Quality Through Leadership
NPQSL
Level 2 Leadership Curriculum
Module 2 Day 1 : SiSL
Tuesday 9th July 2013
West Sussex Cohort 1
Shane Morton and Shelley Kinteh
Domestics
Protocols – reminder
•Phones off
•Be on time
•Keep it confidential and ‘in the room’
•Be supportive and a critical friend
•Be willing
Leadership characteristics
Icebreaker –
What is Required?
What is Desired?
What will be Fired?
Aims
An overview of the module:
•Understanding Self
•Understanding Leadership
•Understanding Context
•X-Mind Maps to show and send by email
19 Competencies
Strategic Leadership
Educational Excellence
Operational Management
Self awareness and self
management
Delivering continuous
improvement
Efficient and Effective
Personal drive and
accountability
Modelling excellence in
teaching
Analytical thinking
Resilience and emotional
maturity
Learning focus
Relationship management
Conceptual thinking
Partnership and
collaboration
Holding others to account
Future focus
Impact and Influence
Developing others
Organisational and
community understanding
Pre -session Task
Read Think Piece for Succeeding in Senior Leadership
Personalise the John West Burnham – Venn Diagram Pg9
Use your ‘Closing the Gap experiences so far in Assessment
Task 1.
PAIR AND SHARE with someone you haven’t worked with
before.
Moral Leadership
Read John West Burnham Think Piece:
•Ethical process
•Profession
•Social Communities
•Culture
•Model behaviour
Moral Leadership Questions
Q1.To what extent do you engage in discussion/debate on fundamental
educational issues?
Q2. How should professionals behave/act?
Q3. Some local communities are complex and diverse. How would you
describe your local community and how does the school interact with
it?
Q4. How would you describe your school culture? What are the
behaviours/actions that define it?
Q5. How often do you create opportunities for reflection-on-action and
reflection-in-action?
Moral Dilemmas
•You have to make a decision.
•You have the authority to make a decision.
•Passing the matter to the head or anyone
else is not an option.
•QUIZ, QUIZ, TRADE
Break
At break consider what you have
discussed during the morning
activities. Plan to share your thoughts
with others at your table using the
World Café technique after break.
World Café - concept
Processing and presenting:
Secret of Happiness
Mihaly Csikszentmihalyi - Watching two videos
Succeeding in Senior Leadership Section 2 Understanding Self
1. TED Talks 20 minutes
2. Fighting boredom at work – under 5 minutes
9 dimensions of enjoying yourself
Read Craig Green – Flow theory
What is it and how do you get it?
Flow at work
Leadership: Doing the right things
Management: Doing things right
Administration: Doing things
Potential responses to context
Your weekly responses
LEAD
MANAGE
ADMIN
Finding Flow
Evaluate what motivates and satisfies you at
work in your leadership role.
Use Skill and Challenge graph
‘Is the theory of flow useful to enhance your
leadership and management functions?’
Finding Flow
Just before lunch
1pm
Marc Boucharet MA writing
1.30pm
Available to talk over lunch
Emotional Intelligence
Understanding Leadership Section 3
Daniel Goleman: Social intelligences;
‘ability to recognise and regulate emotions in
ourselves and others’
Questionnaire
Self awareness
Self management
Social awareness
Social skills
How emotionally aware am I?
Do you need it? Does it resonate?
Does it improve performance when you understand it?
Actions Matter
Developing Leadership
Audio Transcript – Paul’s experience
3 minutes 40 sec
Leadership Styles
The styles exhibited in the quadrant can be summarised and defined as follows:
Leadership style
Characteristics
A
Autocratic
Headteacher driven
B
Non-participatory
Procedure and policy driven
C
Communal
Teacher driven
D
Participatory, democratic
Collegiality driven
Leadership Styles
Johari Window
Johari Window
OPEN
BLIND
HIDDEN
UNKNOWN
Johari Window
Open: What you and others know about you.
Blind: What others know about you but you do not realise.
Hidden: What you know but others do not.
Unknown: Unknown to everyone including you; feelings,
attitudes, behaviours, capabilities, aptitudes, personality.
Changing the window sizes
Reflection time:
How am I presenting myself to others?
How do they see me?
How do you know?
Break
Reflection :Assessment
What will you do next………………………?
Inter-sessional Tasks
In the context of your Closing The Gap assessment task, relate your
practice to the theory of managing change.
Look at the KOTTER and MD4 documents in Section 4 of the online
module materials Understanding Context.
What resonates with you?
Share your experiences in writing online in a blog.
Get into groups of three using Iain’s instructions create a BLOG via your
profile settings.
Additionally bring to the next Day 2 of the Module Face to Face a photo/
picture / prop that represents your school culture.
Additionally bring your SIP
Evaluation
In what ways have your views of Succeeding in Senior
Leadership developed throughout the day?
What have you gained from the beginning of Module Two?
What went well
Even better if
NPQSL: Overview
March 2013 – April 2014
2 essential and 2 elective modules
2 F2F days per module (8 days)
50 hours ‘blended’ learning per module (200 hours)
Includes F2F, 360 diagnostic, facilitated discussions online,
workplace leadership challenge & self directed study online
going through the module links.
Level 2:Foci
NPQSL – Level 2 Modular Curriculum
Leading beyond a team within an organisation.
Educational Excellence
Operational Management
Strategic Leadership
Essential and Elective Modules
Essential Modules (both) dates decided
Closing the gap
Succeeding in senior leadership
Elective Modules (2 only) dates to be arranged when selected
Improving the quality of teaching
Research and development in teaching
Effective whole-school management
School self-evaluation
Leading professional development
Leading change for improvement
Leading in a diverse system
Effective partnership working
Assessment: Registering
Task one: Closing the gap
Task two: Leading a school improvement priority
In writing present your; selected priority, sources
of information, critical analysis, plans and school
evidence, knowledge of learning theories and
self awareness. Your effectiveness in leadership
will be verified by a Sponsor and Head Teacher.
Final Assessment: Sponsor
You will need a Sponsor (Senior Leader) who will
verify your work and the evidence provided in your
final assessment submission.
They complete your written submission to help to
confirm your effectiveness as a senior leader.
Your Head Teacher will need to agree to the
sponsor and also verify evidence.
NPQSL Competencies: 19
Your effectiveness will be assessed against
competencies that define characteristics needed
to be successful school leaders.
These include some specific technical
knowledge, skills, motives and abilities which
are expressed in actions or behaviours.
Your Sponsor will give examples of meeting
these competencies.
Competencies
Educational excellence
Strategic Leadership
Operational
Management
Learning focus
(Task 1: Document 3
download forms &4)
Self-awareness
(Task 1: Document 5
using framework 9As)
Information seeking
(Task 1: Document 1)
Modelling excellence in
leadership of teaching
and learning
Impact and influence
Analytical thinking
(Task 1: Document 2)
Delivering continuous
improvement
Personal Drive
Holding others to
account
360: Self awareness
You will send the NCSL 360 diagnostic to your
colleagues who will rate you. You will also rate
yourself by the same measures.
This will lead to some self diagnoses of your
skills, attributes, areas of strength and those for
development. It may influence your school
improvement project.
Access to: 360 online
Accessing the 360
Home
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Bottom left
NCSL: Online Community
Respond to the email invitation to become a member of the
NCSL to see the Licensee Community and the NPQSL module
materials.
Update your membership personal profile if you are already
a member of the NCSL.
Iain Barnes: Lead Online Facilitator
iainmbarnes@gmail.com