entrepreneurial competences for school leadership teams Welcome Thanks to funder. Thanks to U of Primorska for hosting the event and to audience for joining us today entrepreneurial competences for school leadership teams

Erasmus+ Strategic Partnership ECLS, Newcastle University University of Primorska, Slovenia edEUcation University of Jyväskylä, Finland Bucharest University of Economic Studies, Romania European School Heads Association Each of the University partners has hosted an event. Huge thanks to U of Primorska for hosting this dissemination conference.

The Project Working with school leadership teams to: design an enquiry-based programme for entrepreneurial school leadership development demonstrate the impact of entrepreneurial leadership in schools develop freely available modules and resources http://www.ec4slt.com/modules.html ‘conditions of compulsory schooling have changed in ways that are encouraging more entrepreneurs to enter the field and to behave entrepreneurially’ (Hentschke and Caldwell, 2007,p. 146). Project itself is an enquiry what works? Where? Influencing factors? Cultural factors? in an ‘era of complexity’ where ‘the only stable factor is constant change’ and where ‘paradox, ambiguity, and uncertainty are becoming the norm’ (LISA 2009, p.9) school leaders need to be able to manage crisis, uncertainty and complexity (Pihie et al, 2014a, p. 4).

Activities 4 partner meetings (Ncle., Finland, Bucharest and Koper) 2 literature reviews (business and education literature) Audit of leadership development programmes in UK, Slovenia, Romania and Finland Development of module materials and handbook Trialling and refining materials with schools Researching the process

( financial, material and human). (Woods et al, 2007p. 237) definitions Entrepreneurship is…….. leadership in exceptional circumstances (Czariawska-Joerges and Wolff, 1991) turning ideas into action, being innovative, taking the initiative, taking risks (Lisbon Treaty 2006) creating opportunities for change and innovation (Woods et al, 2007) finding new resources or utilising existing resources in new ways (Woods et al, 2007; Borasi and Finnigan, 2010) networking (Smith 2003 ; Borasi and Finnigan 2010; Scott and Webber 2015) having a local-global perspective (Smith 2003; Scott and Webber 2013) The literature reviews supported the view that Entrepreneurship is not all ABOUT START UPS, PROFIT MAKING and performance ideology. While it mainly fits contexts which are new and cannot be dealt with by means of experience or routine, entrepreneurship is also leadership in exceptional circumstances e.g. Our case study of a Triad model of three primary schools developing SLTs by supporting each other, initiated when local authority support for school improvement was coming to an end. Entrepreneurship: an individual's ability to turn ideas into action, to be innovative, take the initiative, take risks, plan and manage projects with a view to achieving objectives. Lisbon Treaty: Promoting entrepreneurship in schools and universities, 2006 the predisposition to and practice of achieving valued ends by creating, taking or pursuing opportunities for change and innovation and finding new resources or utilising in new ways existing resources ( financial, material and human). (Woods et al, 2007p. 237) So predisposition – some people are born entrepreneurs, but can if be learned?

‘What makes an effective leader?’ – a business perspective high ethical and moral standards provides goals and objectives with loose guidelines clearly communicates expectations flexibility to change opinions committed to my ongoing training communicates clearly and openly open to new ideas and approaches creates a feeling of succeeding and failing together helps me grow into a next generation leader provides safety for trial and error (Giles, 2016) Business perspective Research reported in the Harvard Business Review on the perspectives of leaders on ‘What makes an effective leader?’ concurs that successful leadership is values driven. Giles’ (2016) study of 195 leaders in 15 countries who were asked to choose the 15 most important leadership competencies from a list of 74. The top 10 competencies chosen by these leaders These choices reflect that highly rated attributes relate to creating a safe and trusting environment in which others can feel confident, engage, create and innovate; a commitment to fairness (demonstrating strong ethics and moral standards and providing a sense of safety) that correspond to the increasing importance of wellbeing and capacity building in educational research. Neuroscience corroborates that threats to safety cause fight or flight response in which we lose access to the social engagement system of the limbic brain and the executive function of the pre-frontal cortex, inhibiting creativity and drive for excellence. Empowering others to self-organise by providing clear direction but distributing leadership- leads to empowered teams that are more productive and proactive. A sense of connection and belonging impacts productivity and emotional wellbeing, unleashing potential Openness to new ideas, flexible to change opinions, providing safety for trial and error and commitment to colleagues’ ongoing training nurtures and grows future leader and fosters individual and organisational learning

mission Social entrepreneurialism: reducing disadvantage, deprivation and social exclusion- innovation with a social mission. Public entrepreneurialism: communicating values and ethos - innovation with a democratic and community-oriented mission Cultural entrepreneurialism: advancing ideas and values that give purpose to individual and social action- innovation with a mission to bring meaning. Woods et al (2007, 2009) Woods et al (2007, 2009), in their study of the Academy Schools Programme in England have identified four distinct types of entrepreneurialism: Business entrepreneurialism: achieving competitive advantage and success Social entrepreneurialism: reducing disadvantage, deprivation and social exclusion- innovation with a social mission. Public entrepreneurialism: sustaining and advancing the presence, values and aims of a public ethos, including wellbeingsocial justice and democratic participation and accountability- innovation with a democratic and community-oriented mission Cultural entrepreneurialism: advancing ideas and values that give purpose to individual and social action- innovation with a mission to bring meaning. Woods et al (2007, 2009), involving parents, and other external actors, projecting the school,

modules Strategic Thinking & Visioning VALUES Strategic Thinking & Visioning ETHOS Team Building, Personnel Management & Development SOCIAL Communication & Negotiation Skills CULTURAL Financial Resources Mobilization & Optimization Deliverables: to develop four key areas of entrepreneurial competence for school leadership teams: Enquiry-based entrepreneurial school leadership team development programme Workshops today will enable you to sample the modules and to hear from schools engaged in the project about the enquiries they have conducted http://www.ec4slt.com/modules.html

impact Universities SLTs Partnership PLAN REVIEW DO communicate Effective strategies Research Tools Partnership impact communicate

Enquiry into Entrepreneurial School Leadership means that we… Session 1 Enquiry into Entrepreneurial School Leadership means that we… ask significant and substantive questions problematise leadership take ownership of our own professional learning consider business, academic, social, public and cultural objectives (Woods et al, 2007,2009) to impact on colleagues, students and other stakeholders Workshop Introduce the idea of enquiry-based development of entrepreneurial leadership

The professional enquiry model Developed in the Learning to Learn Project 2000-2010 http://www.campaign-for-learning.org.uk/cfl/learninginschools/projects/learningtolearn/l2l_in_schools_case_studies.asp Projects in schools, FE colleges and universities http://www.ncl.ac.uk/cflat/EQUATE.htm Origins of the enquiry model When we investigate our own leadership practice, to make sense of what happens, what works and why, we start to create new and useful professional knowledge. An enquiring approach leads us into dialogue with colleagues and encourages us to innovate and evaluate. We are able to make more informed sense of theory, policy and research in a way that can impact on our practice. Leadership enquiry can lead to meaningful change and proactive cultures.

Creating an enquiry cycle need to know Asking questions Using evidence & experience Making sense of evidence Reflecting on learning To what extent have we initiated an enquiry? Discuss how you will set about the planning, gathering evidence and assessing impact. What would your output be in this first cycle? Consider how the process contributes to the professional learning of the leadership team.The essential elements are the opportunity to ask Qs, and explore these question using evidence and / or experience.

‘What makes an effective leader?’ – a business perspective high ethical and moral standards provides goals and objectives with loose guidelines clearly communicates expectations flexibility to change opinions committed to my ongoing training communicates clearly and openly open to new ideas and approaches creates a feeling of succeeding and failing together helps me grow into a next generation leader provides safety for trial and error (Giles, 2016) Business perspective Research reported in the Harvard Business Review on the perspectives of leaders on ‘What makes an effective leader?’ concurs that successful leadership is values driven. Giles’ (2016) study of 195 leaders in 15 countries who were asked to choose the 15 most important leadership competencies from a list of 74. The top 10 competencies chosen by these leaders These choices reflect that highly rated attributes relate to creating a safe and trusting environment in which others can feel confident, engage, create and innovate; a commitment to fairness (demonstrating strong ethics and moral standards and providing a sense of safety) that correspond to the increasing importance of wellbeing and capacity building in educational research. Neuroscience corroborates that threats to safety cause fight or flight response in which we lose access to the social engagement system of the limbic brain and the executive function of the pre-frontal cortex, inhibiting creativity and drive for excellence. Empowering others to self-organise by providing clear direction but distributing leadership- leads to empowered teams that are more productive and proactive. A sense of connection and belonging impacts productivity and emotional wellbeing, unleashing potential Openness to new ideas, flexible to change opinions, providing safety for trial and error and commitment to colleagues’ ongoing training nurtures and grows future leader and fosters individual and organisational learning

‘What makes an effective leader?’ – a business perspective 67% high ethical and moral standards 59% provides goals and objectives with loose guidelines 56% clearly communicates expectations 52% flexibility to change opinions 43% committed to my ongoing training 42% communicates clearly and openly 39% open to new ideas and approaches 38% creates a feeling of succeeding and failing together 38% helps me grow into a next generation leader 37% provides safety for trial and error (Giles, 2016) Business perspective Research reported in the Harvard Business Review on the perspectives of leaders on ‘What makes an effective leader?’ concurs that successful leadership is values driven. Giles’ (2016) study of 195 leaders in 15 countries who were asked to choose the 15 most important leadership competencies from a list of 74. The top 10 competencies chosen by these leaders These choices reflect that highly rated attributes relate to creating a safe and trusting environment in which others can feel confident, engage, create and innovate; a commitment to fairness (demonstrating strong ethics and moral standards and providing a sense of safety) that correspond to the increasing importance of wellbeing and capacity building in educational research. Neuroscience corroborates that threats to safety cause fight or flight response in which we lose access to the social engagement system of the limbic brain and the executive function of the pre-frontal cortex, inhibiting creativity and drive for excellence. Empowering others to self-organise by providing clear direction but distributing leadership- leads to empowered teams that are more productive and proactive. A sense of connection and belonging impacts productivity and emotional wellbeing, unleashing potential Openness to new ideas, flexible to change opinions, providing safety for trial and error and commitment to colleagues’ ongoing training nurtures and grows future leader and fosters individual and organisational learning

dissemination A project web site - http://www.ec4slt.com/ Social Media: Facebook, Twitter Project Newsletters A structured database of dissemination and networking contacts Local and national events