Aspiring Leaders for Teaching and Learning

Session 1: Launch Day2011-12 Cohort

Jacky King

October 19th 2011

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Welcome

• Welcome to the programme and the venue

• House keeping

• Fire and Evacuation procedures

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Getting to know you• Please choose a pebble that in some way represents why you

are here today...

• Choose carefully as it will be yours for the rest of the programme – unless you choose to trade it in.

• Please then be prepared to say:

• Who you are

• The school you are from

• Your role in school

• Why you chose the pebble you did

• Why you are here today

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Overview of the Programme

• Session 1 (full day): Launch Day for all aspiring leaders (AL) and coaches (C)

Trainer: Jacky King, Venue: Long Sutton Golf Club, Date: Wednesday 20.10.11 2011 9.30am – 4.30pm

• Session 2 (afternoon): Linking Data to High Performance (CASPA, Performance Guidance, And Target Setting)

Trainer: Vince Stroud, Venue: Brookside School Training Room, Wednesday 07.12.11 (1.30pm – 4.30pm)

• Session 3 (afternoon) Leading Change and developing the team and individual

Trainer: Vince Stroud, Venue: Brookside School Training Room, Wednesday 10.2.12    (1.30pm – 4.30pm)

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Overview of the Programme• Session 4 (afternoon): Managing and monitoring the performance of

the team and individual

Trainer: Vince Stroud, Venue: Brookside School Training Room, Wednesday 28.3.12   (1.30pm – 4.30pm)     

• Session 5 (afternoon): How to get AfL & Inclusion to make the difference to Personalised Learning

Trainer: Vince Stroud, Venue: Brookside School Training Room, Wednesday 23.05.12 (1.30pm – 4.30pm)       

• Session 6 (Whole day): Moving to mostly good and outstanding (please note that the content of this day will be driven by the earlier sessions and may not reflect the agenda below)

Trainer: Jacky King, Venue: Long Sutton Golf Club, Wednesday 06.07.12 (9.30am – 4.30pm)

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Outline of Today’s Session

• Introduction to the CPD project

• Reflective Practice: Reflective diary, CPD plan and Learning Journal

• Community of learners

• Introduction to core skills and qualities in coaching

• Leading and Managing learning and teaching

• Aspiring Leader and Coach meet in pairs and agree the focus for the first term based on key areas for development as identified with headteacher

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Learning ObjectivesBy the end of the session Aspiring Leaders and Coaches will have:

• Been introduced to the CPD project

• Been introduced to the use of the Reflective Practice: Reflective diary, CPD plan and Learning Journal

• Developed an understanding of Community of Learners

• Been introduced to core skills and qualities in coaching

• Had the opportunity to try out some coaching skills

• Been introduced to the ideas behind Leading and Managing learning and teaching

• Had the opportunity to meet in pairs and agree the focus for the first term based on key areas for development as identified with headteacher

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Contract for Professional Learning

• You have a copy of the Contract for Professional Learning.

• There are some highlighters available.

• On your own – please read through the list and highlight those you feel about to sign up to right now.

• Then have a conversation with your coach or the person next to you about the list.

• We'll then share any comments that people might want to make.

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Contract for Professional Learning• I am responsible for directing my own professional learning.

• I will diagnose my own professional learning needs and develop a personal agenda for learning.

• I expect to use data and reflect on observation or videos of my practice to inform my continuous development.

• My professional learning both builds on what I already know and seeks to fill gaps in my expertise.

• I will be proactive in seeking out colleagues with the knowledge and expertise to support my professional learning.

• I will seek knowledge and information pertaining to my own learning foci.

• I will ensure that my personal professional learning supports departmental and school goals.

• If I ask for help I will expect to be supported in my own learning rather than given solutions.

• I expect to stay informed about new local and national initiatives.

• I understand the benefits of coaching, mentoring and collaboration within school as well as externally provided CPD.

• I understand the importance of sharing successes and learning from mistakes.

• I am willing to support others both informally and via collaboration, and coaching or mentoring) relationships.

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The Reflective Journal

The Reflective Journal: Documents your Personal, Professional and Academic development as you reflect upon the learning journey that you make.

• To do this effectively you reflect on your original intentions, your achievements, the impact of your achievements and you set yourself Targets for the future.

• The Reflective Journal is key to Personal, Professional and Career development.

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The Reflective Journal

We have taken the opportunity to put some materials that you might find helpful for your personal and professional development into the Reflective Journal.

Personal SWOT Analysis My CPD Plan

Initial Personal Profile My CPD Record

Initial Action Plan Learning Styles

Learning Log Record Coaching skills

CV Proforma Intentional Change Agenda

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The Reflective Diary

• The Reflective Diary: This is your individual and private account of the personal challenges that you might be presented with as a result working with this programme.

We need to be aware of the assumptions that frame how we think and act.

We need to know ourselves well and be honest with ourselves!

• You can record your thoughts, feelings and emotions in your Reflective Diary at any time. Keep it with you always.

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The Art of Reflection

“We do not learn from experience…

We learn from reflecting on experience.”

Dewey (1933)

Please take 5 minutes now to record in your reflective diary how you are feeling right now about this programme…

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Reflection and its role in LearningMoon (1999, 2004) describes a model:

1. Noticing

2. Making sense

3. Making meaning

4. Working with meaning

5. Transformative learning

This is real ‘experiential learning’ – real activity with real consequences.

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Boyatzis’ Intentional Change Theory

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Only one person likes change...Only one person likes change...

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The Boiling FrogThe Boiling Frog

http://www.boilingfrogstory.com/

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Personal SWOT Analysis

Starting the Process of Intentional Change

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Experiential Learning Model: Kolb

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Experiential Learning Model: Kolb

Some examples of when someone has learnt something following this model….

• Have an experience,• Reflect on the Experience• Learn from the Experience• Try out what you have learnt 

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Johari Window

Known to me Not Known to me

Known to Others

Public/OpenKnown to others and to me

BlindKnown to others but not to me

Not Known to Others

ClosedKnown to me but not known by others

HiddenUnknown by me and others

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Thinking about the Johari Window

Please take some time to reflect on the Johari window.

You have a page in your Reflective Journal that you may choose to use.

Please write down anything that come to mind.

We will then share any thoughts that people may want to with the group.

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Thinking about the Johari Window

Level 4 - Unconscious Competence (You Don't Know that You Know - It Just Seems Easy!)

Level 3 - Conscious Competence (You Know that You Know)

Level 2 - Conscious Incompetence(You Know that You Don't Know)

Level 1 - Unconscious Incompetence(You Don't Know that You Don't Know)

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The ‘Fixed’ Mindset

Characteristics of a Fixed’ Mindset Repercussions

My intelligence is a fixed trait – I have a certain amount of it and that’s that. 

I worry about how much intelligence I have and it makes me interested in looking and feeling as if I have enough. I must look clever and, at all costs, not look stupid.

I feel clever when things are easy, where I put in little effort and I outperform my peers. 

Effort, difficulty, setbacks or higher performingpeers call my intelligence into question, even if I have high confidence in my intelligence, so I feel stupid. 

I need easy success to feel clever. 

Challenges are a threat to my self-esteem so Iwon’t engage in them. 

I don’t want to have my inadequacies and errors revealed. 

I will withdraw from valuable learningopportunities if I think this might happen. 

Even if I’m doing well initially, I won’t be able to cope with a problem or obstacle.

I readily disengage from tasks when obstaclesoccur.

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Fixed mindset

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The ‘Growth’ Mindset

Characteristics of a ‘growth’ mindset RepercussionsIntelligence is something I can increase through my own efforts.

I am keen to work hard and learn as much as I can.

I acknowledge that there are differences between people in how much they know and how quicklythey master things.

I believe that everyone, with effort and guidance, can increase their intellectual abilities.

I love to learn something new. I will readily sacrifice opportunities to look clever in favour of opportunities to learn something new.

I am excited by challenge. Even if I have low confidence in my intelligence, I throw myself into difficult tasks and stick with them. I set myself goals and make sure I havestrategies to reach them. 

I feel clever when … I am fully engaged with a new task, exerting effort to master something, stretching my skills and putting my knowledge to good use (e.g. helpingother pupils learn).

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Growth mindset

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Beliefs are ideas we no longer question. They are the thought programs running in the background of our minds,

moving between our conscious and unconscious. Each belief summarises an experience from our past, a generalisation in a

given situation, a way of achieving something or avoiding it. Each belief provides a shorthand instruction for how to behave. Some of our beliefs move us forward in ways we want to go.

Do your beliefs hold you back in what you learn and achieve?

Can you re-frame these un-resourceful beliefs?

I can’t do this I am totally confused I’ll never get my target met by the deadline My work and family are too demanding

Reframing Questions to Challenge Beliefs

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Initial Personal Profile

You now have some time to start to complete the Initial Personal Profile.

These may cover some areas that you might want to follow up with your Coach or Mentor

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What do we mean by...?

Freethink: What do we mean by...

Community of learners / Community of Practice / Learning Communities?

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Community of learners / Community of Practice / Learning Communities

A learning community is a group of people who share common values and beliefs, are actively engaged in learning together from each other.

The foundation of a collaborative learning community is collaboration - working together for common goals, partnership, shared leadership, co-evolving and co-learning - rather than competition and power given to only a few.

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Five attributes underpin how Learning Communities work:

• supportive and shared leadership,

• collective creativity,

• shared values and vision,

• supportive conditions, and

• shared personal practice.

Leading to… Positive Impact on our own and Student’s Learning

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Top Tips

What would you Top tip be for to enable Peers to Help Peers – Teachers to help Teachers?

Please write one Top Tip on a Post-it and then we’ll collect any ideas to the Flip Chart.

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By making connections with one another, and keeping them going over time, people are able to work together to achieve things that they either could not achieve by themselves, or could only achieve with great difficulty.

 Freethink: What connections do we have?

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What do Communities of Practice Look Like?How does this make you feel?

Problem solving "Can we work on this design and brainstorm some ideas; I’m stuck."

Requests for information "Where can I find the code to connect to the server?"

Seeking experience "Has anyone dealt with a customer in this situation?"

Reusing assets "I have a proposal for a local area network I wrote for a client last year. I can send it to you and you can easily tweak it for this new client."

Coordination and synergy "Can we combine our purchases of solvent to achieve bulk discounts?"

Discussing developments "What do you think of the new CAD system? Does it really help?"

Documentation projects "We have faced this problem five times now. Let us write it down once and for all."

Visits "Can we come and see your after-school program? We need to establish one in our city."

Mapping knowledge and identifying gaps

"Who knows what, and what are we missing? What other groups should we connect with?"

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So if we are really a Community of Learning...

We should to share our learning. We would like to do this by:

• Publishing an account of our work on the SAHSP Website

• Publishing articles with the National College for Leadership of Schools and Children’s Services

• Publishing articles through NASEN in the Special Magazine

The criteria for publishing in Special is that the articles will be of real use to practitioners working in school, are non advertorial and have not been published elsewhere.  There are 2 sizes of article 1400 and 2100 words..

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We also need to Measure EffectivenessSo that impact can be measured, prior to the launch

meeting heads/senior leadership teams need to:

• Establish a baseline of the quality of teaching and learning in school

• Set a target for improvement – SMART and data evidenced

• Agree an area for school development (eg literacy; augmentative communication)

• Ensure that the aspiring leader comes to the launch meeting knowing the school target for improvement and area for development

• Contribute to a mid-year review conducted through SAHSP.

• Heads monitor and evaluate the programme as part of the SIP meetings

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Kolb Learning Styles Questionnaire• This questionnaire is a short version based on Kolb’s

Learning Theory.

• It will help to determine your preferred learning style or styles – whether you are a Visual, Auditory or Kinaesthetic learner.

• Answer the questions as quickly as you can – go with your immediate response.

• Total up the number of A, B and Cs that you have scored... then have a look at what this says about your Learning Styles

If who have done the Kolb and don’t want to do it again you might like to look at the Honey and Mumford or do some work in your Reflective Journal.

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Visual Learners – Danger Signs for you

• Sitting near a window – you may be distracted

• Being accused of day dreaming – you tend to picture what you are being told in your head

• Teachers who teach mostly by talking

• Teachers who talk more slowly than you (have patience – we do not all go at the speed of a train)

Ways to increase your learning power...

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Visual Learners – Ways to increase your learning power

• Write down information

• Use coloured pens / paper / highlighters

• Use spider diagrams or mind maps to remember large amounts of information

• Visualise the word in your head to help you spell

• Make mental movies of the facts you need to know

• Stick post-it notes around the house to help you remember things

• When doing projects illustrate them with pictures

• Use drawings and visual aids when you have to give talks

• Use association techniques e.g. North, East, South, West = Never eat shredded wheat

• Watch a demonstration on how to do something before you start

• Use unlined paper

• Use a computer41

Auditory Learners – Ways to increase your learning power

• Repeat everything

• Take part in class discussion

• Ask, ask and ask again until someone can help you understand

• Tape information you find difficult and listen to it

• Have background music on while you study

• Discuss what you are going to do for homework or projects with friends who can help

• Repeat things over and over in your head to remember them

• Make up song, rhymes or raps to memorise facts

• Break words up into sounds to remember how to spell them, or spell them out loud

• Have someone ask you questions when studying for a test

• LISTEN in class – if you listen well you will need fewer notes.

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Kinaesthetic Learners – Ways to increase your learning power

• Be comfortable when you work

• Interrupt your study time every 15-20 minutes and move around

• Trace images, numbers, diagrams etc. on paper or with your finger in the air

• Volunteer for demonstrations, role-play and learning activities

• If you do not know about something visit the place concerned.

• Get emotionally involved in an activity - understand this is when you learn best, so concentrate

• Use a clip board at home and walk about as you memorise new information

• Eat while you study or play with items while you think

• Develop good note taking skills

• Use mind maps and other less conventional forms of note taking

• Make flash cards to help you remember43

Any comments or Observations?

What does the Kolb Learning Inventory Mean for:

• You

• You and the Teachers you work with

• You and the Teaching Assistants you work with

• You and the children and young people you teach

• You and your family????

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What are our Experiences of Coaching?

• In pairs share each other’s experiences of coaching.

• You will be asked to relate back to the group what experience of coaching the other half of your pair has.

• We will check back with your partner for accuracy.

• Please try to avoid taking notes – let’s take the opportunity to practise our auditory skills.

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So why adopt a Coaching Style?

Freethink: Why adopt a Coaching Style

In a Freethink everyone’s contribution is valid

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So why adopt a Coaching Style?

Coaching practice in schools is built on four essential qualities:• a desire to make a difference to student learning• a commitment to professional learning• a belief in the abilities of colleagues• a commitment to developing emotional intelligenceCentre for the Use of Research and Evidence in Education (CUREE)The Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre)

‘Coaching promotes learning and builds capacity for change in schools. It is Transformative’.

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What does a coach do?First and foremost, a coach will have the ability to form and sustain

learning relationships. Leadership development is rooted in such relationships. To achieve these, coaches need to:

• establish high levels of trust

• be consistent over time

• offer genuine respect

• be honest, frank and open

• provide support via skilful questioning

• challenge without threat

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Coaching vs Mentoring

How do you interpret this?

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Coaching is grounded in five key skills:

• establishing rapport and trust

• listening for meaning

• questioning for understanding

• prompting action, reflection and learning

• developing confidence and celebrating success

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Coaching Models: (T)GROW

• T – Topic or Theme What is it you want to talk about?

• G - GOAL What do you want?

• R - REALITY What is happening now?

• O – OBSTACLES / OPTIONS What are the Obstacles / What could you do? There may be Obstacles stopping you getting from where you are. Once the Obstacles are cleared this can leave Options

• W - WILL / WAY FORWARD What will you do?

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Coaching Conversation – Skills PractisePlease work in a triad

• Person A: The Coach

• Practise skills and listen to feedback

• Person B: The Learner

• Discuss a real topic

• Be aware of your own reactions and be ready to help with feedback

• Person C: The Observer

• Look for behaviour that evidences skills

• Be supportive of the coach and learner

• Be the timekeeper – 10 minutes coaching and 5 minutes feedback

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Coaching Conversation – Skills

Reflection:

• What does this mean for me in terms of a Personal Action Plan?

Please take the opportunity to make a note of anything in your Learning Log or Reflective Diary

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Agreeing the Focus for DevelopmentThere is now some time for the Aspiring Leader and Coach (and

mentor) to meet and agree the focus for the first term based on key areas for development as identified with headteacher.

Try to have a coaching conversation - Aim to focus on the Key Skills:

• establishing rapport and trust

• listening for meaning

• questioning for understanding

• prompting action, reflection and learning

• developing confidence and celebrating success

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Coaching Models: (T)GROW• You might like to use the (T)GROW Model

• You might like to use the GROW Questions that are in your Reflective Journal

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Learning ObjectivesBy the end of the session Aspiring Leaders and Coaches will have:

• Been introduced to the CPD project

• Been introduced to core skills and qualities in coaching

• Had the opportunity to try out some coaching skills

• Developed an understanding of Community of learners

• Been introduced to the use of the Reflective diary, CPD plan and Learning Journal

• Been introduced to the ideas behind Leading and Managing learning and teaching

• Had the opportunity to meet in pairs and agree the focus for the first term based on key areas for development as identified with headteacher

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Contact Details

Jacky King

The Jacky King Partnership

Fairness and Equality

jkpartnership@dutchone.co.uk

Mobile: 07786 288 659

Home: 01963 34409

SkypeMe!: jacky.king1

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Contact Details

Dr Vince Stroud

Educational Leadership Ltd

Email: el-ltd@btconnect.com

Mobile: 07881 50 52 74

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The Reflective Journal• The Learning Log: This is a record of what you have learnt during a

session You might like to extend it to the work you do with your coach or mentor or your project at school.

There are 3 key questions in the Learning Journal:

• The main points I have learnt from this session are…

• How I can develop my skills as a result of this session

• How I could develop my knowledge and understanding as a result of this session

• Please take some time now to complete your Learning Journal for today’s session.

• Please remember to complete the questions after each of the programme sessions so that you have some time to reflect

on your learning.61

Session 2: Linking Data to High Performance• Trainer: Vince Stroud, Venue: Brookside School Training Room,

Wednesday afternoon: 10.12.11 (1.30pm – 4.30pm)

Outline of Session:

• Using data within the wider vision in individual schools

• Aspirational targets

• Why is it important that Leaders understand data?

• What is important to measure and what do we need to know?

• CASPA, Performance Guidance, Target Setting

• How to create a simple and transparent explanation of core data for team members

• How do you use data management to impact on learning and teaching?

• Data is great! So What! Intervention Strategies that work!

• AL and C agree focus for development and support strategy

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www – what went well

ebi – even better if

Please write a www and an ebi on separate post-its and leave them on the flip charts on your way out.

www – what went well

ebi – even better if

Please write a www and an ebi on separate post-its and leave them on the flip charts on your way out.

www/ebi

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Leading and Managing learning and teaching: Learning-Centred Leadership

How Leaders Influence

Directlywhere leaders’ actions directly influence school outcomes

Indirectlywhere leaders affect outcomes indirectly through other variables

Reciprocallywhen the leader or leaders affect teachers and teachers affect the leaders and through these processes outcomes are affected

(Hallinger & Heck, 1999)

Learning-Centred Leadership is about how school leaders influence learning and teaching in classrooms and across the school.

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Indirect Influences

ModellingModelling

MonitoringMonitoring

DialogueDialogue

• the power of example

• creating opportunities for teachers to talk about learning and teaching

• analysing and acting on pupil progress data • visiting classrooms, observing teachers at work and providing them with feedback

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Modeling, Monitoring and Dialogue.Please get into 3 groups. • One group looks at Modeling,• One at Monitoring and • One looks at Dialogue. Please identify what these types of influence look like in practice and how leaders influence positively in these ways. Each group should them feed back to the other 2 groups in a ways that can be kept as a record of the information.

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Learning-Centred LeadershipIf the expectation really is that all students can and will learn… What do you, as a leader say, to a member of staff says something like:

‘Well it’s only x and you know what he is like…’ or ‘What do you expect from a child in care…?or ‘Well you know where she lives…’

Please write down a 30 second (or less) response to share with the group…

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Learning-Centred Leadership

Modelling curiosity about teaching methods and classroom processes conveys to everyone that the core business of the school is uppermost in the minds of the leaders.

Monitoring what happens in classrooms, looking at pupil outcome data and observing teaching demonstrate what leaders are paying attention to.

Talking about learning and teaching, challenging conventional practices, identifying and valuing good teaching similarly reinforces these messages.

For this reason, learning-centred leadership is an apt title because it captures the fact that it is centred on pupil, teacher, staff and the leaders’ learning.

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How do school structures and systems make a difference to the quality of Learning and Teaching?

• planning processes - for lesson, units of work, periods of time, individuals and groups of pupils, classes and years

• target setting -for individuals, groups, classes, years, key stages and the whole school

• communication systems - especially meetings

• monitoring systems - analysing and using pupil learning data and observing classrooms and providing feedback

• roles and responsibilities of leaders - including mentoring & coaching

• policies for learning, teaching and assessment and marking

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Distributed LeadershipThe case for distributed leadership is based on 3 ideas:

• The belief in leadership teams: belief in the power of one is giving way to a belief in the power of everyone.

• As schools become more complex places to manage and lead, we need many more leaders than ever before.

• Ensuring that there are many leaders allows us to create pools of talent, from which we can grow tomorrow’s leaders.

www.ncsl.org.uk/distributedleadership

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Where does all this lead us???

BrainsortOur focus on Learning-Centred Leadership,

Communities of Learning and Intentional Change has moved us towards looking at the Individual so that learning is personalised to enable each and every one of us makes the best possible progress.

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Personalisation1. Assessment for learning and the use of evidence and dialogue to

identify every pupil’s learning needs and the steps they need to take

2. Teaching and learning strategies that actively engage and challenge learners and develop their ability to focus on their learning skills and their capability to take ownership of their own progress

3. Curriculum entitlement and choice that allow for breadth of study, personal relevance and flexible curriculum pathways

4. Creative approaches to school organisation to enable a student-centred approach which integrates performance with wellbeing and inclusive approaches with attainment

5. Strong partnerships beyond the classroom both to enrich learning and support care of pupils in the wider sense through, for example home-school links, inter-agency work or community partnerships

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Leadership for Personalising Learning: A FrameworkKey components of personalised learning

Management for personalised learning

Leadership for personalised learning

Learning how to learn

Assessment for learning

Teaching and learning strategies

Curriculum choice Mentoring and

support

Minimising within-school variation

Student choice and voice

Information and communications technology (ICT)

School systems and structures

Culture and values Learning-centred

leadership Distributed

leadership Networks and

partnerships Leading change

A Model for Learning-Centred Leaders: What is clear is that the theme of personalised learning offers a model for learning-centred leaders to build on the now considerable body of evidence about learning to focus on critical aspects of teaching and learning.

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A Model for Learning-Centred Leaders

Aims, Values and Culture

Impact on Learning

Knowledge ProfessionalDialogue

Systems and Processes

Involvement

Learning-Centred Leadership self-evaluation tool

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