Teaching Principalship Towards Effective Practices
Teaching Principalship
Towards Effective Practices
Aim
To investigate the potential of the role of the teaching principal
To identify practices that can lead to fulfillment in the role
Background to Workshop8 years practices as a teaching principal
13 years experience of working in small schools
Research into leading learning in small schools
6 years working in leadership development
Rationale
Good management and good teaching are uniquely combined in the role of the small school head so that his or her influence is a more than usually important factor in determining the quality of the school. (Southworth, 2004:16)
Where the head is effective in both the teaching and the management roles, a virtuous circle of benefits accrues to the school. (Southworth, 2004:16)
LDS Core Principles
Moral Purpose
Modelling
Situational Awareness
Courage to Act
Sustainability
Its about action
LiteratureTheoryKnowledgeUnderstandingsConcepts
DiscourseQuestionsEngagingEmpoweringSharingModelling
Knowing One’s Situation
Collecting and analysing data on school
Challenging the assumptions that underline school culture
Identifying headroom for the school in the coming year
Asking the Right Questions
Questions set the agenda
Questions can lead to fundamental change
They form a basis for planning and action
Some of the Big Questions
Why is there educational underachievement in the border counties?How do we need to reshape educational services in this area over the next 10 years?Why do we have too many children in need of literacy support?
More penetrating questions
How can I communicate properly with you as a staff?What can science week mean in this school?
When not asked
Standard of MathsReview of postsCommitment to projectsQuality of individual plans …..
Leads to frustration and disappointment
Focusing on the Right Issues
What are the priority areas for your school right now
Diamond 9 activity
Will tackling these priorities result in improvements in learning
Clearing the Rubble of Administration
Administration is essential and supports all priorities
Do I have adequate support from board and from ancilliary staff
Have I optimised use of release time, technology and other supports
Modeling Practice
Openness to positive changeAccountability and cooperationCommitment to excellenceAttention to school goals and aimsSharing resources and ideasSecuring effective learning in the classroom
Modelling Commitment
Belief in the potential of the schoolAttitude to pupils and staffHighlights school aimsRespect and commitment to the communitySupport for othersOpenness to improvement
Setting Expectations
Asking the questions
Macra and micro expectations
Celebrating success
Dialogue with and among individual teachers
Encouraging Teacher Leadership
Perhaps the single most important challenge
Expertise, relationships, positions, tasks, personal
Confronting Issues
Deal with zones of influence
Keep issues as issues not personalities
Plan for action
Record and celebrate success
Personal
Expertise Relations
Task
Positional
Power in organisations
Avoid Solo ActivityNetworking with other schools: purposeful
Use the community: purposefully
Ancillary staff can take responsibility
Professional development, links and networks
Exchanges, links, projects
Sustaining Oneself
Challenge assumed constraints
Celebrate your points of power
Collaborate for success
Plan for personal goals and milestones
Concern
Influence
Proactivity
COVEY
Conclusion
Knowing what is neededModellingEmpoweringSustainingCourage to actSense of purpose
Challenges
How can I continue to be professionally rewarded in my current role?What is required of me to continue to improve learning in the school in which I am a leader?How do I plan for personal renewal and sustinence in a challenging role?How do I support others in the learning challenge?
Three core messages
It is about you as a leader
It is about your team
It is about learning
(It is not all about context)