Lucy Rimmington @braveteaching BRAVE Leadership

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who do we lead?

HOW DO WE LEAD?

how ARE PEOPLE MOTIVATED? @Braveteaching how ARE PEOPLE MOTIVATED? Needs (Maslow) Values (Oubraye-Rossel & Roussell) Self

Needs Maslow; A Theory of Human Motivation (1943) @braveteaching By FireflySixtySeven - Own work using Inkscape, based on Maslow's paper, A Theory of Human Motivation., CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=36551 248

@BRAVETEACHING values ‘Behaviour is determined by the subjective value of the objectives towards which the individual is working, but also by their expectancy to see their behaviour producing the required results’ (Oubraye- Rossel and Roussel, 2001)

@braveteaching SELF https://www.youtube.com/watch?v=u6XAPnuFjJc

@BRAVETEACHING While complying can be an effective stRATEGY for physical survival, it's a lousy one for personal fulfillment. Living a satisfying life requires more than simply meeting the demands of those in control. Yet in our offices and our classrooms we have way too much compliance and way too little engagement. The former might get you through the day, but only the latter will get you through the night.” ― Daniel H. Pink DAN PINK

sUMMARY OF RESEARCH ON MOTIVATION AT WORK @BRAVETEACHING sUMMARY OF RESEARCH ON MOTIVATION AT WORK Intrinsic motivation Extrinsic motivation Goal internalisation

TEACHER MOTIVATION

dAY ET AL (2006) @BRAVETEACHING Six professional life phases: 0–3 years; support of the school and department leaders (positive) and pupil behaviour (negative) 4–7 years; management of heavy workloads (negative) 8–15 years; holding positions of responsibility (positive) possibility of progression in their career (positive) 16–23 years; further career advancement and good results (positive), managing heavy workloads, facing additional responsibilities in school or demands outside of school, achieving a work–life balance, a feeling of career stagnation, lack of support in school and poor pupil behaviour (all negative) 24–30 years; lack of support in school and bad pupil behaviour (negative). 31 years and above; positive teacher-pupil relations (positive), pupils’ progress (positive), health issues (negative) government policies (negative) and pupil behaviour (negative)

TEACHER SUPPLY

house of commons education committee Recruitment and retention of teachers Fifth report 2016-17 Fifth Report of Session 2016–17

Summary …more teachers staying in the profession for longer would strengthen the pool of leadership positions. A key driver for teachers considering leaving the profession is unmanageable workload. Government and Ofsted must do more to encourage good practice in schools and recognise that changes to the school system and accountability play an important part in increasing workload. In order to raise the status of the teaching profession, and improve retention, teachers must be entitled to high-quality, relevant continuing professional development throughout their careers. It must …allow teachers to continually develop their practice and to create future leaders. The College of Teaching will play an important role in this

The role of continuing professional development @braveteaching The role of continuing professional development Introducing initiatives to help improve teachers’ job satisfaction may well be a much more cost effective way of improving teacher supply in the long term.

anecdotally…

changing the conversation

@braveteaching John holman… There is a huge emphasis in countries like Germany, Finland, the Netherlands and Singapore on the subject and how to be a highly skilled practitioner in that subject. Science is a practical subject and practical work is very important. You need a lot of very specific skills and a lot of confidence in order to do practical work well [ ... ] It is that kind of highly specific skill that comes out if you are providing subject- specific professional development.

@braveteaching DAME ALISON PEACOCK… What we want to do through the Chartered College is enable teachers to engage in scholarship where they are able to find out what the findings [of research] are saying so that they can improve practice.

established model in finland Text established model in finland Teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have research-based orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development.

what to do next… Join the Chartered College See the bigger picture @braveteaching what to do next… Join the Chartered College See the bigger picture Coach Have valuable aims Lead the person, not the title