International Programme for School Principals in the UAE Advanced Leadership

2 Outcomes Principals will explore strategies for working with others Principals will have a deeper awareness of the adult learning principles that underpin the leadership of learners Principals will be able to place their own leadership within an international context Principals will be able to reflect on the cultural context that underpins their leadership Principals will be able to model strategies that develop other leaders

3 We know a lot about successful leadership ‘Effective leadership is essential to improve the efficiency and equity of schooling worldwide.’ Pont et al, OECD, 2008 ‘School leadership is second only to classroom teaching as an influence on pupil learning.’ Leithwood et al, 2006 ‘Successful school leaders improve teaching and learning and thus pupil outcomes … most powerfully through their influence on staff motivation, commitment, teaching practices and through developing teachers’ capacities for leadership.’ Day, Sammons, Hopkins, Harris, Leithwood et al. DCSF, 2009

4 Prof Vivianne Robinson, 2008

5 “ The quality of a school system cannot exceed the quality of its teachers….to improve schools, improve teaching and learning.” Michael Barber McKinsey & Company 2009

6 Activity Using Post-its in small groups, delegates should brainstorm the ways in which they collaborate internally and externally Groups then circulate to gain ideas from other groups They then group these by the four themes from Bryk. Gap analysis follows. Are some areas under represented? Create a school collaboration model based on the four themes for the context of UAE

7 Bryk et al (2010) School leadership (the advanced principal) works collaboratively on: Professional capacity of staff to develop knowledge, skills and professional learning communities of teachers A student-centred learning climate Instructional focus including curriculum alignment and targeted resources Parent and community ties

8 Advanced leaders pay attention to five levels of learning Teacher learning Collaborative group learning Organisational learning Leadership learning Learning networks – system learning

9 Adult learning principles and their implications for principals In groups of three using the cards prioritise the top five principles Be prepared to share and justify! Implications for leading teacher learning in schools

10 Top Principles and implications Resource 1 Adult Learning PrinciplesIn groups of four prioritise the top five in order using the cards and write implications for the design of learning activity below The adult is in partnership with the instructor in the learning process Adults are capable of taking responsibility for their own learning Adults learn best in a climate that is informal and personal Adults learn through reflection on their own and others’ experience Adults learn what they perceive to be useful in their life situation Adults’ attention spans are a function of their interest in the experience Adults learn best when they are treated with respect

11 Design…. Implications for design of activities Use sub groups to provide safety and readiness to engage in open interchange Use interactive methods such as case studies, hot seats etc. Avoid overuse of lectures and talking-to and emphasise discussion Promote enquiry into problems and affirm the experience of participants Include application planning in each activityParticipants should actively influence the learning agenda Make the content and materials closely fit assessed needs Give participants a reason for becoming involved and providing opportunities for success Include interpersonal feedback exercises and opportunities to experiment Promote getting acquainted and interpersonal links Allow plenty of time to process the learning activities Incorporate self-directed learning activities in the design

12 Blockers and enablers for working together

13 Resource 2 : Principal competencies when leading learning with staff Consider the advanced competencies for leading learning. From each quadrant prioritise the top two and be prepared to rationalise your decisions

14 Leading Learning – Advanced Competencies Resource 2

15 Supporting processes and protocols Ground Rules Generating ideas – use of Post-its, ideas storm, reverse thinking, back to the future, gap analysis Syndicate groups Think pieces Scenarios Opposing lists Diamond nine Force Field analysis – driving forces – restraining forces Priority matrices Role play Galleries – market stalls, envoys, plenary reviews Personal and group reviews These should be familiar!

16 Appreciative Enquiry : A strategy for achieving change Turning the dream into reality - designing new approaches Delivering the dream - putting design proposals and plans into action Envisioning an ideal future in the home organisation and in the wider Emirati context Discovering the best practice in home, local and national settings DiscoveryDream DesignDelivery

17 T he Three P’s : Discovery The first stage - Discovery : In two groups consider the three ‘P’s’. On a flip chart note the main points of your discussion under the three headings. The enquiry focus what is the best in existing practice of Advanced Leadership People how practice has been developed and led Practice what actually happens Provision what resources, both human and physical have helped practice become established in the Emirates

18 The Advanced Leadership Journey : Dream Could the diagram in Resource 3 be accurate for the UAE? How would you amend it? How can we develop local leaders and national leaders? Present to the other groups your vision for developing more local and national leaders (five minutes)

19 Resource 3 : The Advanced Leadership Journey National Leader Local Leader Principal Senior leader Middle Leader Classroom

20 ‘Dream’ Using your flipchart notes, consider the future – ‘what might be’ through reflection on your discovery outcomes What would be your preferred future in terms of… People? Practice and Provision? Create two introductory paragraphs that you might use with a team

21 Design and Delivery Planning and Action

22 Summary