1. TEAM BUILDING, PERSONNEL MANAGEMENT AND DEVELOPMENT
Module 2

2. Partners
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
Introduce the project and the partners. Web links do not currently work. Correct them

3. The
Focus
EC4SLT invites school leadership teams to join the project to:
design an enquiry-based programme for entrepreneurial educational leadership development
improve the quality and efficiency of leadership through application of entrepreneurial competences from the business world.
Introduce the idea of enquiry-based development and entrepreneurial leadership

4. Entrepreneurial competences
The
Entrepreneurial competences
In relation to team building, personnel management and development, entrepreneurial competences concern ethos and include:
choosing an organisational structure and a management system which are fit for purpose
appointing people to all types of posts, internal and external, who are committed to the mission and vision
creating and motivating teams and individuals to be creative and participative
creating a culture of distributed leadership and equipping teachers to become pedagogical leaders
creating high energy within the personnel and leading from the front using highly visible management techniques such as ‘walking around’
acting as coach and/or mentor for professional development
Introduce the entrepreneurial competences. Add the website video links to each competence.

5. Stimulus A case study school is failing and in need of improvement
The senior leadership team is aware that it will need to focus on entrepreneurial competences related to ethos in order to enable change
They need to explore exactly what this means in practice
Refer participants to the case study document for more information. This is Handout 1.

6. Group task
Scenario:
You have just taken over as the leadership team of the failing school.
Analyse the issues you face in terms of leadership and where you want to be in the short, medium and longer term.
What are the drivers behind the change you need to implement?
Create a brief vision statement for the way forward.
A description of a fictional school
Set of post it notes

7. Create the need to know Source a copy of your school improvement plan
Work as a leadership team to identify one key improvement objective which requires revisiting your ethos
Why is the objective important?
How easy will it be to achieve?
Do you foresee any sticking points?
Cycle 1: explore

8. Ask questions
Using the 8Qs template, record all of the questions you have as a leadership team in relation to achieving the objective you identified on the previous slide
The 8Qs template is named Handout 2
Cycle 1: explore

9. Use evidence and expertise
Read and review the additional information in Handouts 3, 4 and 5
Watch the video clip of senior leaders at George Stephenson High School and consider the advantages and disadvantages of their approach in relation to your context
Arrange to visit a school in your area and find out whether they have resolved an objective like the one you have chosen for the focus of your enquiry
Select two or three texts from the module reading list and engage with them, making notes and asking further questions
Cycle 1: explore

10. Make sense of your findings
What have you found?
Revisit your 8Qs sheet and consider whether you have obtained appropriate approaches to achieving your objective
Cycle 1: explore

11. Reflect on your learning
How does the experience at the case study school compare to the process and outcomes of your exploratory enquiry cycle?
What were the key learning points of your exploratory enquiry cycle?
How/where/when/why did they occur?
Were there any blockers?
Will you need to plan to avoid them next time?
How will you do this?
Cycle 1: explore

12. Making links
To what extent did the entrepreneurial competences relating to ethos feature in your exploratory enquiry cycle:
choose an organisational structure and a management system which are fit for purpose?
appoint people to all types of posts, internal and external, who are committed to the mission and vision?
create and motivate teams and individuals to be creative and participative?
create a culture of distributed leadership and equip teachers to become pedagogical leaders?
create high energy within the personnel and lead from the front using highly visible management techniques such as ‘walking around’?
act as coach and/or mentor for professional development?

13. Create the need to know
The first stage of your second, negotiated, enquiry cycle requires you to record the impact of developing your entrepreneurial competences relating to ethos
Use Handout 6 to prepare an action plan in order to record:
the stages of your enquiry
delegated roles and responsibilities
deadlines
anticipated outcomes
Remember to include evidence of your learning from enquiry cycle one
Cycle 2: develop

14. Ask questions
Undertake a small scale trial of your action plan with a particular group of staff
Which entrepreneurial skills relating to ethos do you want to practise?
Who/what will enable you to practise these skills and offer constructive feedback for improvement?
How will you approach them/it?
When will you conduct your trial?
Take action and collect evidence
Cycle 2: develop

15. Ask questions To what extent will you have to consider and plan for:
The structure of your organisation?
Levels of commitment and motivation amongst staff?
Capacity to develop distributed leadership?
Your own capacity to lead from the front?
Developing and implementing coaching and mentoring approaches for professional development?
Cycle 2: develop

16. Use evidence and expertise
Review the evidence of your small scale trial
What did you find in relation to:
The anticipated outcomes in your action plan?
The entrepreneurial competences relating to ethos?
Revisit the video clip of senior leaders at George Stephenson High School
Compare and contrast their leadership approaches and your own approach in your small scale trial
Cycle 2: develop

17. Make sense of your findings
It is now time to up-scale your work
Review the points of your action plan in relation to your findings from the previous slide
Do you need to change anything/anyone?
Do you need to add anything/anyone?
Do you need to remove anything/anyone?
Take action and collect evidence
Cycle 2: develop

18. Reflect on your learning
So, what were the actual outcomes of your action plan?
How did they compare to your intended outcomes?
What did you achieve in relation to your original improvement objective?
Cycle 2: develop

19. Making links
To what extent did the entrepreneurial competences relating to ethos feature in your developmental enquiry cycle:
choose an organisational structure and a management system which are fit for purpose?
appoint people to all types of posts, internal and external, who are committed to the mission and vision?
create and motivate teams and individuals to be creative and participative?
create a culture of distributed leadership and equip teachers to become pedagogical leaders?
create high energy within the personnel and lead from the front using highly visible management techniques such as ‘walking around’?
act as coach and/or mentor for professional development?

20. Next steps
To what extent are you convinced by the need to develop entrepreneurial competences relating to ethos?
How will you communicate this to others?
What small changes will you make to your leadership practice as a result of this enquiry?
Give your reasons for this
What will you keep the same?
Write your responses on a sticky note and post it by your desk as a practical reminder for future work.

21. Contact
Authors
The content of this module was researched and prepared by: Janez Drobnič and Jurka Lepičnik Vodopivec Organisation: University of Primorska, Slovenia Ulrike Thomas, Alison Whelan and Anna Reid Organisation: School of Education, Communication and Language Sciences, Newcastle University, UK Key contact: Sue Robson, School of Education, Communication and Language Sciences, Newcastle University, UK
Agree the order of authors and add professional titles.