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DEVELOPING THE CAPACITY FOR SUSTAINED IMPROVEMENT DCSI

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Key Components of Programme ... Fitness for purpose: are you a leadership team for today's or tomorrow's school? ... Session 7: Level Five Leadership ... – PowerPoint PPT presentation

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Title: DEVELOPING THE CAPACITY FOR SUSTAINED IMPROVEMENT DCSI


1
DEVELOPING THE CAPACITY FOR SUSTAINED
IMPROVEMENT (DCSI)
  • Mark Hadfield Networked Learning Communities
  • Howard Green Consultant, NCSL

2
Capacity Theory to Practice
  • Developing a Programme for Leadership Teams
  • The programme has been designed to stimulate
    strategic thinking, based on a capacity building
    model, that will generate a big idea to secure
    the next stage of the development of your
    Networked Learning Community. It has been piloted
    with over 200 leadership teams from all phases
    and received a very positive independent
    evaluation report from the NFER.

3
Capacity A Conceptual Framework
Higher Level Capacities
Organisational
Interpersonal
Personal
External Opportunities
External Opportunities
Baseline Conditions
4
Key Components of Programme
  • Pre-programme activity, including a review of the
    current quality of team working and learning
    within the leadership team and an analysis to
    answer the questions where are we now in terms
    of capacity building, where are we now as a
    networked learning community?
  • Residential workshop (2 days) to generate a big
    idea for further improvement. The main themes at
    the workshop include futures foundations the
    learning school relationships teams leading
    change. There is substantial time available for
    the leadership teams to undertake their own
    thinking, discussion and planning.
  • Follow-up support for implementation, over 12 to
    18 months, according to the needs of the school
    and with further learning around the big idea
    using NLCs. One and a half days consultancy are
    included in the costs below. Additional
    consultancy can be provided by negotiation.
  • Review Event (1 day) to review progress,
    celebrate success and plan further developments.

5
POSSIBLE OUTLINE FOR RESIDENTIAL WORKSHOP
  • Session 1 Futures Thinking The Transformation
    Agenda
  • Look at key social trends and the changing face
    of education, how schools will operate in the
    future and the implications for leadership and
    the leadership team. Fitness for purpose are you
    a leadership team for todays or tomorrows
    school?
  • Session 2 Foundations
  • Where are we as a Networked Learning Community?
    Are we in a fit state to tackle the
    transformation agenda? Are the basics secure? Are
    we asking the right questions of the right
    people?
  • The role of self-review/self evaluation, what
    mechanisms are currently in place, quality of
    evidence produced, how is it used, does it meet
    the changing agenda?
  • Role of the leadership team in this process, who
    holds the evidence, how is it shared and acted
    on, communicated to others?

6
  • Session 3 The Learning School
  • The extent to which current organisational
    structures
  • support or prevent collaboration creating
    opportunities to share ideas and observe others
  • encourage experimentation and take risks by
    reducing the anxiety of failing
  • prioritise adult learning
  • create an enquiry culture and build intellectual
    capital
  • enable people to recognise their knowledge gaps
    and then to tackle them
  • create trust.
  • Session 4 Relationships and Teams
  • Personal/Interpersonal Capacities, including
    team building, building social capital, emotional
    Intelligence and Fullan on Relationships. The
    challenge of distributed leadership. The
    leadership team as role models.

7
  • Session 5 Leading Change
  • Leadership as the integrating component of the
    capacity model. The importance of leadership as
    well as management and what we understand by
    distributed leadership.
  • The session will take as its focus learning
    teaching, scaffolded around what it means to be a
    Professional Learning Community the changes
    needed and how these might be affected.
    Activities will focus on awareness within
    leadership teams about where high quality
    teaching and learning is to be found within their
    schools how to get a buzz going among staff
    about improving the quality of teaching and
    learning action planning for the future.
  • Session 6 Action planning
  • the Big Idea and continuing support. The use
    of existing networks, e.g. EiC and LEA
    headteacher/ deputy/assistant head networks, and
    possible new strategies, e.g. peer mentoring, to
    support the implementation of our plans. Ongoing
    involvement with the NCSL.
  • Session 7 Level Five Leadership
  • An uplifting look at the very best in leadership
    and management practice, Collins qualities of
    great teams and organisations.

8
Alternative Models
  • Two models of uptake
  • Working with the Strategic Leadership Group from
    a network (5-8 people)
  • Working with the leadership teams from all the
    schools in a network (up to 35 people)

9
Key Features of the Process
  • Enabling schools to
  • become learning communities where adult learning
    results in the creation and sharing of knowledge
    about learning and teaching so that pupils learn
    and achieve more effectively
  • understand change and plan for medium and long
    term change, taking into account the current
    state of the school, the needs of the future and
    revisiting values, vision and priorities
  • focus on the quality of relationships and team
    working, both within the school and across the
    network
  • implement models of distributed leadership within
    a coherent framework for strategic planning and
    implementation.

10
Resourcing
  • Networks will pay for the cost of cover and their
    residential expenses, including travel.
  • The NLC will meet the cost of the consultants and
    the facilitators.
  • Each member of the programme would have to commit
    to the residential, follow up days and review
    day. (Minimum four and a half days)
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