1. SNE School Business Management Conference Leading creative and productive teams René Koglbauer and Sue Robson Newcastle University
As schools become more and more autonomous, head teachers now need to build leadership teams with a wide range of professional skills, both teaching and non-teaching, to ensure the best outcomes for learners and the effective and efficient  use of resources. The role of the school business manager is evolving and is now an integral part of senior leadership teams in many schools, with its importance only likely to grow.

2. Working with school leadership teams to:
design an enquiry-based programme for entrepreneurial school leadership development
demonstrate the impact of entrepreneurial leadership in schools
develop freely available modules and resources
The ideas and resources we are sharing in this session are from the ec4slt project. The focus on entrepreneurial leadership arose because the literature tells us that
]schools have changed in ways that are encouraging more entrepreneurs to enter the field and/or encouraging leaders to behave entrepreneurially (Hentschke and Caldwell, 2007,p. 146). in an ‘era of complexity’ where ‘the only stable factor is constant change’ and where ‘paradox, ambiguity, and uncertainty are becoming the norm’ (LISA 2009, p.9) school leaders need to be able to manage crisis, uncertainty and complexity (Pihie et al, 2014a, p. 4).
Project itself is an enquiry into what works? Where? Influencing factors? Cultural factors?

3. ( financial, material and human). (Woods et al, 2007p. 237)
Entrepreneurial leadership is……..
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)
The literature reviews supported the view that Entrepreneurship is not all ABOUT START UPS, PROFIT MAKING and performance ideology. While it mainly fits contexts which are new and cannot be dealt with by means of experience or routine, entrepreneurship is also leadership in exceptional circumstances e.g. Our case study of a Triad model of three primary schools developing SLTs by supporting each other, initiated when local authority support for school improvement was coming to an end.
Entrepreneurship: an individual's ability to turn ideas into action, to be innovative, take the initiative, take risks, plan and manage projects with a view to achieving objectives. Lisbon Treaty: Promoting entrepreneurship in schools and universities, 2006
the predisposition to and practice of achieving valued ends by creating, taking or pursuing opportunities for change and innovation and finding new resources or utilising in new ways existing resources
( financial, material and human). (Woods et al, 2007p. 237)
So predisposition – some people are born entrepreneurs, but can if be learned?

4. Entrepreneurial School Leaders…
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
Introduce the idea of enquiry-based development of entrepreneurial leadership

5. 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)
Woods et al (2007, 2009), in their study of the Academy Schools Programme in England have identified four distinct types of entrepreneurialism: Business entrepreneurialism: achieving competitive advantage and success Social entrepreneurialism: reducing disadvantage, deprivation and social exclusion- innovation with a social mission.
Public entrepreneurialism: sustaining and advancing the presence, values and aims of a public ethos, including wellbeingsocial justice and democratic participation and accountability- 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), involving parents, and other external actors, projecting the school,

6. Entrepreneurial leadership
VALUES
Strategic Thinking & Visioning
ETHOS
Team Building, Personnel Management & Development
SOCIAL
Communication & Negotiation Skills
CULTURAL
Financial Resources Mobilization & Optimization
Deliverables: to develop four key areas of entrepreneurial competence for school leadership teams: Enquiry-based entrepreneurial school leadership team development programme
Workshops today will enable you to sample the modules

7. ‘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)
Business perspective
Research reported in the Harvard Business Review on the perspectives of leaders on ‘What makes an effective leader?’ concurs that successful leadership is values driven. Giles’ (2016) study of 195 leaders in 15 countries who were asked to choose the 15 most important leadership competencies from a list of 74. The top 10 competencies chosen by these leaders
These choices reflect that highly rated attributes relate to creating a safe and trusting environment in which others can feel confident, engage, create and innovate; a commitment to fairness (demonstrating strong ethics and moral standards and providing a sense of safety) that correspond to the increasing importance of wellbeing and capacity building in educational research. Neuroscience corroborates that threats to safety cause fight or flight response in which we lose access to the social engagement system of the limbic brain and the executive function of the pre-frontal cortex, inhibiting creativity and drive for excellence.
Empowering others to self-organise by providing clear direction but distributing leadership- leads to empowered teams that are more productive and proactive. A sense of connection and belonging impacts productivity and emotional wellbeing, unleashing potential
Openness to new ideas, flexible to change opinions, providing safety for trial and error and commitment to colleagues’ ongoing training nurtures and grows future leader and fosters individual and organisational learning

9. Am I getting the best from my team?
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?
Identify a problem
Make a Plan (goals, participants, data collection and data processing, results and critical reflection)
Discuss how you will create a ‘need to know’ in your team.
What questions might you ask to motivate, engage, create curiosity?
How will you optimise use the skills and experience of team members?
Consider how the process could contribute to the professional learning of the leadership team.
How will you monitor, mentor, observe, gather data, record and report change?

10. ‘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)
Business perspective
Research reported in the Harvard Business Review on the perspectives of leaders on ‘What makes an effective leader?’ concurs that successful leadership is values driven. Giles’ (2016) study of 195 leaders in 15 countries who were asked to choose the 15 most important leadership competencies from a list of 74. The top 10 competencies chosen by these leaders
These choices reflect that highly rated attributes relate to creating a safe and trusting environment in which others can feel confident, engage, create and innovate; a commitment to fairness (demonstrating strong ethics and moral standards and providing a sense of safety) that correspond to the increasing importance of wellbeing and capacity building in educational research. Neuroscience corroborates that threats to safety cause fight or flight response in which we lose access to the social engagement system of the limbic brain and the executive function of the pre-frontal cortex, inhibiting creativity and drive for excellence.
Empowering others to self-organise by providing clear direction but distributing leadership- leads to empowered teams that are more productive and proactive. A sense of connection and belonging impacts productivity and emotional wellbeing, unleashing potential
Openness to new ideas, flexible to change opinions, providing safety for trial and error and commitment to colleagues’ ongoing training nurtures and grows future leader and fosters individual and organisational learning

11. Discuss the images and answer the questions in groups.
Relationships
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?
Discuss the images and answer the questions in groups.

12. Team roles (Belbin)
Have we got the right people in the various roles. Are we making the most of their skills and expertise?

13. 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

14. Resources
Morales, S.: The emergence of corporate structures in schools and the new role of school leaders.
Guidance for Improving School Financial Outcomes
April 2016 NASBM/Optimus
Management by Wandering Around (MBWA): Staying in Touch With Your Team

15.
@Rene_Koglbauer
@ec4slt