©Mike Fleetham

©Mike Fleetham

Day 1 Understanding Leadership

Understand several practical models of leadership for teaching & learningReflect on personal leadership - within school & between schoolsExperience, evaluate and use leadership tools and concepts

Gap Task 1 Complete On-Line Leadership Profile

Day 2 - Leading Others

Understand the principles/practices of the Creating Extraordinary Teachers modelBegin to apply CET practices to professional leadership development Analyse CET leadership profilesExplore Gardner’s “Changing Minds” concept and apply to leadership

Gap Task 2 Create leadership portfolio

Day 3 - Leading Others Through Change

Understand a values-based model of changeApply knowledge to current local and national issues, initiatives and changesEvaluate, consolidate and prepare to apply leadership skills in own context

Course Overview

©Mike Fleetham

Building a Leadership & Learning Community

Stand in a circleSend the thumball once around the circle so that everyone throws and catches it onceRepeat the sequence but this time responding to the prompt under your thumb and as directed by your facilitatorPass if you want to Repeat as time allows

©Mike Fleetham

The Four Crisis Chairs

©Mike Fleetham

Task Roles

Allocate roles around the group

Play to individual’s strengths

Consider what you will do to fulfill your role then share this with your group

©Mike Fleetham

Building a Leadership & Learning Community

Get into pairsOne person from the larger group throws three cubesEach pair has 1 minute to prepare a response as instructed by the prompts on the 3 upward facesPairs get together in 4s to present to each other

©Mike Fleetham

Group Task 3 – Aspects of leadershipRead your Aspects of leadership article and summarise it into no more than 5 bullet points AND a simple diagram (10 minutes)

The Art of Leadership

•______________

•_______

•___________________

•____________________________________

•_________

©Mike Fleetham

Group Task 3 – Aspects of leadershipArrange all summaries corner to corner on top of a flip chart page. Mark out the shape that’s created in the centre.

©Mike Fleetham

Group Task 4 – Build a leaderExpress your recent learning about leadership in the following open-ended form:

Is a humanoid figureIs mainly constructed from cardboardHas at least 1 moving partCan stand alone OR be easily hung on a wallClearly shows the characteristics of an effective leader – as desribed in the Aspects of leadership articlesIs interesting and engaging to a viewerIs complete within 40 minutes

©Mike Fleetham

Building a Leadership & Learning Community

Working in small groupsEach group member thinks up one personal quality of which they are proudIn turn share your name and your quality with the rest of your groupSqueeze all of this into a 10 second talking tinEveryone’s voice must be heard

©Mike Fleetham

Individual Task – I am a leaderAnswer the following,

When I lead well….

You will see me…You will hear me…You will feel…

©Mike Fleetham

Our Leadership

Thinking Summaries

Aspects of Leadership

Rationale The leadership team were asked individually, and as 2 small groups, to respond to these prompts: When I lead I… and To enrich my leadership I want to…. The first was chosen to capture current views of leadership activities, styles and beliefs. The second was chosen to set the agenda for future growth around leadership at Foxborough. All leadership development is set in the context of the school’s strategic vision of high quality communication for all. In summary, the responses revealed the following leadership activities: When I lead I… Run meetings, listen well, solve problems, reach solutions, am available, am open to ideas, am firm and stick to policy, put children’s needs first, am aware of others’ responses, involve others in decisions, research, communicate, prioritise, model, make decisions, explain what needs to be done, enable others, share reasons, motivate a team, organise efficiently, avoid duplication, am responsible for aspects of the organisation, take my work home; lead by example, facilitate others to try new things, avoid conflict, am myself – staying true to principles and beliefs, enthuse, share vision, try to empower, don’t care who gets the credit, praise and thanks, try to support, try to find the right people for the job, don’t let go, don’t delegate, don’t follow through always, don’t dot is and cross ts, try to inspire others, am diplomatic (but am concerned this hides resolving real issues), challenge others, try to be approachable/friendly/professional, try to talk to everyone, inconsistent (too nice/too assertive), am not systematic enough The responses also set the following leadership goals: To enrich my leadership I want to… Communicate with colleagues through systems, Make decisions quicker, Lead by example, Follow things through, Keep a balanced view, Ensure everyone understands outcomes and follows timescales, Have time to support others and develop their (leadership) abilities, Feel more confident in own leadership abilities, Develop an eye for small detail, Make myself totally dispensable, Help people feel happy about risk taking and reasoned failure, Be able to support ideas with relevant data/research, Deepen my subject knowledge and so demonstrate ‘wow’ activities, Be part of my larger subject community, Learn how to devolve/share power, Find ways to self-organise over a whole year, Develop strategic thinking, Improve how I deal with conflict, Follow through, Develop confidence in ability to lead, Learn how to prioritise effectively, Manage time effectively, Delegate when necessary, Improve motivation where there is non, Empower others, Have more time for reflection, Be more decisive and secure in decisions, Be able to manage others effectively, Be clear about my expectations of people, Do less at home Summary & Next Steps There is a rich diversity of existing leadership ability within the SMT. It comes down to three things:

Organising (self, others, systems, school) Managing Relationships (for communication and to develop others) Thinking & Acting (creating a vision, solving problems, making decisions)

Many existing skills also crop up as goals. This suggests that part of the answer is under our noses if we have the opportunity to learn from each other. E.g. those who do fine detail can show others how.

Custom: Foxborough

Read the Foxborough leadership summary. On your copy, highlight the ideas that appear on your cardboard leader.

©Mike Fleetham

Group Task 5 – Foxborough

ASPECTS OF

LEADERSHIP

Thinking Summaries

Aspects of Leadership

Rationale The leadership team were asked individually, and as 2 small groups, to respond to these prompts: When I lead I… and To enrich my leadership I want to…. The first was chosen to capture current views of leadership activities, styles and beliefs. The second was chosen to set the agenda for future growth around leadership at Foxborough. All leadership development is set in the context of the school’s strategic vision of high quality communication for all. In summary, the responses revealed the following leadership activities: When I lead I… Run meetings, listen well, solve problems, reach solutions, am available, am open to ideas, am firm and stick to policy, put children’s needs first, am aware of others’ responses, involve others in decisions, research, communicate, prioritise, model, make decisions, explain what needs to be done, enable others, share reasons, motivate a team, organise efficiently, avoid duplication, am responsible for aspects of the organisation, take my work home; lead by example, facilitate others to try new things, avoid conflict, am myself – staying true to principles and beliefs, enthuse, share vision, try to empower, don’t care who gets the credit, praise and thanks, try to support, try to find the right people for the job, don’t let go, don’t delegate, don’t follow through always, don’t dot is and cross ts, try to inspire others, am diplomatic (but am concerned this hides resolving real issues), challenge others, try to be approachable/friendly/professional, try to talk to everyone, inconsistent (too nice/too assertive), am not systematic enough The responses also set the following leadership goals: To enrich my leadership I want to… Communicate with colleagues through systems, Make decisions quicker, Lead by example, Follow things through, Keep a balanced view, Ensure everyone understands outcomes and follows timescales, Have time to support others and develop their (leadership) abilities, Feel more confident in own leadership abilities, Develop an eye for small detail, Make myself totally dispensable, Help people feel happy about risk taking and reasoned failure, Be able to support ideas with relevant data/research, Deepen my subject knowledge and so demonstrate ‘wow’ activities, Be part of my larger subject community, Learn how to devolve/share power, Find ways to self-organise over a whole year, Develop strategic thinking, Improve how I deal with conflict, Follow through, Develop confidence in ability to lead, Learn how to prioritise effectively, Manage time effectively, Delegate when necessary, Improve motivation where there is non, Empower others, Have more time for reflection, Be more decisive and secure in decisions, Be able to manage others effectively, Be clear about my expectations of people, Do less at home Summary & Next Steps There is a rich diversity of existing leadership ability within the SMT. It comes down to three things:

Organising (self, others, systems, school) Managing Relationships (for communication and to develop others) Thinking & Acting (creating a vision, solving problems, making decisions)

Many existing skills also crop up as goals. This suggests that part of the answer is under our noses if we have the opportunity to learn from each other. E.g. those who do fine detail can show others how.

Custom: Foxborough

What do leaders do?

When we are leading well…

You will see us…

You will hear us…

You will feel…

©Mike Fleetham

Gap Task 1 for 19th January

Complete your online MIDAS profile and read 1/8th of the course bookBy 19th January

www.miresearch.org>MIDAS>online MIDAS>MIDAS online>LOGIN

Login: 336-344Password: password

Org. Code: JF939

©Mike Fleetham

Thank-you!

Thank-you very much for your work, learning and engagement today. You are a unique and valuable individual, making a positive difference in the lives of young children. And what’s more you are willing to learn and grow to get better at what you do. Take it easy and I look forward to learning with you in January.