LEADING AND MANAGING LEARNING AND TEACHING

1. Make it so!2. L and T quiz3. Accountability4. Culture6. Liking children7. Unconditional positive regard8. A Policy 9. Implementation strategy – Engine Room10. 5Cs10. Seven Sides of Educational Leadership12. Learning Logs13. Extreme Learning/active software development/stepping stones

A QUIZA QUIZ

1. If pressed should we focus on learning or teaching?

2.2. We should all strive to We should all strive to emulate “best practice”emulate “best practice”

True or False?True or False?

3.3. Formative assessment is Formative assessment is described as “an interactive described as “an interactive feedback loop between the feedback loop between the

pupil and the teacher”pupil and the teacher”Which part of that interactive Which part of that interactive

feedback loop is often feedback loop is often missing?missing?

4.4. Successful Headteachers often Successful Headteachers often have a fundamental ……………..in have a fundamental ……………..in

the willingness of teachers to the willingness of teachers to improve their own practice.improve their own practice.

Select the most appropriate word to Select the most appropriate word to complete the sentencecomplete the sentence

Distrust; pessimism; belief; interest; Distrust; pessimism; belief; interest; ambivalence; faith; optimism; doubt; ambivalence; faith; optimism; doubt;

awareness,awareness,

5.5. People often talk about the People often talk about the magic ingredient which marks magic ingredient which marks out an outstanding teacher.out an outstanding teacher.What, in your opinion, is the What, in your opinion, is the

magic ingredient?magic ingredient?

6. A successful Headteacher 6. A successful Headteacher improves teaching by: improves teaching by:

Directly challenging poor Directly challenging poor practice;practice;

Demonstrating good Demonstrating good practice;practice;

Explaining what Explaining what constitutes good practice;constitutes good practice;

Going with the flowGoing with the flow

7.7. Draw a graph showing the Draw a graph showing the development of a teacher’s practice development of a teacher’s practice from the beginning of their career to from the beginning of their career to

their retirement – assuming they their retirement – assuming they spend all their time in the classroom. spend all their time in the classroom. Show time on the x axis (bottom) and Show time on the x axis (bottom) and quality of teaching on the y axis (left-quality of teaching on the y axis (left-

hand side)hand side)

8.8. Is teaching an individual or Is teaching an individual or collective enterprise?collective enterprise?

9. When setting out to 9. When setting out to improve teaching we improve teaching we

should adhere to which of should adhere to which of the following concepts:the following concepts:

Fire-Aim-FireFire-Aim-FireOrOr

Aim- Fire-AimAim- Fire-Aim

10.10. Do teaching and learning Do teaching and learning policies have an impact on policies have an impact on

teaching?teaching?

1. Make it so!2. L and T quiz2. Accountability3. Culture – what culture?6. Liking children7. Unconditional positive regard8. A Policy 9. Implementation strategy – engine room10. 5Cs – we need shorthand10. Seven Sides of Educational Leadership – some reflection12. Learning Logs13. Extreme Learning – Active Software Development

AccountabilityAccountability

turning it to our advantage

Accountability as Accountability as consequenceconsequence

Liability - “if this goes wrong you are in trouble”

Answerable - “if this goes wrong you are in trouble”

Imposed Responsibility - “if this goes wrong you are in trouble”

Key words: enforcement; external; punishment; fear; stress; pressure; negative; loneliness; distrust

Accountability as Accountability as personal commitmentpersonal commitment

Personal Responsibility - “I want to take on this responsibility”

Duty - “I want to operate to these high standards”

Integrity - “everything I do is guaranteed by my personal integrity and honesty”

Key words: liberating; trust; satisfaction; personal reward; in-control; internal; commitment; autonomy

Accountability as Accountability as scrutinyscrutiny

Validation - “am I doing this as well as I think I am?”

Explanation - “this is why we are doing it this way”

Transparency - “this is what we are doing”

Key words: nothing-to-hide; public confidence; sharing responsibility; openness;

Accountability as Accountability as compliancecompliance

Legal guidance - “what do I have to do to keep within the law?”

Financial guidance - “what do I have to do to ensure that my financial management is well managed”

Political guidance - “what do I have to do to fulfil the requirements of our democratic process?”

Key words: personal protection; guidance; shaping;

Accountability as Accountability as competencecompetence

Professional guidelines - “what are the professional expectations which I should live up to?”

Job description - “what is my job” Professional values - “what are the

values which I should live up to?”

Key words: professionalism; clarity; high standards; equal expectations for self and others; consequence

Accountability as public Accountability as public serviceservice

Reflective - “what do users/the public think of the service I’m providing”

Responsiveness - “what can I do to address their needs opinions?”

Access - “how do I enable all users to have equal access the service I’m providing?”

Key words: internalised; rewarding; partnership

Accountability - definitionsAccountability - definitions

Accountability as consequence;Accountability as personal

commitment;Accountability as scrutiny;Accountability as compliance;Accountability as competence;Accountability as public service.

Outcomes of Accountability as Outcomes of Accountability as ConsequenceConsequence

1. Accountability appears to be external and imposed with little space for personal autonomy.

2. Managers feel under significant external pressure over which they have little control.

3. The abiding practice generated within such a culture is one of “cover your back”.

4. Managers feel isolated and vulnerable to external criticism.

5. Managers complain of high levels of stress.

Consequences?Consequences?

1. Reluctance to empower others;

2. Narrow focus upon only those areas which we can be held liable;

3. Reluctance to trust the judgement of others;

4. Reluctance to take risks;

5. Reluctance to engage in partnership agreements which they cannot control

6. Fear of negative publicity.

1. Make it so!2. L and T quiz2. Accountability3. Culture6. Liking children7. Unconditional positive regard8. A Policy 9. Implementation strategy – Engine Room10. 5Cs10. Seven Sides of Educational Leadership –your team?12. Learning Logs13. Extreme Learning/active software development/stepping stones

Making it so!Making it so!

1. shared and distributed responsibility for improving and leading the development of learning and teaching

2. the generation of a momentum which will feed and drive the change process 3. the creation and membership of groups which extend beyond people with

similar experience/expertise/interest/ - TARTAN APPROACH4. the identification of short-term points of focus - rather than just trying to

implement the whole policy all the time 5. constant reminders of what we are attempting to achieve - awareness raising 6. a flexible approach which takes account of context and people 7. absolute willingness to get rid of all “closed” doors - sharing 8. the encouragement and modelling of professional reflection 9. the use of technology to share ideas and support our teams/communities 10. the promotion of the concept of teachers as learners

Seven Sides of Educational Seven Sides of Educational LeadershipLeadership

The seven perspectives in snapshot are: THE SCULPTOR - the sculptor is a dreamer, a person who can capture an image in their mind and

then work towards translating that vision into a reality. THE INVENTOR - the inventor is dissatisfied with a current practice, and through testing and re-

testing will create an alternative which meets our needs. THE GARDENER - the gardener is a long-term thinker who has a capacity to defer reward by

having faith that their efforts in relation to preparation of the ground and the tending of their crops will be worthwhile.

THE HOUSE BUILDER - the house builder is pragmatic, objective and detail focussed who is driven to see things though to their conclusion.   

THE PARENT - the parent cares for and about their children and nurtures them in such a way that they are eventually ready to face the world by themselves.

THE HILL WALKER -  the hill walker is a navigator who can lead others by using a map and compass or previous knowledge of the ground but who quickly develops these skills in others so that they can share the joy of the journey for themselves.

THE VILLAGER - the villager has a bond with their community and is willing to serve the needs of that community for the common good.

1. Make it so!2. L and T quiz2. Accountability3. Culture6. Liking children7. Unconditional positive regard8. A Policy 9. Implementation strategy – Engine Room10. 5Cs10. Seven Sides of Educational Leadership12. Learning Logs13. Extreme Learning/active software development/stepping stones

END