it is my job to get the staff to
be motivated and engaged so that the coherency of the team is what makes us the
success.
• Using data
5th Nov 2011 16:20
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Stage 1: Preparing to start the
programmeThe data specific to my challenge has been the projected attainment
grades for year 11 students. There is a very concerning gap in performance of a
select group of students that are at real risk of not achieving a C in English
Language. I think that the key aspect for me that I gained from the think piece
was the use of the data as a tool rather than a pretty picture. I Am happy
interpreting data, but that Is once I have it and it is all retrospective. What
I do with that learning and understanding then informs policies for the next
year, but the relative comparison is not the same. The thik piece has made me
consider that the best way to really track using data is to generate a 'live'
set and then to use it in the present tense rather than the past. In essence,
with the targetted students that I have, and in order to really have a handle
on the nature of the gap is to have them produce realistic and time sensitive
data as a base line and starting point. From then on in, developing interim
data/ assessment points so that they'd and really be tracked and compared
accurately. It is quite clear that the gap is in the achievement of a C in
reading and writing skills. The projected English and maths A*‑C percentage
needs to be 78% and there are 50 students already named that will be our key to
getting this percentage. It may be clear by now what the leadership challenge
will be. I intend to work closely to lead the reduction of students that are
borderline C/D GCSE students, and to increase the A*‑C scores of students in
year 11. How am I going to do this? Blood sweat and tears? I need to motivate
the whole department into having a real focus and enrichment on literacy. I
need to encourgae the parents to support us, so that their children can be as
succcessful as possible. I want to devise monthly literacy events for these
students that will enrich and test their skills; have weekly sessions that
effectively train the students on how to write and how to read. I want to have
data that will demonstrate their development of skills and confidence. What
will happen if it doesn't work to the level that we need? Reevaluate the try
again!
Karen Dunn's blog
• Core unit: Developing your own
leadership potential
5th Feb 2012 12:03
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Developing your own
leadership potential
• For me growing as a leader
suggests a process; there will be hurdles along the way, but if I get to the
end point and learnt about the challenges then I have been active in the
growing. The present participle of the verb ‘to grow' means that there isn't an
end and I haven't ‘grown up' ‑ if I have, what is next?
The well‑being of the leader is also a concept that I found very interesting
and quite pleasing to see acknowledged and given the importance of a think
piece. I have to keep reminding myself that with my challenge it isn't about me
doing it all, but leading the team so that we can all do it. If I take the full
mantel and falter underneath it, then this isn't good leadership, good team
management or sensible. Within the context if my challenge this has come to the
foreground quite recently. I have organised and set up booster sessions to help
narrow the gap in achievement in the GCSE results for English. The second
week's session saw over and above 35 students crammed into my small classroom.
As I battled to gain some form of order so I could speak to them, I began to realise
quite quickly that this was just silly. One of the students asked why we hadn't
done anything much, and I replied that I knew when I was beaten ‑ beaten by
sheer numbers, but also by my own expectation that I could orchestrate a
profound learning environment where they all came, learnt and then went away
smoothly within an ethereal ambience!
So, rather than nailing myself to the cross, I asked for help from my team. At
the time of writing, I have no offers, which frustrate and disappoints me. So,
how do I need to change my own well‑being to allow me to lead? I think rather
than ask for help, take the help ‑ I think that perhaps I am too accommodating
and not as forthright as the situation requires‑ they clearly want me to lead
them, not dance about hoping someone will join in. One example of this, which
has really struck me is a colleague sent me a long email about how the
afterschool sessions were taken up with lessons as well as an after school
club. They could rearrange the club, but weren't sure whether the curriculum
lesson should be sacrificed, and what did I think. I was frustrated that the
teacher couldn't simply make a decision, but this is because they were seeking
direction, direction from me and what I wanted of them in clear tones ‑ I see
this now.
My next move? Ask specific people for their time based on their timetables. I
cannot be resilient or sustained if I don't take the challenging route and make
a direct request.
• Stimulus
8th Jan 2012 20:59
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading change and
continuous improvement
I found the reading for this think piece very
interesting and incredibly pertinent. We are constantly coping with
changing landscapes as a result of the changes of government and what is
considered fashionable in educational circles; change is axiomatic – it’s
taken for granted. As the reading noted ‘change if often the product if
multiple competing perceptions’; are there other industries that have to
juggle in this way? In relation to my challenge, I am facing differing
agendas, and ones that don’t sit well together. There is the rhetoric
of the students’ needs against the needs of SUS to meet the A*‑C
expectations, against the moral implications of forcing students who are or are
not capable or won’t engage to achieve the FFT projections against the agenda
of all students having equal opportunities.
For me, the challenge is tied up in the results
in the summer and I have to wait until then to establish whether the
intervention has worked. But, for my leadership it is the process
of he change that is important if not more so than the actual outcome of the
changes.
I found the differences between improvement,
innovation and transformation to be critical to the longevity of the
change. The ‘impact‑leverage ratio: how much difference do you actually
make for what you input?’ is also very interesting. I think that rather
than simply innovating with year 11 and the intervention programme, we need a
bigger view and a wider picture to take the step to transform our curriculum
delivery. Improvement and innovation feel too temporary and in the case
of the A*‑C, a little like a knee‑jerk reaction.
No change is worthwhile unless the team is
behind it. But improvement and even innovation are easy and palatable,
but transformation is fearful as it requires a change of approach and direction
which shakes people’s secure foundations. The skill of the leader is to
be part of the innovation and to lead the innovation – to be integral to it
so that improvement and innovation can be focussed on the teaching and
learning.
• Core unit: Leading people and
effective teams
2nd Jan 2012 11:40
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading people and
effective teams
It is quite clear that without a supportive
team, and one that invests in the vision, a leader cannot lead. After
all, the adage that there isn’t an ‘I’ in team does ring true.
I have been thinking a lot about the nature of
teams and their leaders, and I recall the Tour de France with Mark Cavendish
and Lance Armstrong. Both riders are the leader of their team, but
Cavendish manages his role differently from Armstrong. The nature of this
type of riding dynamic is that one rider is identified as the strongest and the
one who has the best capability of crossing the line during sprints and team
pursuits. Essentially the team work together so that the lead rider can
then be placed in a position to take the first place. Armstrong believed
that he was the most important person in his team and that they were there to
ensure that he crossed the line first; whereas Cavendish acknowledges that
without his team then he could not achieve the accolades that he has done –
same function, but different expression of the role. And when Cavendish
was awarded Sports Personality of the Year fir 2011, he again acknowledged the
hard work and dedication of his team. Armstrong is not a team player and
not a leader to inspire and motivate his team – they have a job to do, and
their enjoyment and sense of achievement have been taken away by his tyrannical
approach. Whereas Cavendish may take the lime light but he shares the
wins with his team.
Within this, there is the important message
that just because I may be a team leader and the accountability falls on my
shoulders, sharing the roles and opportunities are as, if not more
important than doing everything by myself. With the nature of my
challenge it involves the entire team to work together for the greater good of
the students; I’m not going to get the accolade, it will be a group effort
and for me and my team that is vital to our working together and functioning at
the best level. By inheriting a team, with its intricacies and various
competencies and skills, the complete nature is characteristically unfit for
purpose – this isn’t a bad thing, if anything this is the driving force to
develop and engage a team; it makes it more interesting and worthwhile.
But as I lead us through the intervention, it is also my job to lead and guide
the individual teachers within their own professional development – giving
opportunities, and simply asking for help.
• Core unit: Leading teaching and
learning
1st Dec 2011 15:20
Icon‑groups‑30x30 Shared with MLDP: Participant Community
Tags: MLDP, Module: Leading teaching and
learning
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really struggled
with the teaching and learning of a particularly challenging group. From
this I decided, after making for ideas and resources to share that there need
to be a change. As a leader I am able to make that decision, but it has
also allowed my staff to see that they can also make the decisions, without any
form of judgment of sense of failure. It isn't about them, but about what
we can do together as a department to give the best to all students concerned
with any decision
Using the data that we now have available to us
has allowed us to have a greater and more confident, stronger leadership of the
change, which in turn has propelled us towards the actual strategies we are
ready to implement.
• Core unit: Leading and managing
the organisation
1st Dec 2011 15:17
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Tags: MLDP, Module: Leading and managing the
organisation
I found that leading and managing was at the
heart of everything especially within teaching and learning ‑ it's not rocket
science, but takes a part of one of the key ideas of leadership and leading by
example within the classroom. Within the teaching and learning the
application and development if staff to be able to adjust their teaching
according to the contexts of their different groups ‑ staff need to feel that
they are supported and relied upon to make those decisions.
I also found that part of my challenge has been
motivated by the ‘find and fix' approach and hence the creation of the gap in
achievement; but the best quality of leadership is to manage the reasons,
create schemes of work and teaching strategies to cope with these problems, and
then to write policies for the ‘predict and prevent' aspect.
Within my own context I have really
struggled with the teaching and learning of a particularly challenging
group. From this I decided, after making for ideas and resources to share
that there need to be a change. As a leader I am able to make that
decision, but it has also allowed my staff to see that they can also make the
decisions, without any form of judgment of sense of failure. It isn't
about them, but about what we can do together as a department to give the best
to all students concerned with any decision
Using the data that we now have available
to us has allowed us to have a greater and more confident, stronger leadership
of the change, which in turn has propelled us towards the actual strategies we
are ready to implement.
• Core unit: Leading and managing
the organisation
30th Nov 2011 20:32
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
There are clear differences between leadership
and management, but one cannot function effectively without the other.
Management is feet on the ground, where leadership is moving forwards.
The management allows the leadership, and the leadership gives the management
direction and purpose.
Within the gap that I have identified the
leadership has come through the initial identification of the gap and the
principles behind the strategies. Within this there is a need to ensure
that the team are on baord and motivated to follow and collaborate, which is
about being inspiring. And yet it has to be practical and relevant which
is the management of the leadership's vision. Ironically, the leadership
within my gao has 2 levels ‑ the overall vision of 79% A*‑C E&M has
come from senour management, and my own leadership has shaped how this vision
can be moulded inorder for it to be managed by all.
My own strategies cover a wide spectrum.
Leading by example, trusting my colleagues with their assessment of the
progress of their students, but then supporting them within this trust that
they have made the right decision, or guiding them to make a decision they are
completely happy with. Managing the day to day organisation of our
strategies from group development, to creating and developing resources for the
delivery; coaching non‑ specialist staff in being able to teach the
reading and writing skills for the single award students; ensuring that there
is analysis of data and constant review of strategies; asking the team their
feelings and ideas so that we can all have ownership over what has been done ‑
this isn't about me!
I have allowed my Co to express his ideas
within our many brainstorming meetings, rather than dominating and making all
the decisions, but we have together collaborated to see more practical ideas
and approaches to the delivery of booster sessions ‑ we cannot support
the students if we give with one hand and then take with the other.
• Core unit: Leading in a diverse
system
11th Nov 2011 20:37
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Tags: MLDP, Module: Leading in a diverse system
Leading isn’t just about taking a group of
people from A to B. The whole leadership landscape is riddled with
complexities. Leading in a diverse environment really encapsulates the
influences in any decision that a leader has to make. My own context
comes from a department level within a whole school context, in an Academy
Federation that is rated by a national agenda.
The A*‑C scores in English and maths are a key
focus for school improvement and it is this that the school is judged on – no
longer is it just the 5 A*‑Cs in the GCSEs. As a national
concern, it isn’t just about the GCSE scores but a grander concern.
With this in mind the leadership approach needs sensitivity. If anything
rather than changing the approach to my leadership, it means that the focus
will be even tighter – looking out for the wider context so that the inner
narrower context is the strongest and has the most impact.
Being aware of the contextual implications
makes this gap even more important, and the stakes higher – we will be judged
nationally and not just to satisfy ourselves.
• Core unit: Leading and managing
the organisation
11th Nov 2011 15:33
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Module: Leading and managing the
organisation
What I found very interesting was the best
balance of leadershipo and management. As per the work this morning,
there needs to be elements of lots of different factors from people, purpose
and principles. An imbalance will have an impact on the overall
effectiveness of the leadership; one cannot be so strong that it comes at the
sacrifice of the others. I also found intersting that management isn't
necessarily leadership, but without one the other can't function. I also
like the reflection that the most effective middle leaders are those that are
able to combine the personal and organisational elements ‑ principally the
'high trust with directive intervention'. In essence adaptive and
adoptove. Do I do this? I hope so.
One of the implications for the gap that I
have identified is that there needs to be the balance struck between the
leadership and management. Inherent is the problem of the failing
students as a result of the teaching and learning of the department. But
without being willing to cast blame, the initial focus has to be on solvijg the
problem of the attainment, but within this are challenging questions about
why.
A key change to my own leadership and
management in this project is that I cna;t do it on my own and I need to
instill high expectations and a belief that my team will engage in the project.
I know there will be resitance, but in supporting those staff and encouraging
them will be the hardest step.
Using data as well and being able to interpret
the data and tracking mechanisms will povide the team with the power to drive
the implementation. A tight‑loose approach, giving the staff ownership
and responsibility is the best balance for me.
I hope that my style won't change massively but
striving to 'develop staff to create a high performance culture' whereby they
embrace challenge so that we can rely on the trust element is always an
aspiration
• Next steps
8th Nov 2011 19:28
Icon‑users‑30x30 Shared with Sheila Hakes
Tags: MLDP, Stage 1: Preparing to start the
programmeWhat gap in achievement have you identified and why? Achievement of
students at GCSE ‑ particular focus group of students at risk of not getting a
realistic C What changes do you think you will need to lead in order to close
that gap? Curriculum changes; delivery of skills; tracking and awareness of
orderline students What leadership strategies have you identified to help you
close the gap?? Motivating others to follow the focus; encouraging staff to
have close tracking of progress How has your personal understanding of what it
means to be a successful and effective middle leader changed? We drive the
initiatives from the top so that those next down can achieve the whole school
agenda. How do you think your practice will or has changed as a result of this?
Rather than making this something I have to do it is my job to get the staff to
be motivated and engaged so that the coherency of the team is what makes us the
success.
• Using data
5th Nov 2011 16:20
Icon‑groups‑30x30 Shared with MLDP C2 G015592 North Bedfordshire
Tags: MLDP, Stage 1: Preparing to start the
programme
The data specific to my challenge has been the projected attainment
grades for year 11 students. There is a very concerning gap in performance of a
select group of students that are at real risk of not achieving a C in English
Language. I think that the key aspect for me that I gained from the think piece
was the use of the data as a tool rather than a pretty picture. I Am happy
interpreting data, but that Is once I have it and it is all retrospective. What
I do with that learning and understanding then informs policies for the next
year, but the relative comparison is not the same. The thik piece has made me
consider that the best way to really track using data is to generate a 'live'
set and then to use it in the present tense rather than the past. In essence, with
the targetted students that I have, and in order to really have a handle on the
nature of the gap is to have them produce realistic and time sensitive data as
a base line and starting point. From then on in, developing interim data/
assessment points so that they'd and really be tracked and compared accurately.
It is quite clear that the gap is in the achievement of a C in reading and
writing skills. The projected English and maths A*‑C percentage needs to be 78%
and there are 50 students already named that will be our key to getting this
percentage. It may be clear by now what the leadership challenge will be. I
intend to work closely to lead the reduction of students that are borderline
C/D GCSE students, and to increase the A*‑C scores of students in year 11. How
am I going to do this? Blood sweat and tears? I need to motivate the whole
department into having a real focus and enrichment on literacy. I need to
encourgae the parents to support us, so that their children can be as
succcessful as possible. I want to devise monthly literacy events for these
students that will enrich and test their skills; have weekly sessions that
effectively train the students on how to write and how to read. I want to have
data that will demonstrate their development of skills and confidence. What
will happen if it doesn't work to the level that we need? Reevaluate the try
again!