Extreme Leadership

 • Self evaluation and action-planning• Developing your team• Monitoring and evaluation of impact

Yvonne Lewington – Townley Grammar School Nov. 2012

Thirty passen

gers were led

to

safety when a

bus caught fi

re in

Somerset. The

driver and t

hree

passengers su

ffered smoke

inhalation in

the fire ...

A woman had to be led to safety

when a pan set on fire at her

Nelson home.

More tha

n 150 pa

ssengers

were

led to s

afety af

ter a we

stbound

Central

Line ser

vice cam

e off

the trac

ks as it

approac

hed

White Ci

ty. No o

ne ...

Don’t lead me

to safety!

Leadership isn’t meant to 

be safe…

But it should be 

considered!

Promoting outstanding teaching and learning

Know what you want.

Find out where you are.

Identify the gaps.

Address them.

What should you be looking for?

Ofsted cardsort

Divide the cards into two groups according to which aspects of teaching and learning are easy to evidence and which are more difficult.

Which are going well?

Which are not going well?

Which are a bit iffy?

What is your gut feeling about the quality of T&L in your dept.?

Why?

Monitoring and evaluation

What strategies do you use to guide that “gut feeling”?

Monitoring and evaluation strategiesOn the list given, identify which strategies you use.Draw this quadrant on a flipchart and assign them to sections.

Low impact

High impact

Quick to do Takes a lot of time

Evaluation not narrative

Read through the sample of a school self evaluation.

How evaluative is it?

Can you see what is having an impact on learning and progress?

Sutton Trust ReportToolkit Of Strategies To Improve Learning

Summary For Schools Spending The Pupil PremiumBy

Professor Steve Higgins, Durham UniversityDr Dimitra Kokotsaki

andProfessor Robert Coe,

CEM Centre,Durham UniversityMay2011

http://www.suttontrust.com/research/?&p=2 

Evaluating quality of feedback

Feedback quadrant – 10 minute book scrutiny

Action planning

Be incisive. Check hypotheses Act Review

TDA toolkit

Little book of managing changewww3.hants.gov.uk/tda_little_book_of_change.pdf

http://webarchive.nationalarchives.gov.uk/20100202120401/http://tda.gov.uk/remodelling/managingchange/tools.aspx

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What’s working/so-so/not so brown paper

What’s Working?

What’s workingSo-so?

Not so well

Quick wins

Challenges1.2.3.4.5.6.

QualityChildcare

V. menuactivities

Parentalsupport

Swift & easyreferral

Communityaccess

1. With your team – ask everyone to write on notes what they think is working, not working, and is so-so, and stick them on the chart.

N.B  Things can be noted more than once and everyone’s viewpoint is accepted. There must be no judgment at this stage.

Prioritise

22

Using different matrices for different purposes

Use Matrix I to help shortlist a number of issues to address; Use Matrix II for selecting the most favourable options or

alternatives.

4321

1

2

3

4High

Impact

Low

Difficult EasyDo-ability

MostFavourable

Options

4321

1

2

3

4High

Impact

Low

Weak StrongDesirability

Higher Priority Issues

We identify priority issues by rating the impact they would have if they were

addressed and rating how compelling the desire for change is

We identify most favourable options or alternatives by rating the impact they would have if they were implemented

and rating how do-able they are

I II

Used during the DISCOVER stage Used during the DEVELOP stage

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The five whys helps us to understand all the causal factors that condition a challenging issue

Revenue budget

not balanced

Costs too high

Income

too low

Premises costs 8.5%

Staffing costs 86% of the budget.

Staffing very stable

Low number of TAs

Teachers are 70%

Why?

Why?

Why?Why?

Costs too high

Income

too low

Premises cost 8.5%

Staffing costs 86% of the budget.

Income heavily reliant on LEA formula

Schools facilities are underused

Teachers used to support pupils with SEN

Large number of management points

Staffing very stable

Historic

Have allowed some queue jumping

Cleaners local people with strong connection to school

Employ own cleaning staff at high rates

Plan still has 3 years to run

Roll drop in January

Co-ordinator’s salary now in main school budget

School decided not to reapply 2 years ago

Knock-on impact in other areas, eg. FSM, SEN

Health and safety issues

LEA cut back on community use of school

Greater variety of facilities available

Governing body have stopped s/keeper overtime

Premises staff cost 3.5%

Low number of TAs

Teachers are 70%

5-year routine maintenance plan undercosted

New Council sports centre opened locally

LEA uses January PLASC for Fair Funding formula

Beacon school funding not renewed

School not used for external events

Why?

Etc.

24

Problem solving, team building (PSTB)

What is it?• It is first and foremost a structured approach to problem solving• One of its greatest strengths is that the “Owner” of the issue will walk

away with an action planWhen would you use it?• Whenever you have an issue or problem that requires a team solution• Whenever you require a rigorous process to address an issue• Use at the development stage after deepening the problem first with

Fishbone Analysis and/or Five Whys

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PSTB – Problem solving, team building

Are there any rules?• Not rules per se – just good team behaviour that needs to be

emphasised• Headlining, ie. keep the discussion at the right level• No idea is a bad idea• Be open-minded• Listen as well as contribute• One at a time• Participate actively• Don’t kill the process• Agree the time contract (eg. 20, 30 or 45 mins)• Remember who owns the problem• Clear roles and responsibilities maintained – owner, facilitator,

resources

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Roles, responsibilities and rules

Team• Contribute ideas

and expertise• Follow the

process• Help the team

attain the goal

Facilitator• Focused on

the process• Keeps the

meeting on track

• Promotes creativeness

Owner• Decision

maker• Owns the problem

and goes away with an action plan

• Focused on content

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ProblemStatement

Background

Ideageneration

Ideaselection

Analysebenefits &concerns

Work anycritical

concerns

Actionplanning

How is the tool used?

The process has seven steps for the team to work through; this is a 30-minute example…

5 10 15 20 25 30minutes

1. Evaluate

2. Hypothesise

3. Identify cause

4. Distil and evaluate actions and impacts

5. Assign

6. Timescale

7. Evaluation

8. Review

David Rock - SCARF model

https://www.youtube.com/watch?v=5Wu33SdjeCs

S.C.A.R.F.

• Status• Certainty• Autonomy• Relatedness• Fairness

Resources

www.fromgoodtooutstanding.com/townley