Download as PDF, PPTX
Uploaded byChris Jansen
ELC 2015 Innovative Leadership Development pre conference workshop slides
The document outlines a leadership conference held in Bangkok in 2015, focusing on innovative leadership development for educational leaders. It emphasizes the need for clear leadership competencies, the importance of supporting leaders in goal-setting and feedback, and highlights the challenges of leading in complex environments. Additionally, it presents a framework for developing leadership programs that encourage collaboration, peer interaction, and real-world application of learning.
More Related Content
Similar to ELC 2015 Innovative Leadership Development pre conference workshop slides
ELC 2015 Innovative Leadership Development pre conference workshop slides
- 1. 1 EARCOS Leadership ConferenceBangkok 2015 Preconference workshop Dr Chris Jansen – University of Canterbury, New Zealand Brian Ó Maoileoin: Primary School Principal, UWCSEA Singapore (Dover) [email protected] ; [email protected] Innovative Leadership Development Designing middle leadership programmes as strategic change management
- 3.
- 4.
- 5. Session 1: Whyleadership development? 5www.ideacreation.org
- 6. Leadership Development Processes– An organisational checklist 1. Do you have clear expectations of leadership competencies, behaviours and skills? Leaders at all levels? 2. When do leaders set goals related to their leadership and the organisations strategic intent? 3. How are leaders supported in their development of these goals? 4. What leadership development options are available? (study, courses, programmes, coaching, peer groups, external and internal etc) 5. How do leaders gather feedback on their progress in their leadership from those who they lead? 6. When and how do you celebrate successes and progress? www.ideacreation.org 6
- 7. 7 “The greatest challengefor future leaders is the pace of change and the complexity of the challenges faced….” ….”perpetual white-water”… “Our organisations are not equipped to cope with this complexity…” (IBM study – 1500 CEO’s)
- 8.
- 9.
- 10.
- 11.
- 12.
- 13. Culture eats strategy forlunch… …and structure creates culture
- 14. . . . Hierarchies and Beauracracies “theorganisation”
- 15. Networks, movements andliving systems
- 16. . . . Leaders vs leadership? Positionof a leader vs action of leadership Hierarchies and Networks
- 17.
- 18.
- 19. “enhancing the leadershipexpertise and capability of UWCSEA Dover by enabling a wide range of leaders to confidently lead complex change with a particular focus on our move towards a coherent vision and strategic approach to teaching and learning from K1 to Grade 12” UWC Leadership Programme focus 19
- 20. 1) To supportand equip leaders to; • be confident and efficient in leading change • understand the rationale for the Leadership Standards and the intentional strategic focus on teaching and learning across the campus • feel competent in implementing the Leadership Standards 2) To create a more intentional leadership development pathway UWC Leadership Programme objectives 20
- 21. Session 2: Howdo leaders learn? 21www.ideacreation.org
- 22. Consider a leadershipinitiative you are involved in. Take turns to question each other and record on behalf of your partner Consider the key question you want to work on during the day – use the time to clarify this… 22 Partner interview
- 23. • Student achievement •Curriculum and assessment • Pastoral support • Teacher development • Wellbeing and stress • Team development and engagement • Collaborative practice • Partnerships with parents What's your leadership inquiry question? 23www.ideacreation.org
- 24.
- 25. 25www.ideacreation.org What is themost compelling learning environment you have experienced? Why was it so engaging?
- 26.
- 27. •cutting edge frameworksthat are critiqued in the light of participant inquiry 27
- 28. •cutting edge frameworksthat are critiqued in the light of participant inquiry 28
- 29. Structure & supportsystems Leadership engagement Partnering with learners Ongoing conversation The connected world Extending beyond current knowledge base, industry and thinking 29 Paulo Friere 1. Problem (what’s our focus?) 2. Own story (what’s your experience of this?) 3. Expert (lets consider this framework) 4. Critique (what makes sense in my world?) 5. How have I changed? (what’s different?)
- 30.
- 31. 31 Social labs areplatforms for addressing complex social challenges… - They are social. - They are experimental. - They are systemic.
- 32.
- 33.
- 34.
- 35.
- 36.
- 37.
- 38.
- 39.
- 40. Design Principles Principle One:Embed learning in practical contexts (create a learning programme rather than an event) Principle Two: Transfer greater development ownership to the participant (participant in the ‘drivers seat’) Principle Three: Create a learning community to maximise peer interaction and collaborative learning Principle Four: Leverage participant diversity to create cross-pollination of learning and collaboration Principle Five: Focus on tangible action 40
- 41. Principle One: Embedlearning in practical contexts (create a learning programme rather than an event) www.ideacreation.org
- 42. Principle Two: Transfergreater development ownership to the participant (participant in the ‘drivers seat’) www.ideacreation.org
- 43. Principle Three: Createa learning community to maximise peer interaction and learning www.ideacreation.org
- 44. Principle Four: Leverageparticipant diversity to create cross-pollination of learning and collaboration www.ideacreation.org
- 45. Principle Five: Focuson tangible action www.ideacreation.org
- 46. Session 4: Developingour leadership inquiry 46
- 47. 47 BAU ‘current state’ New BAU ‘futurestate’ Context Shifting Context Shifting Context A history of 70-80% failure Positive and sustainable change?Why? Threat? Opportunity? Where? …are we heading to? Who?...do we collaborate with? How?…do we design our journey? What?…steps do we take? www.ideacreation.org A road map for leading change
- 48.
- 49. 1. Leadership inquiryquestion: 2. Why? (threat or opportunity?) 3. Where? (What does success look like for students and ourselves?) 4. How can we measure progress? 5. How do we design our journey? (key leadership considerations) 6. Who do we collaborate with? 7. What steps do we take? Designing our leadership inquiry – template 49www.ideacreation.org
- 50. Session 3: Whatleadership content shall we focus on? 50www.ideacreation.org
- 51. 1. Lead effectivelyfor student learning 2. Supporting professional development of staff 3. Working collaboratively within teams 4. Communicating effectively UWC Leadership Standards 51
- 52. “Think back overyour experiences as a leader - locate a moment or period that was a high point in your experience as a leader, when you felt a sense of satisfaction and went home saying YES! 52 • Describe the situation. What happened? What was the result? • What was your role in creating this experience? What other people and factors contributed to this exceptional moment? Partner - what values seem to be important to this person?
- 53.
- 54. 54www.ideacreation.org Leadership feedback • Threewords to describe yourself as leader? • Three words your colleagues would use? • Three words students would use?
- 55.
- 56.
- 57. Kiwi Leadership forPrincipals 57
- 58. 58 Kotters Change Leadershipaccelerators x 8
- 59.
- 60. ©The Leadership Circle,LLC The Leadership Circle Profile Graphic Complying Protecting Controlling Systems Awareness Achieving Authenticity Self Awareness Relating
- 61. The Leadership Circle360 Assessment tool – individual profile based on peer feedback 61
- 62. Leadership Achievement How doleaders impact achievement? Can we lead learning?? Teaching and learning
- 64. Compared the impactof transformational and pedagogical leadership on student achievement Transformational leadership: emphasises vision and inspiration, developing relationships Pedagogical/instructional leadership: emphasises the importance of establishing clear educational goals, planning the curriculum, and evaluating teachers and teaching. Findings: Impact of pedagogical leadership to be nearly four times that of transformational leadership. Focused in on Educational Leadership
- 65. Learning Inquiry Cycle Goals Learning process Evaluation Needs Student learning datateams Observations Assessment data Joint planning Co-teaching Students Teachers Parents Learning conversations Student voice Feedback
- 66. Session 5: Leadershipdevelopment components 66www.ideacreation.org
- 67. Leadership Learning Programme– simple Pre – workshop online surveys and reading First workshop Change inquiry Critical friend On-going inquiry linked to PM Peers Action learning group Critical friend Blog Action learning group Second workshop Critical friend Prototyping 67
- 68. Leadership Learning Programme- comprehensive Pre work First workshop Change inquiry Critical friend On-going inquiry linked to PM Peers Action learning group Second workshop Critical friend interaction 360 Profile On-going coaching and goal setting Prototyping event Present and celebrate projects Goal review Learning Management System- Blog Action learning groups 68
- 69. Social enterprise incubator Selection Induction Forum 2 (1day) Strengths Finder Profile and coaching Dragons Den – funds for sustainable projects Developmental evaluation Collate and showcase stories through multiple media channels (press, blogs, facebook, twitter..) Action learning groups ALG (8 members, 5 groups, 2 hours/session) ALG’s becoming increasingly self managing Ongoing ALG’s Digital influence incubator Formulate tools and resources and mentor communities and businesses Additive content workshops (2 hours on 6 occasions, open attendance) Follow up coaching Delivery team action learning group Projects in communities Collaborative projects Forum 3 (2 days) Project mentors 8 hours /person Existing ongoing community projects Forum 1 (2 days) Connecting Sharing expertise Complexity frameworks Project logistics Showcase Ignite talks Evaluation Negotiate next steps Dragons den funding Information sharing Project design Mentor allocation $2000 matched fund per person COHORT PLAN
- 70. • Self-directed focus •Structured on inquiry • A shared model • Support • Challenge • Questioning to help you get on the balcony • Commitment to action and change The Action Research Group Process
- 71. Expanding Questions Designed toexpand the other persons thinking rather than clarify your own thinking or offer advice; ie: • Who else would have a useful perspective? • What have you done so far that’s worked? • What have you noticed that keep re-occurring? • If you could, what would you do?
- 73. ARG structure andtiming Groups of 4-5 participants with a participant facilitator Part 1) Intro (5 mins) 1. Welcome and quick check-in 2. Decide order and timing of focus person (Rounds of 15 mins per focus person) Part 2) Focussed rounds 1. Facilitator invites focus person to reflect on their leadership inquiry 2. Facilitator invite team members to write a expanding question or two on one post it each. After 2 mins each team member reads their question and hands post it to focus person 3. Facilitator invite focus person to select a few of the questions to reflect on 4. Interactive discussion if time allows
- 74.
- 75. Session 6: Designinga leadership programme 75www.ideacreation.org
- 76. Core components • LeadershipForums (2 days x 3) • Leadership inquiry project (ongoing) • Action research groups (90 mins/month) • Teamie collaboration portal (ongoing) Elective components • Mentoring (ongoing) • Elective modules (2 hour modules offered twice a year) UWC Leadership Programme design 76
- 77. ARG ARG ARGARG ARG ARG ARG Communica tion Selection Induction Self review based on leadership standards UWCSEA Leadership Programme 2015-2016 August September October November December January February March April May June Elective week 1 Needs based 90 min additive modules after school in an elective week Action research groups ARG (collaborative inquiry into common topics, self-facilitated, meet monthly and virtually in between) ARG ARG ARG ARG ARG ARG ARG Leadership Forum 2 (2 days, Feb 2016) Reflection on inquiry Leading teams, coaching, managing people etc Leadership Forum 1 (2 days, Sept 14 – 15 Develop leadership inquiry Action research groups Leadership Standards Leadership Forum 3 (2 days April 2016) Showcase of inquiry and action research Celebrate completion Negotiate next steps Mentor – internal (major/minor year) or select one, external (skype?) Leadership inquiry aligned with leadership standards and PLP goals Teamie: collaboration platform (portfolio, discussion, resources ) Core components Elective Components (open to others in school) Developmental evaluation undertaken by UWCSEA team – data and sensemaking Elective week 2 Needs based 90 min additive modules after school in an elective week External conferences etc Second cohort (overlaps and connects with first)
- 78. Leadership Lab DesignProcess STEP 1 Scope Form Core team Why? Objectives Who? Needs and gap analysis Identify potential stakeholders and partners STEP 2 Co-design Engage stakeholders Collective intelligence Design principles Shaping and testing Designing what?, when?, where?, who? and how much? STEP 3 Confirm Articulate Negotiate Finalise Contract STEP 4 Plan and communicate Logistics Branding Marketing Selection and induction STEP 5 Implement and evaluate Facilitation Liaison and project management Data collection Sensemaking and fine tuning Closure See “Leadership Lab - Customised leadership incubators” for more detailed process© Leadership Lab 2015
- 79. Session 7: Casestudy – The LinC (Leadership in Community) Project 79www.ideacreation.org
- 80. Thriving incubators ofleadership in communities The LinC Project
- 82. How can webe sure that in 5 years, we can be even more proud of our vibrant, diverse and resilient communities across wider Canterbury? (as opposed to “Do you remember how fantastic our communities used to be in 2013?”) Why?
- 83. 83 people thrive incommunities which thrive with leadership who thrive with support
- 84. Leadership Lab hasgathered a diverse network of local, experienced and trusted people to support the development and delivery process and subsequently spread this approach across the community Tim Pidsley Chris Mene Anna Russell Chris Jansen Billy O’Steen Peter Cammock Margaret Jeffries Jason Pemberton Tammi Martin Jolie Wills Sooze Harris Tessa Dodge Anake Goodall Coralie Winn Ryan Reynolds l Stan Tawa Rachel Dougherty Jane Higgins Ria Schroder LinC Facilitation and Evaluation team
- 85.
- 86. Objectives based onneeds analysis • Strengthened connections (emergent and consolidated networks) • Sharing expertise (information sharing across a sustainable and connected network) • Resiliency (renewed vision, wellness, hope, optimism and capacity to contribute) • Leadership (insight and self-awareness of leadership style, values and ability to lead teams) • Competence (increased skills and knowledge in leading community development processes, project design and project management) All of these objectives could be measured with appropriate tools to evaluate progress
- 87.
- 88.
- 89. Cohort 1 Cohort 2 Cohort3 LSG LinC Facilitation and evaluation team Funders Ripple effects are influential
- 92.
- 93.
- 94.
- 95. “How have Imoved forward in my thinking? “What are the implications for me and my school?” 95
- 96.