Fís Foghlaim Forbairt www. pdst. ie © PDST 2017 This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Fís
Fogh
laim
Forb
airt
www.pdst.ie
© P D S T 2 0 1 7
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
ww
w.p
dst
.ie
The centrality of the Principal and Deputy Principal (s) Relationship
ww
w.p
dst
.ie
Outline
• Know the ‘water you are swimming in’
• Know thyself!
• Fostering the relationship with the Deputy Principal(s)
ww
w.p
dst
.ie
‘The thing that thou doest is not good. Thou
wilt surely wear away, both thou, and this
people that is with thee: for this thing is too
heavy for thee; thou art not able to perform
it thyself alone’
(Exodus 18: 17 –18).
THE LONELINESS OF GREEDY
LEADERSHIP
ww
w.p
dst
.ie
www.pdst.ie
The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed
by Dublin West Education Centre
Fís
Fogh
laim
Forb
airt
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
© P D S T 2 0 1 6
The launch of multiple initiatives
WSE/MLL
Junior Cycle Reform
SEN
Looking at Our Schools 2016
Literacy and Numeracy Strategy
Additional Deputy Principal
New Middle Management
Proposals
Guidance Provision
WSE/MLL- a sharper focus
Droichead
One Hour Classes ?
Dimensions and Domains
Wellbeing
School Self Evaluation
Digital Strategy
Inclusion
ww
w.p
dst
.ie
Who is the Deputy?
‘The Deputy Principal occupies a position of vital
importance in the administration and development of the
school. The Deputy Principal shall undertake responsibility
under the direction of the Principal for the internal
organisation, administration and discipline of the school’.
Circular 04/98
ww
w.p
dst
.ie
Role and functions
• Check contract and job-description
• What the DES expects-recent WSE/MLL findings
• Looking at our Schools 2016
• What are the parameters of the initial conversations?
• Some of the fears and anxieties of Deputy Principals
• Readiness for the change-clarity and building capacity
• What are the particular strengths of the Deputy and his/her preferred roles and areas of responsibility?
www.pdst.ie
The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed
by Dublin West Education Centre
Fís
Fogh
laim
Forb
airt
This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.
© P D S T 2 0 1 6
ww
w.p
dst
.ie
Domains and Standards of School Leadership –Quality Framework
• Leading learning and teaching
• Managing the organisation
• Leading school development
• Developing leadership capacity
ww
w.p
dst
.ie
“Senior management roles and responsibilities are clearly defined and agreed. The principal and deputy principal have a vision for the school and work effectively to share and implement this vision. They are very concerned to maintain the ethos of the school in all its daily routines and operations. They work very hard to ensure the smooth running of the school and to enable both teachers and students to work effectively. They are mutually supportive, share responsibilities and communicate effectively. The principal and deputy principal provide effective management and administration and strive to promote improvements in the quality of teaching and learning. They use a range of skills to motivate, manage and support others…….”
ww
w.p
dst
.ie
“A leadership team comprising the principal and deputy principal, year heads, programme co-ordinators, the special educational needs (SEN) co-ordinator, the school planning coordinator and the HSCL teacher has been established and meets formally on a weekly basis. 4 Responsibility is delegated to members of the team as well as other staff members for a wide range of initiatives including the whole-school literacy strategy, subject planning, JCSP initiatives and the continuing development of the information and communication technology (ICT) policy. However, clear reporting arrangements have not been put in place with the result that delegated responsibilities are not sufficiently monitored by senior management. Leadership is required from senior management to agree reporting structures for the implementation, monitoring and evaluation of delegated tasks…”
ww
w.p
dst
.ie
“The principal and deputy principal are well established in the schoolhaving both been appointed at its inception in 2002. They have aclearly defined working relationship with a strong administrativefocus and involve themselves separately and together in a range ofschool activities including, for example, resource allocation,timetabling, policy development and the management of students.One area of ongoing challenge is the establishment and maintenanceof a positive working environment. Evidence gathered during theevaluation indicates that morale is low and that relations betweenmanagement and a number of staff are strained. This evidence alsosuggests that a shared understanding does not exist as to the basis onwhich some management decisions are made or as to how thesedecisions are communicated to staff. The development of a positiveworking environment should be addressed as an immediate whole-school priority, involving all parties working, if necessary under theguidance of an external mediator, towards developing trust andopenness in their working relationships.”
ww
w.p
dst
.ie
Dealing with the expectations......
The intermediary?
The disciplinarian?
The multi-tasker
The carer?
The Leader?
ww
w.p
dst
.ie
Fears and anxieties of the Deputy Principal
• Balance of teaching and administration
• Time management/Interruptions/Congestion of issues
• Burden of administration
• Fixer
• Increasing burden of post work & S/S
• Where the final decision lies?
• Emotional demands-not seeing enough of students
• Negativity of adults-’energy vampires’
ww
w.p
dst
.ie
Know Thyself
The more faithfully you listen to the voice within you the better you hear what’s sounding outside
Dag Hammarskjold
ww
w.p
dst
.ie
– A person’s preferred style of behaviour
– We are “creatures of habit”
– So, tend to be consistent over time and situations
– If behaviour or personality wasn’t reliable, there’d be no point in measuring it
What is personality?
ww
w.p
dst
.ie
The relationship with the Principal
“Coming together is a beginning
Keeping together is progress
Working together is success”
ww
w.p
dst
.ie
Key Elements that underpin successful relationship between Principal and Deputy/ies
• Trust/Loyalty
• Shared values and vision
• Clarity about the boundaries between the two roles
• Close personal and professional relationships
• Self Evaluation
ww
w.p
dst
.ie
TRUST• Of all the personal qualities of a leader trust is probably
the most important. It is difficult to envisage any aspect of leadership work that is not profoundly dependent on trust – indeed it could be argued that it would be impossible for leaders to work without trust. The absence of trust implies control, coercion and compulsion. John West Burnham
• Leaders should be trustworthy, and this worthiness is an important virtue. Without trust leaders lose credibility. But trust is a virtue in other ways too. The building of trust is an organizational quality. …Once embedded in the culture of the school, trust works to liberate people to be their best, to give others their best, and to take risks.
Sergiovanni
ww
w.p
dst
.ie
Shared Values & Vision
ww
w.p
dst
.ieClarity about boundaries
between the two roles
• What to know
• What to do
• What to share
• Styles of leadership
ww
w.p
dst
.ie
Jointly?
Separately?
What tasks do Principals and
DPs perform
-
ww
w.p
dst
.ie
Roles of Principal and Deputy Principal
Joint Roles
• Shared Vision
• Joint Planning
• Joint Action
• Joint Modelling
• Joint Reviews
• Joint Counselling
• Staff Leadership
Separate Roles
• BOM
• DES
• Parent Council
• Student Council
• Staff Contracts
• Front-of-House
• Year Heads and Class Tutors
• Various Admin. Actions
ww
w.p
dst
.ie
Close personal and professionalrelationships in practice
• Working and learning
together
• Sharing ideas
• Taking risks
• Time out
ww
w.p
dst
.ie
How does it work ?
• How we share the lead and the load?
• Time together-structured meetings
• Channel of communication-unease?
• Physically –where are we vis-a vis one
another?
ww
w.p
dst
.ie
Evaluation of our effectiveness-Separately and Together
• Why?
• How?
• When?
ww
w.p
dst
.ie
Lesson for each of you!
Staff involvement, motivation and work–rate are all connected and if you go it alone as a leader, you will decrease all three and make it more likely that your funeral will be well attended!
ww
w.p
dst
.ie