Enquiring into Entrepreneurial School Leadership Sue Robson.

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Enquiring into Entrepreneurial School Leadership Sue Robson

Transcript of Enquiring into Entrepreneurial School Leadership Sue Robson.

Page 1: Enquiring into Entrepreneurial School Leadership Sue Robson.

Enquiring into Entrepreneurial School Leadership

Sue Robson

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Overview of the yearOctober 5th Day 1

First inquiry cycleScoping study

March 18th Day 6 Second inquiry

cycledevelopmental

study

November 4th Day 2 April Second inquiry cycle

December First inquiry cycle May 25th Day 7

January 27th Day 3 June Reports for second inquiry cycle completed

February Reports /posters for first inquiry

cycle completed

July 4th (tbc) Day 8

project wide conference

March 3&4th Days 4&5Residential

first inquiry cycle presented

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Session 1Overview of the year & Day 1Introduction to action researchInside/Outside circles The literature review and database The online community Entrepreneurial School Leadership: in search of

a definitionWhat do we mean by Leadership Enquiry? The structure of the enquiry in EC4SLT

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Session 2 Learning technologies Peer Review Mix of Evidence: methodologies Learning-Teaching-Researching Learning-Leaders-Leadership

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The Online Community programme support information links to useful resources e.g. articles and case

studies online discussions links to further information e.g. websites email communication to colleagues/project

team

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Undertaking Entrepreneurial School Leadership Enquiry means that we

Ask significant and substantive questions

Problematise leadership

Take ownership of our own professional learning to impact on colleagues, students and other stakeholders

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An enquiring philosophy

When we investigate our own leadership practice, to make sense of what happens, what works and why, we start to create new and useful professional knowledge.

An enquiring approach leads us into dialogue with colleagues and encourages us to innovate and evaluate.

We are able to make more informed sense of theory, policy and research in a way that can impact on our practice.

Leadership enquiry can lead to meaningful change and proactive cultures.

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Enquiry Processes

Reflection on our own practical wisdom and experience

Collection and analysis of leadership practice-based evidence

Critical reflection on our own and others’ research

We often feel a tension between the need todemonstrate both academic and practical

knowledgeThis can be mediated through collaborative

practice,communities of practice and making our

work public.

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Creating an enquiry cycle

Creating a need to know

Asking questions

Using evidence

& experienc

e

Making sense

of evidence

& experienc

e

Reflecting on

learning

To what extent have we

initiated an enquiry?

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Enquiry cycles

PLAN

DO

REVIEW

PLAN

DO

REVIEWExploratory/ Inductive

Cycle

Negotiated/ Deductive

Cycle

Share findings

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Triangulation

Collecting data on the same issue from a different perspective Hard to identify data

that will ‘prove’ something works

More than one source helps to strengthen the ‘case’

Think about how qualitative and quantitative data complement

RESEARCH QUESTIONHow will we

improve pupil achievement in Maths in Year 8?

METHOD 3

Record of homework

return rates and

grades achieved

METHOD 1

Analysis of teacher lesson plans

against learning

objectives

METHOD 2

Pupil and teacher

interviews targeting

perceptions of

learning

Data which can support learning and

teaching

Traditional data

additional for the purpose of enquiry

Data collected as

part of normal school routine

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A way of engaging colleagues, students, parents

Example: Visual Methods

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OutputsCYCLE 1PosterTo share at staff meetings,

parents meetings, conferences etc.:

Summary: inc. Project aims, key characteristics of context and 3 main findings and the main question emerging (for next cycle)

Main text: rationale, story of the intervention/exploration, tools (research and pedagogic), findings, conclusions

Contact details

CYCLE 2Papers Links between 2 cycles: how

question/innovation has developed and links with other priorities; aims and objectives

Links the literature to the immediate context (1st cycle) and broader field

Main text: rationale, intervention/exploration, tools (research and pedagogic), findings, conclusions

Section on own learning: what motivated you, what have learnt through the process.

Discussion of findings: critical reflection on process (pedagogy and methodology); key lessons learnt

Implications for context, network and wider HE teaching and Learning

Contact details Aimed at school

newsletter/website/professional journal/academic journal

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Questions

Some questions to start the dialogue with colleagues:

• In what situations do you feel most confident in leadership? Why do you think this is?

• How would you describe the ideal conditions for leadership?

• When it works well, what do you think makes your leadership successful, and how do you plan for this?

• Can you give an example from your leadership experience during which you were entrepreneurial? How did you recognise this?

• What would you hope colleagues/students/parents say about your leadership?

• What do you find most difficult to achieve in relation to successful leadership?

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Identifying the issue you would like to address through the project…

I would like to improve... I want to change … because I am perplexed by... Some people are unhappy about... I'm really curious about... I want to learn more about... An idea I would like to try out in my school is... I think … would really make a difference to … Something I would like to do is to change... I'm particularly interested in ...