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Middle Leader Training

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Peter Etchingham

on 16 January 2017

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Transcript of Middle Leader Training

Leading Change
Types of Change
Imposed...
From SLT, from DfE, from Ofsted.

Desired...
From within the department/year team.

Change Strategies
There are many change management theories; typically they follow these 6 elements:

Sponsorship
: Ensuring there is active support for the change at a senior level (from the headteacher/line-manager etc.) and engaging this sponsorship to achieve the desired results.

Buy-in
: Gaining buy-in for the changes from those involved and affected, directly or indirectly.

Involvement:
Involving the right people in the design and implementation of changes, to make sure the right changes are made.

Impact:
Assessing and addressing how the changes will affect people.

Communication:
Telling everyone who's affected about the changes.

Readiness:
Getting people ready to adapt to the changes, by ensuring they have the right information, training and help.
Leading Change
Objectives:
to reflect on the nature of the changes in our work
to anticipate opportunities and problems
to develop strategies and processes for change
to consider how we manage buy-in from colleagues
The Light Side
Middle Leader Training
Task


For each of the changes indicated, identify how you would go about managing the change with your (fictional) department. Remember that you will need to think strategically to engage all members of your (fictional) department in order to manage the change successfully:

• How would you win commitment/ensure buy-in?
• What issues might you face with this team and how would you resolve them?

Buy-in/Engagement
What motivates us to change?
Daniel Pink (author of
''Drive: The Surprising Truth about what Motivates Us"
) suggests two things:

1. The 'If...then...'
Great for simple short term tasks. Small focus, single minded, goal driven.

2. For the longer term:
Autonomy
Mastery
Purpose
The Dark Side
Watch this and make a note of at least two things that might resonate in our working environment.
How might the way in which we manage these differ?
We are already good at change; teachers are, by their nature, adaptable.

Good teachers remain positive when change occurs; they seek opportunities.

Some colleagues are leaders of change both formally and informally.

Change encourages creativity; if managed well, it can be motivating, engaging and empowering.
We can be creatures of habit; the best indicator of future behaviour is past behaviour.

Change can destabilise cosy relationships; it asserts hierarchy and so can cause resentment.

You might encounter the change weary ('we did all this twenty years ago...it didn't work then.')

There's the insecure/worrier/perfectionist/control-freak; they are usually risk averse, so can block change.

There's the loose canon/happy-go-lucky/'it's all good'/maverick; they give the impression of changing, but in reality, changes little.
The key to all successful change management is
engagement
.
Meet your department...
Look at each of the profiles and discuss how each might react to change.
Scenario

You have invested lots of time and effort on re-writing schemes of work, developing long term and medium term plans and developing resources with the intention of improving variety, engagement and pace of progress in lessons, yet months later, you see colleagues persisting with their old ways.
Why aren't you seeing the improvements you were expecting?
What's gone wrong?
'Inspectors often find cases where planned improvements are limited to lower level management tasks – organising resources, writing schemes of work – rather than focusing on the key objectives of raising standards and leading teaching and learning.'
The Key Role of Middle Leaders: an Ofsted Perspective
Mike Cladingbowl 2012
Autonomy
Starts with the premise that people want to do well.

Move from management (directive compliance) to a model of self-direction.

Framework of high-standards, high expectations and moral purpose.
'Accountability is the fruit of autonomy'
Mastery
We want to get better at stuff and/or make stuff better...

Why?
Because it's satisfying....but....
...you can't have that satisfaction without the autonomy to try things out.
Challenge Mastery Making a Contribution
= Satisfaction + Motivation
Purpose
What is our moral purpose in our work?
Great results?
Inspiring students in our subject area?
Creating functioning citizens?
Being a safe haven?
Sending students into the world with the skills, knowledge and self-awareness to survive?
Keeping these at the top of the agenda, stops (in Daniel Pink's words), 'bad stuff from happening'.
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