TEAM BUILDING, PERSONNEL MANAGEMENT AND DEVELOPMENT Module 2

Partners School of Education, Communication and Language Sciences, Newcastle University, UK University of Primorska, Slovenia edEUcation, UK University of Jyväskylä, Finland Bucharest University of Economic Studies, Romania European School Heads Association, Netherlands Introduce the project and the partners. Web links do not currently work. Correct them

The Focus EC4SLT invites school leadership teams to join the project to: design an enquiry-based programme for entrepreneurial educational leadership development improve the quality and efficiency of leadership through application of entrepreneurial competences from the business world. Introduce the idea of enquiry-based development and entrepreneurial leadership

Entrepreneurial competences The Entrepreneurial competences In relation to team building, personnel management and development, entrepreneurial competences concern ethos and include: choosing an organisational structure and a management system which are fit for purpose appointing people to all types of posts, internal and external, who are committed to the mission and vision creating and motivating teams and individuals to be creative and participative creating a culture of distributed leadership and equipping teachers to become pedagogical leaders creating high energy within the personnel and leading from the front using highly visible management techniques such as ‘walking around’ acting as coach and/or mentor for professional development Introduce the entrepreneurial competences. Add the website video links to each competence.

Stimulus A case study school is failing and in need of improvement The senior leadership team is aware that it will need to focus on entrepreneurial competences related to ethos in order to enable change They need to explore exactly what this means in practice Refer participants to the case study document for more information. This is Handout 1.

Group task Scenario: You have just taken over as the leadership team of the failing school. Analyse the issues you face in terms of leadership and where you want to be in the short, medium and longer term. What are the drivers behind the change you need to implement? Create a brief vision statement for the way forward.   A description of a fictional school Set of post it notes

Create the need to know Source a copy of your school improvement plan Work as a leadership team to identify one key improvement objective which requires revisiting your ethos Why is the objective important? How easy will it be to achieve? Do you foresee any sticking points? Cycle 1: explore

Ask questions Using the 8Qs template, record all of the questions you have as a leadership team in relation to achieving the objective you identified on the previous slide The 8Qs template is named Handout 2 Cycle 1: explore

Use evidence and expertise Read and review the additional information in Handouts 3, 4 and 5 Watch the video clip of senior leaders at George Stephenson High School and consider the advantages and disadvantages of their approach in relation to your context Arrange to visit a school in your area and find out whether they have resolved an objective like the one you have chosen for the focus of your enquiry Select two or three texts from the module reading list and engage with them, making notes and asking further questions Cycle 1: explore

Make sense of your findings What have you found? Revisit your 8Qs sheet and consider whether you have obtained appropriate approaches to achieving your objective Cycle 1: explore

Reflect on your learning How does the experience at the case study school compare to the process and outcomes of your exploratory enquiry cycle? What were the key learning points of your exploratory enquiry cycle? How/where/when/why did they occur? Were there any blockers? Will you need to plan to avoid them next time? How will you do this? Cycle 1: explore

Making links To what extent did the entrepreneurial competences relating to ethos feature in your exploratory enquiry cycle: choose an organisational structure and a management system which are fit for purpose? appoint people to all types of posts, internal and external, who are committed to the mission and vision? create and motivate teams and individuals to be creative and participative? create a culture of distributed leadership and equip teachers to become pedagogical leaders? create high energy within the personnel and lead from the front using highly visible management techniques such as ‘walking around’? act as coach and/or mentor for professional development?

Create the need to know The first stage of your second, negotiated, enquiry cycle requires you to record the impact of developing your entrepreneurial competences relating to ethos Use Handout 6 to prepare an action plan in order to record: the stages of your enquiry delegated roles and responsibilities deadlines anticipated outcomes Remember to include evidence of your learning from enquiry cycle one Cycle 2: develop

Ask questions Undertake a small scale trial of your action plan with a particular group of staff Which entrepreneurial skills relating to ethos do you want to practise? Who/what will enable you to practise these skills and offer constructive feedback for improvement? How will you approach them/it? When will you conduct your trial? Take action and collect evidence Cycle 2: develop

Ask questions To what extent will you have to consider and plan for: The structure of your organisation? Levels of commitment and motivation amongst staff? Capacity to develop distributed leadership? Your own capacity to lead from the front? Developing and implementing coaching and mentoring approaches for professional development? Cycle 2: develop

Use evidence and expertise Review the evidence of your small scale trial What did you find in relation to: The anticipated outcomes in your action plan? The entrepreneurial competences relating to ethos? Revisit the video clip of senior leaders at George Stephenson High School Compare and contrast their leadership approaches and your own approach in your small scale trial Cycle 2: develop

Make sense of your findings It is now time to up-scale your work Review the points of your action plan in relation to your findings from the previous slide Do you need to change anything/anyone? Do you need to add anything/anyone? Do you need to remove anything/anyone? Take action and collect evidence Cycle 2: develop

Reflect on your learning So, what were the actual outcomes of your action plan? How did they compare to your intended outcomes? What did you achieve in relation to your original improvement objective? Cycle 2: develop

Making links To what extent did the entrepreneurial competences relating to ethos feature in your developmental enquiry cycle: choose an organisational structure and a management system which are fit for purpose? appoint people to all types of posts, internal and external, who are committed to the mission and vision? create and motivate teams and individuals to be creative and participative? create a culture of distributed leadership and equip teachers to become pedagogical leaders? create high energy within the personnel and lead from the front using highly visible management techniques such as ‘walking around’? act as coach and/or mentor for professional development?

Next steps To what extent are you convinced by the need to develop entrepreneurial competences relating to ethos? How will you communicate this to others? What small changes will you make to your leadership practice as a result of this enquiry? Give your reasons for this What will you keep the same? Write your responses on a sticky note and post it by your desk as a practical reminder for future work.

Contact Authors The content of this module was researched and prepared by: Janez Drobnič and Jurka Lepičnik Vodopivec Organisation: University of Primorska, Slovenia Ulrike Thomas, Alison Whelan and Anna Reid Organisation: School of Education, Communication and Language Sciences, Newcastle University, UK Key contact: Sue Robson, School of Education, Communication and Language Sciences, Newcastle University, UK (sue.robson@ncl.ac.uk) Agree the order of authors and add professional titles.