Aspiring Leaders for Teaching and Learning

Session 1: Launch Day2014-15 Cohort

Jacky King

October 20th 2014

1

Welcome

• Welcome to the programme and the venue

• House keeping

• Lunch arrangements

• Fire and Evacuation procedures

2

Getting to know each other• 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

3

How do you feel about being called a leader?

• As you start this Aspiring Leaders programme – please take a moment to reflect on how you feel about being called a leader.

• Please write how you are feeling on a Post-it.

• Please write your name on the post-it or have some way of recognising it as your own.

• We will then share our thoughts.

4

Overview of the ProgrammeSession 1 (full day): Launch Day for all aspiring leaders (AL) and

coaches (C)

• Facilitator: Jacky King, Venue: Lyngford House, Taunton

• Date: Monday 20.10.14 (9.30am – 4.30pm)

Session 2 (afternoon) Leading Change and developing the team and individual

• Facilitator: Jacky King, Venue: Lyngford House, Taunton

• Date: Wednesday 27.11.14 (1.30pm – 4.30pm)

Session 3 (afternoon): Managing and monitoring the performance of the team and individual

• Facilitator: Jacky King, Venue: Lyngford House, Taunton

• Date: Monday 26.01.15   (1.30pm – 4.30pm)          

5

Overview of the ProgrammeSession 4 (afternoon): How to get AfL & Inclusion to make the difference to

Personalised Learning

• Facilitator: Jacky King, Venue: Lyngford House, Taunton

• Date: Wednesday 18.03.15 (1.30pm – 4.30pm)

Session 5 (afternoon): Linking Data to High Performance (CASPA, Performance Guidance and Target Setting)

• Facilitator: Jacky King, Venue: Lyngford House, Taunton

• Date: Monday 18.05.15 (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)

• Facilitator: Jacky King, Venue: Lyngford House, Taunton

• Date: Wednesday 02.07.15 (9.30am – 4.30pm)

      

6

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

• Been introduced to the Aspiring Leaders for Teaching and Learning Programme

• 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

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

7

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.

8

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.

• Reflective practice as supported by The Reflective Journal is key to Personal, Professional and Career development.

9

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:

10

CV Proforma

Intentional Change Agenda

Record Coaching Skills

My CPD Record

Personal SWOT Analysis

My CPD Plan

Initial Action PlanLearning Log

Initial Personal Profile

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.

11

The Art of Reflection

“We do not learn from experience…

We learn from reflecting on experience.”

Dewey (1933)

Please take 2 minutes now to record in your reflective diary how you are feeling right now about this programme…

1212

How do you feel about being called a leader?

• Please now retrieve your Post-it and put it in your Reflective diary.

• A glue stick is available!

13

Reflection and its role in LearningMoon (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.

14

Boyatzis’ Intentional Change Theory

15

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

16

The Boiling FrogThe Boiling Frog

http://www.boilingfrogstory.com/

17

Personal SWOT Analysis

Starting the Process of Intentional Change

18

SOAR: strengths, opportunities, aspirations, results.

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

19

How can I open up the public window so that the other quadrants are made as small as possible?

Thinking about the Johari WindowThe 56 Johari adjectives:

20

ableacceptingadaptableboldbravecalmcaringcheerfulclevercomplexconfidentdependabledignifiedenergetic

extrovertedfriendlygivinghappyhelpfulidealisticindependentingeniousintelligentintrovertedkindknowledgeablelogicalloving

maturemodestnervousobservantorganizedpatientpowerfulproudquietreflectiverelaxedreligiousresponsivesearching

self-assertiveself-conscioussensiblesentimentalshysillywitty smartspontaneoussympathetictensetrustworthywarmwise

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 comes to mind.

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

21

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)

22

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.

23

You might like to use a highlighter to help you think about this.

Fixed mindset

24

You might like to use a highlighter to help you think about this.

The ‘Growth’ Mindset

Characteristics of a ‘growth’ mindset Repercussions

Intelligence 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).

25

You might like to use a highlighter to help you think about this.

Growth mindset

26

You might like to use a highlighter to help you think about this.

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?

How 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

27

Irrational BeliefsAlbert Ellis and his colleagues identified 10 common

irrational beliefs.

If held too rigidly, these may lead to emotional distress.

These beliefs are learned early in life and become the bedrock from which our thinking patterns spring.

Individually, please rate how strongly you hold any of these beliefs. You may use the cards to help you.

Please then share your thoughts with the person next to you.

We will then share any ideas that you will able to share.

28

Irrational Beliefs

29

Mental Crusher

30

The Mental Crusher sits outside the entrance to our belief system and only allows evidence that fits with our own belief system to enter.

Any contradictory information is rejected or made to fit.

Our beliefs can remain unchanged despite there being contradictory evidence.

Unhelpful Thinking HabitsOver the years we tend to get into unhelpful thinking habits.

Once you an notice them, then that can help you to challenge or distance yourself from those thoughts and see the situation in a different and more helpful way.

Please choose your top 3 Unhelpful Thinking Habits and stick them on the Flip chart when you are ready.

We’ll then see what our collated ideas look like.

You are welcome to retrieve your pictures and put them in your Reflective diary.

31

Initial Personal Profile

You now have some time to start to complete the Initial Personal Profile in your Reflective Journal

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

32

What do we mean by...?

Freethink: What do we mean by...

• Community of Learners

• Community of Practice

• Learning Communities?

33

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.

34

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

35

Top Tips

What would your Top tip be to enable Peers to Help Peers – Teachers to help Teachers – Students to help Teachers?

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

36

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.

 

37

Honey and Mumford - Learning Style

Questionnaire (LSQ)• This questionnaire will help to determine your preferred

learning style or styles – whether you are an Activist, Reflector, Theorist or Pragmatist.

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

• Please just tick the appropriate box.

• Total the number of ticks at the bottom of each column.

• Then have a look at what this says about your

Learning Preferences/Styles

38

39

Any comments or Observations?

What does the Honey & Mumford Typology 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????

40

Honey & Mumford Typology

• Knowing your learning differences can accelerate your learning as you undertake activities that best fit your preferred style.

• Knowing your learning differences can also help avoid repeating mistakes by undertaking activities that strengthen other styles.

• For example, if you tend to “jump in at the deep end”, consider spending time reflecting on experiences before taking action.

41

Leadership or Management• You have two sheets that describe either

Leadership or Management Functions.

• Please work with someone you haven’t worked with so far to put these into two groups.

• You have a suggested answers sheet available.

• Shall we do this against the clock?

42

What’s your Leadership Style• You have an opportunity to take some time to think about

what your leadership style might be.

• There are 3 main leadership styles: Directive / AutocraticDemocratic / SharedNon-Directive / Delegative / Laissez-faire

• You have a questionnaire that considers 3 main leadership styles. Please answers the questions as quickly as you can.

• Then use the scoring sheet to work out your style.

• We’ll then reflect as to whether your leadership style is what you thought or not.

43

Management and leadership features• You have a jigsaw that consider the Management and

Leadership functions within 5 Domains:

• Direction

• Alignment

• Relationships

• Personal Qualities

• Outcomes

• In pairs please assemble the jigsaw.

• Observations?

44

Management and leadership features

  Management Leadership

Direction • Planning and budgeting• Keeping an eye on the bottom line

• Creating vision and strategy• Keeping an eye on the horizon

Alignment • Organising and staffing• Directing and controlling• Creating boundaries

• Creating shared culture and values• Helping others grow• Reducing boundaries

Relationships • Focusing on objects – producing/selling goods and services• Based on a position of power• Acting as boss

• Focusing on people – inspiring and motivating followers• Based on personal power• Acting as coach, facilitator, servant

Personal Qualities • Emotional distance• Expert mind• Talking• Conformity• Insight into organisation

• Emotional connections (Heart)• Open Mind (Mindfulness)• Listening (Communication)• Non-conformity (Courage)• Insight into self (Integrity)

Outcomes • Maintain stability • Creates change, often radical change

45

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 practice our auditory skills.

46

So why adopt a Coaching Style?

Freethink: Why adopt a Coaching Style

In a Freethink everyone’s contribution is valid

47

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’.

48

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

49

A Coaching Model: (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?

50

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

51

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

52

53

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

54

Discussing the Focus for DevelopmentThere is now some time for the Aspiring Leader and Coach to meet

and agree the focus for the first term based on key area 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

55

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

56

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

• Been introduced to the Aspiring Leaders for Teaching and Learning Programme

• 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

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

57

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

58

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

• My Individual Learning Point

• 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.

59

www – what went well

ebi – even better ifilp – individual learning point

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

www – what went well

ebi – even better ifilp – individual learning point

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

www/ebi

60