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Workshop5.wallace high.distributed leadership1
- 1. Wallace High School Distributed Leadership Shared Leadership Linda Horsburgh
- 2. Background
- 3. Principles Ethos Opportunities Confidence
- 5. Results An ethos where everyone can take on a leadership role Anyone can have the opportunity Pupils, Temporary staff, Non Teaching staff, Promoted / Unpromoted staff Confidence /trust in colleagues
- 6. Challenges Hierarchical structures of the education system
- 7. “No-one toldus to show initiative”
- 8. Challenges Share common values /goals
- 9. Challenges Trust and risk taking
- 10. “This really is an innovative approach but I’m afraid we can’t consider it, it’s never been done before”
- 11. Successful Examples AifL Cfe Comenius Fair trade Eco Schools Informal curriculum Fund raising and School events Teaching and Learning Communities
- 12. Personal Perspective of Leadership Melody Auldjo
- 13. Why Bother?
- 15. Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. HWB 1-19a
- 16. What has been challenging as a Leader? TimeCommitmentOrganisation Delegation
- 17. The Duke of Edinburgh Award Staff need to have… Reliability EnthusiasmSense of Humour Team Spirit
- 18. Time out Positive Staffing DelegationPatience
- 19. Recruitment? Visit your local photocopier!
- 21. ‘Because I knew you I have been changed for good’‘For Good’ - Wicked
- 22. Melanie Dunsmore Wallace High School
- 23. Three projects Health SIMPLE Challenge Dance Team
- 24. Health Aim Whole school project To promote health across the school To gain the school health promoting schools status
- 25. Difficulties Relatively new member of staff Enthusiasm / Passion Whole school involvement
- 26. Positives Faith and support Confidence Relationships – Staff, Pupils and external agencies Profile Ethos
- 27. E.g. of tasks Set up and chair working group Hold staff in-service meetings Encourage all staff and pupils to get involved and become more aware of health issues Set up a health display board Health checks for staff and pupils
- 28. Simple Challenge Aim Raise self esteem of girls
- 29. Difficulties Target a large number of pupils Big impact
- 30. Positives Girls gained confidence Developed positive relationships Positive role models for junior school Ethos
- 31. Dance Team Aim To develop extra curricular dance
- 32. Difficulties Large number of pupils Only one member of staff involved in dance
- 33. Positives Give senior pupils responsibility for leading junior groups Role models for junior girls Development of relationships
Notes de l'éditeur
- Fraud We were asked because some of our pupils gave a presentation on Transition –which they did really well – so a leap of faith
- To be honest not based on principles but what seemed to me the right way to workWe were working to build up a school ethos. A comprehensive school – lots of disenchanted pupils lot of aggression towards the school. It needed change to build the self esteem / confidence of pupils and to give them opportunities with the confidence to take them. This has to be right across the school
- Ethos has been vital to wallace difficult to define lots of things bound togetherPeople with different interests and skillsOutside speakers unless they are very good can lead to cynics “it wouldn’t work here” attitude can’t do that with colleagues – example AifL
- Generally accepted view. Have had members of LA and HMIE (older) surprised and even expressing concern at initiatives being led by unpromoted staff. Theoretically the people can agree with the principles but be uncomfortable with its practice. And teachers can be initially uncomfortable with non-teaching members of staff taking a lead. One quote I’ve had is “Staff like to be told what to do” There is some truth in this because we do need a sense of direction: we need to know the rules we must follow; and we need to be protected from wasting time and energy on issues that should be decided for the whole team. But that should be seen as a clearing of the decks to allow people to take the lead where they have interests / passion / talents or skills.
- This seems so obvious. But it is possible to go down different routes unless there is the opportunity to talk this through while teams are operating. Example – Positive Behaviour working group. Divided into sub-groups. But one group moved ahead on Sanctions while we had a team working on restorative practice. Had to pull back and unpick work done and then re-build
- HTs can be faced with a dilemma as the one who is accountable, who has their neck on the line you need to trust staff make the right decisions, to stand back and listen, to allow other people to develop their talents. And at the same time staff have to trust the Ht or the school ethos that they will be encouraged and supported. And sometimes you do have to be there to pickup the pieces.Example Fashion Show –member of staff unfortunately trusted a supplier led to a financial and legal difficulty which had to be dealt with. On the plus side we had a positive event that everyone enjoyed. She made a mistake but it happens –We can stop making mistakes if we do nothing
- Aifl working group teacher leadCfE Audit on Literacy, numeracy, health and well being, audit od S1,S2 courses, Interdisciplinary working – teacher leadFair trade –
- Leadership – opportunity to take forward various groups – Music - comfort zoneEnsemble, choirs, GleeDuke of Edinburgh
- Leadership – opportunity to take forward various groups – Music - comfort zoneEnsemble, choirs, GleeDuke of Edinburgh
- Leadership – opportunity to take forward various groups – Music - comfort zoneEnsemble, choirs, GleeDuke of Edinburgh
- Identify staff strengths
- Visit your local photocopier!