Education Leadership Academy Welcome Please note this event is

Education Leadership Academy Welcome Please note this event is being recorded.

Before we start . Please keep your microphones muted, unless invited to speak by the Chair. Please utilise the chat function to ask questions or comments as we go through. If you encounter technical issues, stop video and switch to audio only as a first measure to resolve. We will share the slides and event recording following the session.

ELA Seminar - number 3 Leadership during CV-19 June 2020 #Blacklivesmatter

Education Leadership Academy Ava Sturridge-Packer CBE

Leading in lockdown 15th June 2020 Ambitious Resilient Kind

From Still I Rise Maya Angelou You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still I'll rise. Leaving behind nights of terror and fear I rise Into a daybreak that’s wondrously clear I rise Ambitious Resilient Kind

A gift from holocaust survivor Zdenka Fantlova: ‘Never envy, never slander, never despair, Wish well to all, work hard and hope.’ Arnost Fantyl, 1928 Ambitious Resilient Kind

Leading is a privilege, honour (and really hard at times) ‘Good actions give strength to ourselves and inspire good actions in others.’ Plato Ambitious Resilient Kind

Core questions to help decision making Equity: is what we are providing equitable to all? Accessibility: can everyone access? Reasonable: is what I am asking reasonable given ? Practical: is what we are trying to do practical? Care: have I considered my staff and students and their families sufficiently? Have I shown and given enough care? Making a positive difference: is what we are proposing going to have the right kind of impact? Will it matter? Ambitious Resilient Kind

Great Teachers make Great Schools ‘a school that does not prioritise professional learning and managing staff workload – which as a consequence, will help improve staff well-being – is disadvantaging its own students.’ (John Tomsett and Jonny Uttley, Putting Staff First, 2020): Ambitious Resilient Kind

Tip #1 Prioritise staff well-being Well-being committee and platform ‘Pub’ quizzes Staff band on the ‘juke box’ Shout outs Clinics Face to face time with Principal External support – Ed Psych Managing Stress and Anxiety workshop, yoga, pilates etc Ambitious Resilient Kind

Everyone Learns ‘We know that the best school leaders develop other leaders and build positive cultures where the professional talent, capability and knowledge of all educators can be fully expressed, enhanced and extended.’ (Leithwood, Harris and Hopkins, 2020). Ambitious Resilient Kind

Tip #2 Keep the learning going for staff Focus groups Online courses Virtual training Reading groups Mini ResearchEd INSET Curriculum discussion Thinking meetings Ambitious Resilient Kind

Communication, communication, communication Leading others at a distance requires establishing clear protocols of engagement around online communication and collaboration to ensure the experience is positive for all participants. This includes creating boundaries around online communication with colleagues and scheduling dedicated time slots for discussion. These boundaries need to be respected to give work colleagues the time and space to do other things and to meet other needs – family, friends, etc. (Professor Alma Harris, Deputy Head, School of Education, University of Swansea, UK, Leading a School during Lockdown, Impact Journal, CCT, 2020) Ambitious Resilient Kind

Tip #3 Communicate often and with care Think carefully about the meetings you need Spend more time on creating agendas Script meetings and briefings Regular virtual briefings keeps everyone connected: emails, via MS Teams Newsletters, shout outs, virtual assemblies to students Pastoral calls – key! Collaborative documents, platforms Sharing newsletters and letters to parents with all staff Re-iterate and repeat core messages Don’t forget parents: virtual coffee mornings Ambitious Resilient Kind

Tip #4 Be realistic about your provision (remote or in-school) and don’t forget access for all We have tried not to make assumptions Our students’ home and financial situation has impacted on our remote learning leadership (and aspiration): we have made needed to make sure all work is 'accessible' and context specific Quality over quantity Phone calls/talking very useful way of checking engagement/access Revisit vulnerable pupils Resources are finite Check it is manageable with staff We cannot replicate school currently We cannot do it all – we are part of a community – and have leant on and used local services - resilience funding etc. ‘In it together’ Ambitious Resilient Kind

Tip #5 Keep your vision and strategic thinking alive Remember your vision: the way to achieving this may look different but we all need reminding Easy to be forced into operational issues and reacting rather than being proactive Easy to think these are not your decisions to make: but YOU know your school and context better than anyone Your leadership team need time to be strategic and to think too – how can you build this in? Sharing your vision and strategy with the wider staff team will remind them of their core purpose and may help them navigate difficult waters Ambitious Resilient Kind

Finally ‘Showing kindness and generosity means demonstrating genuine concern for others’ happiness and well-being When we act in accordance with this aspect of character and ethics, we not only strengthen our interpersonal relationships and make others feel good but we also increase the amount of joy that we feel on a daily basis, so it’s a total win-win situation.’ (Danielle Harlan, The New Alpha, 2017) Ambitious Resilient Kind

Tip #6 Be kind (to yourself too) Always be kind in interactions – we just don’t know how this is affecting each individual Be open and honest Allow flexibility Demonstrate compassion Celebrate Email, meeting, call black-out for all On site reduced hours (look after site and admin teams) don’t forget birthdays and special occasions You also need time off/out otherwise how do you do that all-important thinking and taking stock? Ambitious Resilient Kind

Thank you for listening! Any questions? Happy to share and learn: [email protected] Ambitious Resilient Kind

THE THINKING SCHOOL – DEVELOPING A DYNAMIC LEARNING COMMUNITY. MORAL AND ETHICAL LEADERSHIP IN A POST COVID WORLD. DR KULVARN ATWAL JUNE 2020 @THINKINGSCHOOL2

LEARNING FOR TODAY . . . Setting a positive culture for learning focused leadership The A power of staff professional learning dynamic learning community . . . ?

PROMPT QUESTIONS How would you currently describe the learning environment for teachers in your school? What opportunities do teachers have to engage in collaborative learning activities? What aspects of teacher professional learning would you like to develop?

MY MESSAGE . . . The value of collaboration and combined wisdom is crucial to continual improvement. We are all doing well and can all do better. A culture of continued enhancement, improvement and growth.

VALUES MATTER “Leading organisations use their values and principles (core beliefs) as a strategic guidance system.” Kanter 2010 which is also consistent with “Be the change you want to see in the world.” Gandhi . individually and collectively we make a difference

KEY CONCERNS The quality of teacher learning experiences Opportunities for teachers to engage in research How to retain teachers to the profession Quality of teacher wellbeing in schools How to develop learning-focused leadership?

SCHOOL CONTEXT – SEPTEMBER 2012 June 2012 – Ofsted Rating 3 2011 – 60% of children achieved Level 4 in English and Maths Established 90% High leadership team, established practices EAL mobility

LEARNING FOCUSED LEADERSHIP 1. 2. You are constantly curious and restless about your practice, reflecting on your own planning and decision-making in light of relevant findings and research. Hungry to continually gain new knowledge to be the best teacher, leader, teaching assistant. Focused on the learning outcomes of their children. That means every decision is analysed in terms of an impact upon children’s learning.

EMOTIONALLY LITERATE LEADERS Kindness: Leaders show respect, generosity of spirit, understanding and consistency. Justice: Leaders have a sense of fairness and their actions reflect their values and beliefs. Service: Leaders are conscientious and have a sense of duty and moral purpose. Courage: Leaders are courageous in their decision making in the best interests of children. Optimism: Leaders are positive and cheer others on. Inclusive: Leaders believe in the learning and development of all children and adults.

WHAT FACTORS AFFECT TEACHER LEARNING? The need for learning to be relevant and contextualised to individuals and children Selecting own focus for learning Collaboration is key Support from school leaders Perceived negative influence of Ofsted

DYNAMIC LEARNING COMMUNITY Research based practice Teacher choice in learning and contextualised to children Collaborative planning and Collaborative CPL Coaching for all Quality of Peer Learning/Lesson study Team teaching Non-judgemental lesson observations Time made available for learning during the school day Learning focused leaders Intellectually challenging learning activities

SO WHAT? In each of the past seven years, the school has been placed at least in the top 10% of schools nationally for pupil progress. (2018: top 2% in RWM). In 2018, 87% of children achieved the expected standard in Reading, Writing and Maths at Key Stage 2. 10 teachers at the school have completed their Masters in Education, and a further 15 are in the process of doing so. The school has been awarded the Mayor of London’s Schools for Success Award for three consecutive years. The recruitment, retention and advertising budget in the past 7 years has been 28.

THANK YOU FOR LISTENING! ANY QUESTIONS?

Q&A SESSION

Next Seminar: Alison Kriel Date TBC Thank you for attending – see you next time – stay safe and well