1. Enquiring into Entrepreneurial School Leadership Sue Robson

2. Overview of the year October5 th Day 1 First inquiry cycle Scoping study March18 th Day 6 Second inquiry cycle developmental study November4 th Day 2AprilSecond inquiry cycle DecemberFirst inquiry cycleMay25 th Day 7 January27 th Day 3JuneReports for second inquiry cycle completed FebruaryReports /posters for first inquiry cycle completed July4 th (tbc) Day 8 project wide conference March3&4 th Days 4&5 Residential first inquiry cycle presented

3. Session 1 Overview of the year & Day 1 Introduction to action research Inside/Outside circles The literature review and database The online community Entrepreneurial School Leadership: in search of a definition What do we mean by Leadership Enquiry? The structure of the enquiry in EC4SLT

4. Session 2  Learning technologies  Peer Review  Mix of Evidence: methodologies  Learning-Teaching-Researching  Learning-Leaders-Leadership

5. The Online Community  programme support information  links to useful resources e.g. articles and case studies  online discussions  links to further information e.g. websites  email communication to colleagues/project team

6. Undertaking Entrepreneurial School Leadership Enquiry means that we  Ask significant and substantive questions  Problematise leadership  Take ownership of our own professional learning to impact on colleagues, students and other stakeholders

7. 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.  An enquiring approach leads us into dialogue with colleagues and encourages us to innovate and evaluate.  We are able to make more informed sense of theory, policy and research in a way that can impact on our practice.  Leadership enquiry can lead to meaningful change and proactive cultures.

8. Enquiry Processes  Reflection on our own practical wisdom and experience  Collection and analysis of leadership practice-based evidence  Critical reflection on our own and others’ research We often feel a tension between the need to demonstrate both academic and practical knowledge This can be mediated through collaborative practice, communities of practice and making our work public.

9. 9 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?

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

11. Triangulation  Collecting data on the same issue from a different perspective  Hard to identify data that will ‘prove’ something works  More than one source helps to strengthen the ‘case’  Think about how qualitative and quantitative data complement RESEARCH QUESTION How will we improve pupil achievement in Maths in Year 8? METHOD 3 Record of homework return rates and grades achieved METHOD 1 Analysis of teacher lesson plans against learning objectives METHOD 2 Pupil and teacher interviews targeting perceptions of learning Data which can support learning and teaching Traditional data additional for the purpose of enquiry Data collected as part of normal school routine

12.  A way of engaging colleagues, students, parents Example: Visual Methods

13. Outputs CYCLE 1 Poster To share at staff meetings, parents meetings, conferences etc.:  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 CYCLE 2 Papers  Links between 2 cycles: how question/innovation has developed and links with other priorities; aims and objectives  Links the literature to the immediate context (1 st cycle) and broader field  Main text: rationale, intervention/exploration, tools (research and pedagogic), findings, conclusions  Section on own learning: what motivated you, what have learnt through the process.  Discussion of findings: critical reflection on process (pedagogy and methodology); key lessons learnt  Implications for context, network and wider HE teaching and Learning  Contact details  Aimed at school newsletter/website/professional journal/academic journal

14. Questions Some questions to start the dialogue with colleagues: In what situations do you feel most confident in leadership? Why do you think this is? How would you describe the ideal conditions for leadership? When it works well, what do you think makes your leadership successful, and how do you plan for this? Can you give an example from your leadership experience during which you were entrepreneurial? How did you recognise this? What would you hope colleagues/students/parents say about your leadership? What do you find most difficult to achieve in relation to successful leadership?

15. Identifying the issue you would like to address through the project…  I would like to improve...  I want to change … because  I am perplexed by...  Some people are unhappy about...  I'm really curious about...  I want to learn more about...  An idea I would like to try out in my school is...  I think … would really make a difference to …  Something I would like to do is to change...  I'm particularly interested in...