Aspiring Leaders for Teaching and Learning Session 4: Managing Change and Monitoring Performance Dr Vincent Stroud March 28 th 2012

Activity Individually Consider a positive point about each person in the group

Activity Individually Consider a development point about each person in the group

Overview of the Programme Session 1 (full day): Launch Day for all aspiring leaders (AL) and coaches (C). Trainer: Jacky King, Venue: Long Sutton Golf Club, Date: Wednesday 20 th October Session 2 (afternoon): Linking Data to High Performance Trainer: Vince Stroud, Venue: Brookside School Training Room, Wed 15 th December Session 3 (afternoon) Developing the team and individual Trainer: Jacky King, Venue: Brookside School Training Room, Wed 16 th February 2011

Overview of the Programme Session 4 (afternoon): slight change Managing Change and Monitoring Performance Trainer: Vince Stroud, Venue : Brookside School Training Room, Wed Session 5 (afternoon): How to get AfL & Inclusion to make the difference to Personalised Learning Trainer: Vince Stroud, Venue: Brookside School Training Room, Wed Session 6 (Whole day): Moving to mostly good and outstanding Trainer: Jacky King, Venue: Long Sutton Golf Club, Wed

Outline of Session Motivating change Managing teams through change Leading and evaluating learning – Current debate ensuring theories of learning link to practical learning in the classroom Making Lesson Observations Developmental Managing Difficult Conversations AL and C agree focus for development and support strategy

Three Fields of Knowledge

Activity On individual post-its, write down What change means to you

Change is : Inevitable Natural Constant A process It is not so much that we are afraid of change, or so in love with the old days, but it’s the place in between we fear …and few people like it.

Sense of loss Sense of gain Fear Anxiety Loss Danger Panic Exhilaration Risk-taking Excitement Improvements Energising Adapted from Fullan Chaotic Change

Embracing change Sabotage Misuse Compliance Utilisation Innovation Ignore Source: Bitter Experience - Boud 2001 Embrace Resist

What characterises a successful school? u Manages, rather than copes with, change u Focused on teaching and learning u Inclusive at all levels u Flexible u Collaborative inside and outside the school u Everyone works in a way that fosters individual and team improvement

Making Changes For a change programme to be successful and sustainable, there must be: A compelling reason to change A clear vision for the future A coherent plan for getting there

Principles of an effective change process Open inclusive leadership Positive and ambitious culture Constructive collaboration Inclusive change teams Process for managing change Rational, political and emotional

Activity chat with a partner How far does your school reflect these principles and characteristics?

For successful change, emotional and political barriers must be overcome Clear vision/ understanding Case for change Plan of activities Agreed way forward Rational Political Emotional Active involvement Groundswell of support Senior management consensus Personal staff commitment Visible stakeholder support Enthusiasm Appreciation of need Clear role(s) Engagement Willingness to act

Conditions eg working day Colleagues Training Team Manager Career Path Performance measures Tasks Processes Location Rational, Political and Emotional

Discover Identify issues as well as opportunities for children, school, cluster and community – a long list Deepen Evaluate the opportunities in terms of their impact against desired outcomes and determine a shortlist Develop Develop the vision and strategy, combined with the delivery plan Deliver Deliver the change plan Mobilise Develop awareness of what is possible and what it means for our children, school, cluster and community Sustain Evaluate, update and adjust

Activity chat with a partner What are the potential implications of this for you?

Mobilise (the stakeholders) Discover (open our minds and behaviours to spot the opportunities) Deepen (Evaluate and choose the opportunities) Develop (Vision & Plan ) Deliver (Establish the enterprise) Results … continuing to assess the needs of the school and adapt to deliver those needs Desired change

School Change Teams A School Change Team (SCT) should not just involve the headteacher and/or the senior management team. It represents a cross-section of the staff in a school including teachers, administrators, and support staff, and others representing the wider school community including governors, parents, and pupils.

Role of the Change Team SCT members should: Represent other members of the school workforce who are not in the SCT Bring along their own, and others' issues and views on workload to the change meetings, and contribute in a constructive way Act as a communications channel back to the school workforce Be prepared to oversee and, where appropriate, be part of change initiatives

Change will fail Unless HT, SCT and SLT are prepared to lead others through the change programme Change will be ignored / blocked Unless emotion is managed coaching given + teamwork cascaded Take various routes to a failed endeavour Unless Proven change process is deployed Cultural Change Change Management Process Adaptive Leadership

Confidence +ve -ve Made the right decision We have some news It’s difficult It is not the best news Now I understand, but.. Not sure how to solve There is a solution We have some options We have a plan to success We have the answer Mobilise DiscoverDeepenDevelopDeliver Emotional State Sustain We have a solution The Change Process

Changes we agree with Optimism level Time weeks Uninformed optimism: “This is easy, it hardly needs my attention” Informed pessimism: “This is more difficult than I thought” Informed optimism: “We know how to do it” New normality: “We’re just getting on with it”

Numb Anger Denial Bargaining Depression Testing New normality Activity level Time Hours / months Changes we disagree with

Rational Political Emotional …so be ready for…

Barriers to Change identity-based - resisting any change culturally-based - not right for us resource-based - insufficient time, money Cicmil and Kekale (1997)

Barriers to Change value barriers, either challenging one's value systems or proposing values with which one cannot agree power barriers, where innovation is acceptable if it increases one's power base, but not if it diminishes it psychological barriers, if security, confidence or emotional well-being are threatened by the change. Dalin (1978)

Overcoming barriers Highlight inconsistencie s Time out Ask direct questions Unmask the concealed Ask for expansion Research and plan Overcoming barriers Give direct feedback

Activity As a group What are the main features of giving feedback?

Giving constructive feedback Be specific Start with positives Only refer to behaviour which can be changed Ask people to do different things rather than be different

Giving constructive feedback Offer alternatives Address only one or two areas at a time Leave the recipient with choices

Maintaining silence (allow the other person to reflect) Open-ended questioning Active listening Reflecting back Techniques to use for feedback

Activity As a trio Address the issue you raised earlier with an observer

Receiving feedback Listen carefully to what is being said. Don ’ t immediately reject Seek clarification Ask for the feedback you want Say “ Thank-you! ”

Tools used to manage change DiscoverDeepenDevelopFrameMobilise

Your feedback on today Even better if What went well

The Reflective Journal The Learning Journal: There are 3 key questions in the Learning Journal: 1. The main points I have learnt from this session are… 2. How I can develop my skills as a result of this session 3. How I could develop my knowledge and understanding as a result of this session