‘Creating a High Performance School Culture’

Leadership The art of getting a group of people to do something as a team because they individually believe that it is the right thing to do

Performance Improvement Everything should be about performance improvement. If it doesn’t make us better, don’t do it. Every team has the capacity to improve their performance

Leadership Leadership is action - ‘see something, do something’. See something positive, reward it See something negative, challenge it

Leadership Leadership is the responsibility of every member of the team We must all lead by example

Mechanics & Dynamics We focus only on the dynamics of the team i.e. how we interact together. If the dynamics are excellent, the mechanics of the team are performed at a higher level

Team as a Resource The staff team is our most valuable, and often our most under-utilised, resource

Program Outcomes Clear understanding of ‘rules’ The staff support each other more Team is greater than the individual Honest, open dialogue about performance The program is not the ‘Leading Teams’ program. It becomes ‘the way we do things around here’

Implementing The Program Essential Steps Build a framework that the staff own and drive Identify and develop a strong leadership group Develop strong relationships between staff so that they can speak honestly to each other about performance Review in reference to the framework

Your Team Identify the problem that you would most like to solve in your school (may be a person/s or an issue). What impact is this problem having on your team? Make a note using dot points outlining the situation and consequences for the school.

Establish a trademark Establish a behavioural framework Step 1: Building A Behavioural Framework

Trademark How would you describe your team now? (3 words) How do we want your team to be described? (3 words)

Behavioural Framework What behaviours do you see that stop your team from being the ‘ideal team’? What behaviours must your team display if they are to be this ‘ideal team’?

Team Culture The culture of any team is simply the ‘behaviours that it accepts and rewards’ Language is critical

Step 2: Select Leaders Identify staff members who most consistently display the Trademark Behaviours

Leaders Model trademark behaviours Reward trademark behaviours Challenge counter-productive behaviours (remember: right way, right time, right place)

Leadership Group/Team Should be empowered and consulted by the principal to manage all aspects of the team and school

Leadership Group Must drive the trademark behaviours of the group Start slowly but with training and trust, they will take more responsibility

How do you measure up as a leader? Self Assessment Name:……………………………. What 3 words do you think your team would use to describe you? What 3 words would you like your team to use to describe you (perfect world) What do you think your team want you to: Stop doing Start doing Keep doing What is one thing that you can do tomorrow that will make you a better leader?

Situational Leadership SupportiveCoaching Supportive Coaching “We Talk, You Decide” “We Talk, I Decide” ( High Relationship – Low Task) (High Relationship - High Task) DelegativeDirecting Delegative Directing “You Decide” “I Tell” ( Low Relationship - Low Task) (Low Relationship – High Task) Level of Security Level of Training Level of Willingness Urgency of Task Urgency of Task Relationship Task

Step 3: Build Strong Professional Relationships Profiling (DiSC) Dominant eagle) Influencer (peacock) Stable (dove) Conscientious (owl) Individual profiles are always secondary to the team’s Trademark & Trademark Behaviours Peer reviews Small groups Formal assessments Develop personal action plans and affirmations

Personal Plan Following each peer assessment, a personal action plan is developed and mentoring relationships begin. Affirmations are a vital part of each personal action plan

Self Image ‘What others accept as the truth about me’ Behaviour/ Performance Self Talk ‘What I accept as the truth about me’ Self Talk Cycle

Step 4: Reviews Staff reviews must reflect the Trademark and Trademark Behaviours This will result in a more consistent performance

Conflict Must be embraced if we are to drive performance improvement Must be managed carefully and respectfully Occurs when there is a gap between ‘what we expect’ and ‘what is delivered’.

Managing Conflict Always use the Trademark & Trademark Behaviours as your reference point Always confront issues and encourage open dialogue In difficult situations use the ‘Relationship Assessment’ pro-forma and have this mediated by an independent facilitator

Key Focus Areas for a Successful Program Identify & influence ‘centres of influence’ Identify blockers and develop a strategy to reduce ‘blocking’ Level of honest dialogue between power brokers Leaders’ preparedness to receive feedback from team Leaders have no ‘favourites’ Level of skill of coaches/leaders/players to apply knowledge Weight of numbers (WON)

Great Teams Every member of the team feels safe to have open, honest and constructive dialogue with any other member of the team, regardless of their position in the team.

What does this mean for you? You must model the TM behaviours Support the staff framework (use language) Assist staff to adhere to the framework Be prepared to use, trust and listen to members of the leadership group Look to provide opportunities for members of the leadership team to lead and make genuine decisions Be prepared to listen to staff feedback about your performance