2012 07 leadership at every level tasmania workshop dan buckley

Dan Buckley Tasmania July [email protected]

Leadership at Every Level

mailto:[email protected]

R E O R D E R

25:50:25 Action: Edutainment: Anger

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R E O R D E R

Reminder

Tools

1. Ladders- changing sustainably and incrementally

2. REORDER - how to align all your effort

3. Sigmoid – how bad can it get!

Trends

4. Role of Student – owners / partners in their own learning

5. Role of Teacher – Greater professionalism

6. Role of Leader - aligned to shared vision, inclusive, ethical

R E O R D E R

Please note:

The following eight slides are taken from the workshops I produced for the Microsoft Innovative Schools Programme.

Full versions of all these workshops can be found at the following location www.is-toolkit.com/workshops.html

http://www.is-toolkit.com/workshops.html

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Problems passed up hierarchy with detail lost at each stage

Interpretation, solutions and

prioritisation by senior team

Change #1 put into action

Change #2 put into action

The traditional way processes improve

• Problems are raised without solutions. Even though the person raising the problem may be best placed to solve it.

• Problems are fed through a hierarchy which tends to mean that the lower down you are (typically learners are at the bottom) the less likely your concern will make it to the top.

• Levels in the hierarchy are not empowered to solve problems so must pass them on. This results in poor ownership and a resistance to hearing problems or inviting suggestions.

• Problems are modified on the way up through different agendas, interpretation and communication.

• Poorly understood problems are solved by the people furthest from them.

Problem #1

Problem #2

Problem #3

Problem #4

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The self-review framework concept• Solutions still tend to be proposed, funded and controlled by the senior

team but the need to find answers to questions demands two way dialogue that informs both sides and tends to flatten the hierarchy.

• Early frameworks were concerned with things like computer to student ratios that did not concern opinion. Modern self-review frameworks still focus on process but have begun to strategically ask questions that require responses from learners and other stakeholders.

Review framework: A standard set of questions, benchmarks and solutions

Senior team need to ask for responses and can propose solutions using a common

language

Change #1 put

into action

Problem #1 and #4 turn out to be the same

Problem #2

Problem #3

Problems the school was unaware of because nobody

had asked the question

Change #2 put

into action

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The distributed leadership model• Like a self-repairing system, those with the greatest knowledge of

problems are empowered to investigate, recommend and find solutions.

• The clarity of the framework is critical if all of these efforts are to be coordinated and efficient, without repetition of effort.

Review framework: standard set of questions, benchmarks and solutions

Senior team can maintain the strategic overview and act as specialist advisors

Individuals reporting the problem are

empowered to follow through

solutions

Numerous teams focussed on solving

problems and progressing up the framework. Shared

monitoring benchmarks

Those closest to the problem are

motivated most to solve it

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Example: Radical distribution of leadership – ‘Kings Wings’

• Kings Park School asked learners for their priorities to improve the school – replacing the temporary classroom was top of the list.

• A committee of children formed, did some research and organised questionnaires – one child suggested that the new classroom should be an aeroplane.

• The committee of children investigated this and found that, remarkably, decommissioned aeroplane fuselages were cheaper than temporary classrooms and more weather resistant – they made a written recommendation report to the senior team.

• Year Four now have their lessons in an aeroplane!

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5 Islands School (2004 – present)

All learners have access to genuine leadership opportunities to share ownership of the school including co-management of the ICT use and budget and training of peers.

1. Leadership Skills2. Collaboration Skills3. Effective

Participation

Relationships: The learners decide when to use ICT, what training is required and how it should be resourced. Permission granted through licence. Qualification structure and complaints structure to strengthen trust.

Environment: Whole school – no funds for modification of 60s buildings. Secure powered storage areas away from classrooms to avoid disruption.

Opportunities: Student Leadership teams in each age group given scheduled time for meetings and to run all of the school’s laptop training. One day per week is open timetable in which students offer courses to others.

Resources: 1:1 access, easy storage solution, creative media, student operated monitoring software, local MSN.

Distributed Leadership: Leadership distributed through student teams in each age group. Deputy Head as advocate in negotiations.

Evaluation: Heavily evaluated as part of the OFSTED process. Progressed from ‘special measures’ rating to ‘outstanding in all areas’ in 18 months.

Recognition: Licence is awarded by learners; being a laptop trainer has status. All 21st century skills are tracked using PbyP.

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Silverton Primary School (Australia)

An ethos which encourages independent, child-centred learning; enhancing the nature of teaching, learning and the relationship between teacher and pupil.

1. Responsibility2. Decision Making3. Independence

Relationships: Learners’ decisions and ideas are respected. Teachers work collaboratively together and with learners. No hierarchy is imposed.

Environment: A rich variety of spaces within which learners can select the environments and resources that match their needs including environmental spaces and student led presentation and performance spaces.

Opportunities: Learners devise their own learning goals and negotiate projects. Structured intervention is used to enhance the skills needed for such working.

Resources: Flexible use of resources includes access to a student led radio station, TV studio and numerous ICT devices.

Distributed Leadership: Leadership is developed at every level and learners are actively engaged in running a range of services for other learners.

Evaluation: Extremely open and reflective environment encourages comment from the learners. Teachers work in teams continuously to provide live and continuous support and feedback.

Recognition: Praise is used extensively and positive language is requested. A system for tracking and recognising skills development is being introduced.

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Eggbuckland (2000 - present)

Learners receive teacher training and deliver the curriculum to each other in teams of four for each lesson.

1. Promote collaboration2. Promote reflection3. Promote creativity

Relationships: Learners are trusted with the school’s core business and take on the role of teacher in collaborative teams.

Environment: Power and wireless at desks. Dedicated learning village with four multi-function rooms, specialist areas and moveable furniture.

Opportunities: Teacher training was provided but all of the remaining curriculum opportunities depend on what the learners wish to make available. Multiple opportunities to practice 21st century competencies.

Resources: 1:1 laptop provision, reconfigurable furniture, specialist teachers and open internet.

Distributed Leadership: Leadership qualification structure for learners to take control of monitoring internet etc. when they were ready.

Evaluation: Lesson rubrics were used to provide feedback. Assessment buddies system was set up to determine impact assessment. Parents and students involved in project reviews every half term.

Recognition: All competencies tracked through PbyP peer assessment and evidence base. Direct feedback through lesson teams.

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Varzea de Abrunhais (Portugal)

School as central to the community with learners as engaged, creative innovators helping to improve the skills of the whole community.

1. IT skills of parents2. Responsibility3. Communication

skills4. Problem solving

Relationships: Using knowledge of IT to empower children as teachers to their family and the community. Involvement of the whole community with learners as advocates.

Environment: Context of home as the school, supplemented by school access.

Opportunities: Focus on creativity, community and competencies. Engaging learners by involving them as learning advocates and innovators. Importance of play, study and exploration with IT as a creative tool.

Resources: Computer ‘Magalhães’. 1:1 devices for all learners.

Distributed Leadership: Learners as active leaders of learning of the project.

Evaluation: Unknown.

Recognition: Focus on success and positive achievement. Permanent feedback to the pupils in their daily routine in the classroom; using the computer and the internet.

R E O R D E R

Example – Evaluation based development

Curriculum of Leadership

OpportunitiesMeasure what you treasure

R E O R D E R

REORDER Relating to leadership at every level14

Relationships: Ethos is respectful, trusting, non hierarchical

Environments: Passive supervision, student led services

Opportunities: Curriculum of leadership opportunities

Resources: BYOD, Student led budgets, Involvement

Distributed Leadership: Distinct from distributing authority, activity or management

Evaluation:, More leaders this year than last? what works?

Recognition: Is leadership ability recognised and praised?

R E O R D E R15

One size fits all: Concept of equal access misunderstood. Personalisation is not the agenda

Unevaluated ‘Choice’ provided: Choice given but with no strategy, monitoring, evaluation or real status

Personalise ‘FOR’ groups : Teacher applies different outcomes for different groups

Individualised learning: Student Centred Learning

Focus on Development of Individual Programs:

learner given individual ‘Tailored’ outcomes from same starting point.

Impact evaluated by teacher

Focus on Collaborative Skill Development :learners

collectively given choice of approaches, teacher role models

evaluating impact with peer review

Personalised ‘FOR’ the learner : All with routes

individually tailored for them.

Personalised ‘By’ the learner : All supported by peers

to make informed choices

Increa

sing P

erson

alisatio

n

T P

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Roger Hart’s Ladder of Young People’s Participation

Adapted from Hart, R. (1992) Children's Participation from Tokenism to Citizenship Florence: UNICEF Innocenti Research CentreCreated by The Freechild Project - http://freechild.org

Rung 8: Young people & adults share decision-making

Rung 7: Young people lead & initiate action

Rung 6: Adult-initiated, shared decisions with young people

Rung 5: Young people consulted and informed

Rung 4: Young people assigned and informed

Rung 3: Young people tokenized*

Rung 2: Young people are decoration*

Rung 1: Young people are manipulated*

*Note Hart explains the last three rungs are non-participation

R E O R D E R

Level 5 school – Openly teacher led student empowerment17

Relationships: Teachers are ALL positive about the trust they place in students. Teachers actively praise respectful relationships and ‘act out’ these as role models. Bullying in any form is challenged in terms of damage to the overall school community.

Environments: Teachers own spaces but trust open access. Social spaces and toilets are high enough in standard to equally be used by staff or students even though they are not in practice. Student work is displayed and respected widely. Staff value all spaces. There is variety of design and layout and people are aware this is intended to meet different needs.

Opportunities: Opportunities engage learners actively, teachers differentiate content to provide for a closer match to learner needs. There is a high level of active and relevant participation and variety led by teachers. All students regularly given opportunities to lead.

Resources: Trust levels are high so resources are used flexibly such as with BYOD, working outside the classroom, working with peers.

Distributed Leadership: Wide range of student leadership projects provided by teachers leading teams for activities, assigned responsible roles such as in open evenings, interviews

Evaluation: Student feedback is provided back to teachers although these are not transparent, teachers provide genuine requests for evaluation of the school and their practice in unforced ways. Parent and student feedback is openly welcomed, encouraged and praised.

Recognition: There is a common agreed set of awards for student leadership. Teachers drive this but involve students in the peer assessment. Teachers provide certificates ensuring they have been earned and this currency is used by the teachers and given status.

R E O R D E R

1. Define the competencies

2. Assess the competencies

3. Build teacher capacity (so they can strategically progress these competencies in their teaching)

18

Start Here

Think of a time when your teaching group worked in teams.

Do you have an example in mind?

No !!! I can’t think of an

example. What do I do now?

YES ! I have an example what do I do now?

Ask other people if they can think of any examples

Carry on to the next slide

© Dan Buckley, PbyP

No !!! YES !

This is a Level 0 example. You can record it on an example slide if you want to or start again with a different example.

Carry on to the next slide

Were all the pupils working in teams for at least 5 minutes?


Did everyone in the team have their own role (e.g. Leader, Coach,

Manager and Evaluator?)

No !!! YES !

This is a Level 1 example. Use the next slide to write about how the teacher helped it to happen

Teachers who want to do a level 1 lesson could use this example

Click here to go to the next question slide.


Was there at least an hour so teams could decide on roles, then work on the task then meet to discuss how it

went at the end?

No !!! YES !





Did pupils work as a team providing a service to others on most days for at least

two weeks AND did they do this every time without needing reminding?

No !!! YES !





Did each team have the opportunity to act as a completely self-organised mini-

company that provided a service to other students for at least 6 weeks?

(Note – it is fine if such opportunities were only available to those who had already achieved lower level teamwork tasks successfully)

No !!! YES !





Was this an opportunity for previously successful teams to bid for a budget and then manage it successfully to provide a

service to other students like an independent company might?

No !!! YES !





Is this an example in which a team is in charge of lots of smaller teams who are all providing services to others (level 5 or 6 type teams)?

AND is EVERY member of the team responsible for guiding other teams?

No !!! YES !





Is this an example of when a self managing team has led a major change in the institution? A major change

would involve them consulting staff, students and others, managing teams and getting everyone to

change the way they worked in some way.

No !!! YES !





Did all in the team achieve a level 9 in their peer assessment or peer review of their teamwork skills?

No !!! YES !



This is a level 9 example. Record this on the slide for level 9 examples


Recognition

• What awards or qualifications do you get for being brilliant at Teamwork?

• Are there any examples where Teamwork skills are praised and recognised?

• Are the qualifications for teamwork used so that only ‘qualified’ teams are able to do harder levels?

© Cambridge Education, Dan Buckley, PbyP

Clear Roles are Essential e.g.1. Taking Responsibility – Who has the role of

LEADER?2. Managing the Team – Who has the role of

MANAGER?3. Building the Team – Some have the role of

COACHES4. Evaluating the Team – Some have the role of

EVALUATORS© Cambridge Education, Dan Buckley, PbyP

R E O R D E R

Team roles

Leader ( takes responsibility and

volunteers )

Coach (builds the team

especially talents and skills)

Manager ( Manages the team

especially deadlines and roles )

Evaluator( Praises the team and eventually evaluates )

Teamwork, Key Levels 1 to 8

1. Are learners working in groups?

No = 0

2. Does everyone have a unique role?

No = 1

3. Do they self organise? 4 or more learners agree roles, agree tasks, come together at the end to review?

No = 2

4. Do teams work reliably ? E.g daily duty reliably for 2 weeks without needing to be reminded.

No = 3

5. Do teams Provide a service to others? Operates like a mini – self directed company e.g. running a club once a week for 6 weeks

No = 4

6. Do Teams manage a budget? Independently and use it to deliver a service or project?

7. Do teams run other teams? Each person in the teams guides teams providing services (5)

No = 5

No = 6

8. Are the team driving changes? – Leading the whole organisation through changes in how it works?

No = 7Yes = 8


Teamwork - Summary of types of taskLevel Basic idea Type of task

1 Basic Team 4 or so people work together and talk to each other

2 A Real Team A task that is done quicker because the team share it out.

3 Self Organising Team completes a task that maybe takes an hour. They decide who does what.

4 Reliable Team reliably does a job without being reminded (daily for 2 weeks ?)

5 Service Team Provide a service to others reliably as a mini company (6 weeks?)

6 With Budget Responsible for managing their own budget to provide a service to others

7 Teams running teams

Responsible for running other level 4,5 and 6 teams.

8 Driving Change Takes an organisation through a change in the way it works

9 CEO This team lead a major organisation


Teamwork - Summary of the skills involvedLevel Basic idea Leader

(Responsibility)Manager (Manage)

Coach(Build strength)

Evaluator(Evaluate)

1 Basic Team Positive Help others Encourage Praise

2 A Real Team Use Rules Team not individuals

Check all are happy

Praise everyone

3 Self Organising Decide roles Everyone with a job agreed

Support people Praise specific good actions

4 Reliable Dealt with absence

Keep everyone focussed

See both sides (Empathise)

Share own mistakes

5 Service Team Lead mini company (4)

Keep team to project plans

Actively listen and Mirror

Suggest improvements

6 With Budget Proactive and role model

SMART weekly targets (6)

Deal with micro politics

Report team achievements

7 Teams running teams

Common vision across teams

All contribute to their ability

Keep common team ethos

Critical friend

8 Driving Change Transformed practice

Remote workers

Deal with prejudice

Positive solutions

9 CEO Power sharing On time& cost Own ‘textbook’ QES


R E O R D E R

“Assessment by pupils, far from being a luxury is an essential part of formative assessment”

Paul Black and Dylan Wiliam

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www.REORDEReducation.com

www.Danbuckley.net

www.educationimpact.net

[email protected]

@danbuckly

REORDER

http://www.reordereducation.com/

http://www.danbuckley.net/

http://www.educationimpact.net/

mailto:[email protected]

2012 07 leadership at every level tasmania workshop dan buckley

Education

Transcript of 2012 07 leadership at every level tasmania workshop dan buckley