1. INTRODUCTION TO THE ENTREPRENEURIAL COMPETENCES FOR SCHOOL TEAMS PROJECT Module 0 1

2.  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 Partners 2

3. Activities 4 partner meetings (Newcastle, 2014; Bucharest, 2015; Jyvaskyla and Koper, 2016) 2 literature reviews (business and education literature) Audit of leadership development programmes in UK, Slovenia, Romania and Finland Development of module materials and handbook Trialling and refining materials with schools Researching the process Final conference (Koper, 2016)

4. Working with school leadership teams, the EC4SLT project partners have: designed an enquiry-based programme for entrepreneurial school leadership team development developed case studies to demonstrate the impact of entrepreneurial leadership in schools developed freely available modules and resources http://www.ec4slt.com/modules.html http://www.ec4slt.com/modules.html

5. Entrepreneurial School Leadership – in search of a working definition Call to mind three leaders – current or past colleagues or encounters: – An educational leader with qualities that you define as entrepreneurial – A leader who demonstrates a lack of entrepreneurial qualities – An individual with entrepreneurial qualities you admire

6. Me A leader with entrepreneurial qualities A leader lacking entrepreneurial qualities

7. Entrepreneurial leadership involves…….. leadership in exceptional circumstances (Czariawska-Joerges and Wolff, 1991) turning ideas into action, being innovative, taking the initiative, taking risks (Lisbon Treaty 2006) creating opportunities for change and innovation (Woods et al, 2007) finding new resources or utilising existing resources in new ways (Woods et al, 2007; Borasi and Finnigan, 2010) networking (Smith 2003 ; Borasi and Finnigan 2010; Scott and Webber 2015) having a local-global perspective (Smith 2003; Scott and Webber 2013)

8. Social entrepreneurialism: reducing disadvantage, deprivation and social exclusion- innovation with a social mission. Public entrepreneurialism: communicating values and ethos - innovation with a democratic and community-oriented mission Cultural entrepreneurialism: advancing ideas and values that give purpose to individual and social action- innovation with a mission to bring meaning. Woods et al (2007, 2009) Entrepreneurial leadership involves……..

9. Entrepreneurial leadership VALUES Strategic Thinking & Visioning ETHOS Team Building, Personnel Management & Development SOCIAL Communication & Negotiation Skills CULTURAL Financial Resources Mobilization & Optimization http://www.ec4slt.com/modules.html

10. ‘What makes an effective leader?’ – a business perspective high ethical and moral standards provides goals and objectives with loose guidelines clearly communicates expectations flexibility to change opinions committed to my ongoing training communicates clearly and openly open to new ideas and approaches creates a feeling of succeeding and failing together helps me grow into a next generation leader provides safety for trial and error (Giles, 2016)

12. ask significant and substantive questions problematise leadership take ownership of own professional learning consider business, academic, social, public and cultural objectives (Woods et al, 2007,2009) to impact on colleagues, students and other stakeholders Entrepreneurial School Leaders…

13. ‘What makes an effective leader?’ – a business perspective 67% high ethical and moral standards 59% provides goals and objectives with loose guidelines 56% clearly communicates expectations 52% flexibility to change opinions 43% committed to my ongoing training 42% communicates clearly and openly 39% open to new ideas and approaches 38% creates a feeling of succeeding and failing together 38% helps me grow into a next generation leader 37% provides safety for trial and error (Giles, 2016)

14. Developed in the Learning to Learn Project 2000-2010 http://www.campaign-for- learning.org.uk/cfl/learninginschools/projects/learningtole arn/l2l_in_schools_case_studies.asp Projects in schools, FE colleges and universities http://www.ncl.ac.uk/cflat/EQUATE.htm The professional enquiry model

15. Your role and your setting Think about what you would like to achieve from this course and how learning new skills and competencies could make a difference to your role and your setting. What is your aim? What is your vision for the future? Write two positive statements beginning: My aim in completing this course is… My vision for my role/setting over the next 5 years is…

16. Identifying the issue your team would like to address through the project… we would like to improve..... we want to change ….. because we are perplexed by..... some people are unhappy about..... we’re really curious about..... we want to learn more about..... an idea we would like to try out in classes is..... we think … would really make a difference to …..

17. 17 Creating an enquiry cycle Creating a need to know Asking questions Using evidence & experience Making sense of evidence & experience Reflecting on learning To what extent have we initiated an enquiry?

18. Throughout this project, you are aiming to develop an enquiring philosophy When we investigate our own leadership practice, to make sense of what happens, what works and why, we start to create new and useful professional knowledge. Is there an element of your leadership practice that you would like to investigate throughout this course? Leadership enquiry can lead to meaningful change and proactive cultures. What sort of changes would you like to impact on the culture of your organisation?

19. 19 Creating a need to know Asking questions Using skills & experience reflecting on evidence & refining process professional learning Am I getting the best from my team?

20. Enquiry cycles PLAN DO REVIEW PLAN DO REVIEW Exploratory/ Inductive Cycle Negotiated/ Deductive Cycle Share findings

21. Outputs CYCLE 1 Poster Similar to posters generated in L2L Phase 4. Including the following information: Summary: inc. Project aims, key characteristics of context and 3 main findings and the main question emerging (for next cycle) Main text: rationale, story of the intervention/exploration, tools (research and pedagogic), findings, conclusions Contact details Around 2000 words CYCLE 2 Case study report Links between 2 cycles: how the enquiry question/innovation has developed; aims and objectives; links to other strategic priorities Links to the literature Main text: rationale, intervention/exploration, tools (research and pedagogic), findings, conclusions Section on individual professional learning: what motivated team members, what they have learned through the process about themselves and each other. Discussion of findings: critical reflection on process; key lessons learned Implications for context, network and wider community Contact details Around 6000 words

22. Stages of change (adapted from Kotter, 1996) PLAN Justify the change Establish a group that will lead the change Create the vision that will realise the change DO Communicate the vision about the change Create structures and processes to enact the vision Demonstrate /evidence short term success

23. Relationships Discuss the images and answer the questions in groups. Which of these do you recognise as representing relationships in your school? What do you feel about these relationships in your school? Positive, negative or indifferent – and why? How do you feel they could be changed for the better in your school? How would any changes in relationships help to distribute learning and promote equity and holistic learning in the school? Considering these models, how do promotions, retirements, etc. effect relationships within your teams?

24. What do these images suggest to you? Can you make any inferences about leadership, staff motivation, or innovation?

25. Team roles (Belbin)

26. Leading creative and productive teams choose an organisational structure and a management system which are fit for purpose appoint people who are committed to the mission/ vision create and motivate teams and individuals to be creative and participative create a culture of distributed leadership create high energy using highly visible management techniques such as ‘walking around’ act as coach/mentor for professional development

27. Resources www.ec4slt.comwww.ec4slt.com: module information links to useful resources e.g. literature review, audit of leadership development provision articles and case studies Youtube clips of leadership teams discussing their enquiries @ec4slt www.belbin.com/about/belbin-team-roles Giles, S. March 2016 ‘What makes an effective leader?’ Harvard Business Review Kotter, 1996 Leading Change. Boston: Harvard Business School Press Leading Change Morales, S.: The emergence of corporate structures in schools and the new role of school leaders. www.nasbm.co.ukwww.nasbm.co.uk NASBM/Optimus April 2016 Guidance for Improving School Financial Outcomes www.nasbm.co.uk Management by Wandering Around (MBWA): Staying in Touch With Your Team https://www.mindtools.com/pages/article/newTMM_72.htm Perez LG, Uline CL, Johnson JF, Jr, et al (2011). Foregrounding fieldwork in leadership preparation: the transformative capacity of authentic inquiry. Educational Administration Quarterly 47(1): 217–257.