ESRC Seminar Series: Teacher Resiliance Seminar 3: Lessons from the field Tuesday 12 October 2010 MORE IS BETTER Developing leadership; developing resilience.

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Presentation transcript:

ESRC Seminar Series: Teacher Resiliance Seminar 3: Lessons from the field Tuesday 12 October 2010 MORE IS BETTER Developing leadership; developing resilience Developing leadership; developing resilience Graham Handscomb Senior Manager, Essex Schools, Children and Families Directorate David Crowe Headteacher, The Boswells School, Essex

Developing leadership; developing resilience 2 More is Better OVERVIEW How are resilience issues experienced at school level? Practitioner perspective. The relationship between self-worth / self-efficacy and resilience. What contributes to fostering resilience – Boswells approach to increasing the density of leadership. What effect has this had? How do we know it has made a difference? – some cameo testimonies.

Developing leadership; developing resilience 3 More is Better Building on previous seminars resilience as a dynamic changeable state which is in part influenced….by individuals capacities to adapt to circumstance (Day and Gu, 2010). Potent role that leadership in the workplace plays in building upon professionals capacity to be resilient (Ibid). Resilience through empowering leadership resists moving towards the negative (Kyriacou, 2010), and also brings positive gains in self-worth.

Developing leadership; developing resilience 4 More is Better Resilience – self-efficacy / self-worth Relationship between the personality and the demands of the job. How do I feel about myself; how do I feel about the job? Coping does not equal = less work; responsibility. Leadership empowerment – self-efficacy – resilience capacity.

Developing leadership; developing resilience 5 More is Better The contribution of empowered leadership Essex Local Authority Context: The function of leaders and managers is to add value to the work of others…build self- esteem and self-confidence…and to provide challenge and reward (Handscomb, 2005) ; Some key features, exemplified in Boswells: leadership as a process not an event; teacher academy; enquiry and research culture; collaboration within and beyond the school.

Developing leadership; developing resilience 6 DEVELOPING LEADERSHIP: DEVELOPING RESILIENCE Or How Control + Trust = 1 And =5!

Developing leadership; developing resilience 7 Leadership: the imperative for change In a few hundred years, when the history of our time will be written from a long-term perspective, it is likely that the most important event historians will see is not technology, not the internet, not e- commerce. It is an unprecedented change in the human condition. For the first time- literally- substantial and rapidly growing numbers of people have choices. For the first time, they will have to manage themselves. And society is totally unprepared for it. Peter Drucker Leader to Leader: Spring no 8, 2000

Developing leadership; developing resilience 8 Quite a challenge for schools! Citizens of the future must be, therefore: Resourceful Adaptive Critical Analytical Proactive Responsive Sociable

Developing leadership; developing resilience 9 Leadership: the imperative for change Further innovation must be balanced by abandonment of policies and practices that may have been well suited to former times but are now essentially obsolete. Professor Brian Caldwell Essential questions for the future school: 2006 Innovation comes through the abandonment of policies, practices and expectations that will not deliver the needs and aspirations of the school, its staff and learners... And implementing those that will! For us the key change was to change the practice of leadership in the school.

Developing leadership; developing resilience 10 Our Starting Points: 1

Developing leadership; developing resilience 11 Our Starting Points: 2 One staff: synergy Every staff member a leader Individual and collective self-regulation in pursuit of excellence Every member of staff committed to excellence in educational provision and opportunities for every Boswells student Every member of staff fully attentive of the small detail of school life Quality assurance and quality control a collaborative activity in which everyone actively engages.

Developing leadership; developing resilience 12 Leadership – the Control –Trust quotient TRUST CONTROL TRUST

Developing leadership; developing resilience 13 The Benefits of Leadership Density

Developing leadership; developing resilience 14 Enhanced capacity Resilience Well-being Happiness Self-worth Self- efficacy Motivation Self- actualisatio n Professional empowermen t Control Collegialit y