Initial reflections
Successful leaders:
·
Using a variety of
styles and strategies
·
Actively seeking out
good practices but adapting them where necessary
·
Context matters
·
Optimistic, can-do
individuals who are committed to making a difference for their pupils
·
Strongly
person-centred, putting a premium on
professional relationships
Influencing:
·
Directly
·
Indirectly (largest and
most common)
·
Reciprocally
Structure and systems are also important:
·
Planning processes
·
Target setting
·
Communication systems
·
Monitoring systems
·
Roles and
responsibilities of leaders
·
Policies for learning,
teaching, assessment and marking
Links to personalised learning - the five
components of personalised learning being:
1. AfL
2. Teaching and learning strategies that engage and
stretch
3. Curriculum entitlement and choice
4. Student centred approach to school organisation
5. Strong partnership beyond the school
I am inclined to
disagree with the description of coaching as a "short term, authoritative
intervention to support improved performance or changing strategies and
behaviours" and of mentoring as a "long-term developmental
relationship that supports personal growth and learning". In my experience
mentoring occurs when there is a need for support to be given to a colleague in
order to improve their teaching through giving suggestions (for example with
PGCE students or NQTs) whereas coaching, and questioning in a coaching style,
can be used to further develop teachers who are more able to reflect on their own
practice and determine their own options and action points for development.
Reflect on the extent to which each of the four
components of learning-centered leadership (monitoring, modelling, dialogue and
coaching) is a significant part of your personal repertoire of leadership
behaviours. What does your 360-degree feedback tell you about this?
How comfortable are you with this approach to your
work as a team leader?
Monitoring - strong link between
very good monitoring and good or better teaching. Knowledge of teachers'
strengths and development needs.
I need to improve my
monitoring by doing more informal observations and holding more conversations
with colleagues about teaching and learning. I also want to encourage
colleagues to observe each other more in order to learn.
Modelling - the power of example,
teachers watch their leaders closely for consistency and to test whether they
do as they say. What leaders pay attention to is noticed.
I think I usually model
well but remembering that "teachers watch their leaders closely" is
quite a powerful incentive to ensure that I do this in all aspects of my role.
Dialogue - can often appear to
be informal. What did you do and what happened because of it?
I want to have more
dialogue with colleagues about teaching and learning and put more of a
"premium on professional relationships".
Coaching - combines all three
components
I want to have
conversations in more of a coaching style with colleagues when discussing their
teaching and learning. If colleagues are able to come to their own conclusions
about what will improve their teaching and learning then they are more likely
to follow through with suggested actions.
To what extent do your leaders and colleagues model
this approach?
I feel there is a lot of
good modelling within my school and this is combined with effective formal
monitoring. It might be beneficial in terms of leadership to further develop
our informal monitoring and dialogue. As a department we are exploring the
power of coaching, this might have more influence if it were a whole school
approach though.
Use part of a team meeting to explore this approach
to leadership with your colleagues and prepare a response for discussion at
your next face-to-face session.
I am planning on discussing this with my colleagues, in
particular the informal monitoring and dialogue aspects.
ACTION POINTS:
See 'monitoring', 'modelling', 'dialogue' and 'coaching'.
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