Three
Vision, values and aims: sharing a
common purpose
PERSONAL REFLECTION
Give yourself a mark out of ten for each statement
1. I have a clear vision of the future in terms of what I am trying to achieve as a leader
2. My strategic efforts taken into account the political context we work in
3. People around me know that when they make a positive difference they will be
recognised for this
4. The way I work makes it clear to others what is really important in our
establishment/service
5. I help people to describe what we are trying to do and where we have reached in
our improvement journey
6. I am prepared to defend the values I hold dear
7. I model a commitment to improvement
8. I am prepared to challenge aspects of our culture which are blocks to improvement
9. I listen to a variety of viewpoints and opinions before making up my mind on the
direction to pursue
10. I have created a strong sense of identity and cohesiveness in the establishment/
service/department
Total marks 100
a) What have you learned about your own leadership from the above exercise?
b) What practical steps do you intend to take to improve an area for development?
NB You can repeat this exercise over a period of time and compare your findings.
You could ask another person(s) you trust to complete this exercise for you and compare
the results. You can quickly create your own statements based on what you consider to be
key elements of personal leadership – and use the findings in a variety of ways.
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Three: Vision, values and aims: sharing a common purpose
CASE STUDY: Engaging stakeholders in developing visions,
values and aims
The headteacher recognised that a clearer overall vision for the school required to be
developed. To ensure that this vision was fully shared, the active participation of all
stakeholders in the process was necessary. As a first step, staff met on an in-service day
and debated what the school wanted to achieve and how this was going to be done.
With the help of some exemplar material they were able to put together a draft
statement of vision and a set of revised aims. In a parallel exercise, the pupil council
drew up their vision of what they wished the school to be and do. The results were
compared with the draft vision statement. Some amendments were made and a revised
draft shared with parents. In a carefully constructed questionnaire, parents were able to
compare their aspirations for the school and the draft. A further revision took place and
this was sent to other stakeholders for consideration and comment. A finalised vision
statement and set of aims was drawn up and agreed. Pupils were then invited to take
part in a competition to come up with a short, catchy phrase encapsulating this vision.
This along with the fuller statement was displayed prominently in the main school
entrances, in all classrooms, and on notice boards and featured in key school
documentation.
NB you can alter the text above to suit your own context
In your group, read the questions below which are offered as a ‘starter for ten’. Select
those which you feel are the highest priority for you. Please remember to set a clear
timeframe and to record key action points from the session.
■
■
■
■
■
■
The example records an approach that was used to secure the active involvement of
pupils/learners. How do you engage learners in contributing to your Vision, values and
aims? What do you think you do well? And what might you introduce as a result of
reading and discussing the approach above?
What strategies would you pursue to ensure active parental involvement?
Who are your ‘other’ stakeholders and how would you involve them in this process?
In what ways can the shared vision be kept ‘alive’?
To what extent do you take account of the school’s vision when reviewing your work,
implementing improvements and shaping future direction?
How often should vision and aims be revisited?
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Three: Vision, values and aims: sharing a common purpose
Three
Vision, values and aims: sharing a
common purpose
CASE STUDY: Leadership through vision and shared
decision-making: leadership in a small school
This case study is based on extracts from a real school
■ The headteacher (HT) has recently taken over as head of a small school. Staffing
changes reflect changes in the school roll. The HT has a teaching commitment in
order to cover ‘McCrone’ time.
■ The school had two teachers until recently – now down to 1.5 FTE. The school roll is
currently 11. There is a pre-five unit that opens in the afternoons only.
■ A visiting teacher of additional support needs and physical education visit one
afternoon per fortnight.
■ The headteacher is keen to promote the use of ICT to enliven learning and teaching.
The school has recently had broadband installed and there is good access to ICT. Both
CTs lack confidence in ICT.
■ The HT believes that even in the smallest setting, it is crucial to ensure that all staff,
parents and pupils have opportunities to be involved in decision-making. She
encourages teachers, all members of staff to contribute to developing initiatives in
the school, including the cook and cleaner. Teachers are not keen. Staff are set in their
ways, don’t like change and prefer a traditional approach where the HT is in charge
and tells them what to do. Staff in the pre-five unit have had little CPD.
■ The EA will provide twilight courses – for example, recent work related to Assessment
is for Learning.
■ Parents work full time.
The case study is designed to help you think about your own context and to stimulate
reflection, discussion and debate.
QUESTIONS
■ What do you see as the biggest challenge facing the headteacher?
■ In the above example, what strategies might the HT take to help staff become more
involved in decision-making?
■ How might she develop the CPD for staff, including pre-five staff?
■ How might the headteacher take forward self-evaluation and monitoring?
■ What practical steps might the headteacher take to encourage and support staff in
improving their ability to be ‘self-reflective’ when reviewing learning and teaching?
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Three: Vision, values and aims: sharing a common purpose
Recording sheet
Tick
Leaders matter: exerting influence and making a difference
Vision, values and aims: sharing a common purpose
Leadership and direction: focusing on what’s important
Developing people and partnerships: building leadership capacity
Leadership of change and improvement: achieving results
Pathways for leaders
SECTION
Date
Theme
Key Points Arising
Action Points