New Leaders Programme Subject Leaders Day 1 Andrew

New Leaders Programme: Subject Leaders Day 1 Andrew Crosby

The aims of the programme

The aims of the programme We are here to: clarify the role of subject leader provide practical training and support trouble-shoot and solve problems as they arise

The aims of the programme Introductions Yourself and your leadership style 10: 30 – 11: 45 Coffee break Your role 12: 15 – 13: 00 Lunch Your action plan

The first responsibility of a leader is to define reality Max De Pree

The first responsibility of a leader is to define reality Max De Pree This can be broken into 3 parts: Yourself – having a secure and realistic understanding of yourself Your role – what is and isn’t your responsibility Your vision – what you want to achieve for the school You are the one who will define the reality for your subject

Your leadership style

What does a bad leader look like? Think of the least effective leader you know. What makes them ineffective?

What does a good leader look like? Think of the most effective leader you know. What makes them effective?

Traits of a good leader

What sort of leader are you?

PURPOSE OUTCOME ANALYSE, EVALUATE AND REVIEW SET VISION/GOALS, INSPIRE & MOTIVATE Review progress towards goals Evaluate impact Problem solve when things go wrong Weigh the options and know when to push harder & when to pull the plug Demonstrate integrity – set an example Share clear vision Motivate and inspire Set achievable goals & expectations Hermit – boff Never good enough Lost touch with reality ANALYTICAL EXPRESSIVE DRIVER/MOTIVATOR Head in the clouds All talk and no do Yet another initiative AMIABLE ORGANISE AND COMMUNICATE EMPOWER AND SUPPORT Clear communication Set and meet deadlines Delegate effectively Project manage – keep everyone on task Provide encouragement Recognise efforts of others Focus on team interests & needs Support, coach and advise Bossy boots - Rottweiler Lost sight of priorities Why are we doing this? PEOPLE Touchy feely A bit of a softy End up doing it all EFFORT

Analytical Leader 1 2 Lacks experience analysing data, monitoring can be irregular and sometimes lacks purpose, isn’t always sure what questions to ask. 3 4 5 Confidently analyses data for trends, routinely designs monitoring with clearly specified success criteria Visionary Leader Can feel anxious about change, tends to follow rules and procedures without questioning the purpose, finds it challenging to share their vision. A creative thinker, inspires and motivates those around them, operates with and communicates clear purpose and integrity all the time. Management Leader Can be disorganised, often forgets to inform or remind key people, can be indecisive over minor details, finds it difficult to delegate or share duties. Manages complex projects effectively with all people informed, plans events well in advance, manages deadlines and delegates effectively. Social Leader Generally prefers to work on their own, can lack patience with the views of others, tends to value achievement over effort. Enjoys working collaboratively, easily establishes rapport, does not confuse empathy with pity, supports and coaches effectively.

How do others see you? GAP TASK Please find TWO colleagues at work who you know will be honest in their feedback and ask them to complete the 555 questionnaire for you.

Leadership is tough. Do you have the right mindset?

How do you want to change? GAP TASK 2 Please complete the ‘Building a new habit’ using your colleagues’ feedback to help you reflect.

The role of subject leader

The role of subject leader So, what is your responsibility?

Jot down anything that you think is your responsibility as a subject leader … Subject Leader responsibilities

Now jot down anything that you think is: • your responsibility • the wider responsibility of the SLT • a joint responsibility Subject Leader Responsibilities SLT Responsibilities

The role of subject leader Strategic/Visionary leadership Creating and sharing a vision for the subject Keeping informed/up-to-date with national trends and changes to: the curriculum assessment procedures pedagogy Developing and updating school policies for the subject area Developing/maintaining subject-specific curriculum Identifying and Action Planning priorities for the subject

The role of subject leader Evaluative leadership Ensuring accurate assessment of the subject Monitoring and evaluating standards of teaching and learning Analysing performance data/trends within the subject Reporting on the subject to SLT and Governors

The role of subject leader Supportive leadership Developing and sharing subject-specific pedagogy Providing training and CPD (whole school and individual) Providing support/coaching with planning and provision

The role of subject leader Managerial leadership Timetabling and scheduling Organising events (including effective communication) Budgeting for, maintaining and developing essential resources

How well do you think you are doing?

Action planning

Aspects of Leadership

Gap task

How do others see you? GAP TASK Please find TWO colleagues at work who you know will be honest in their feedback and ask them to complete the 555 questionnaire for you.

How do you want to change? GAP TASK 2 Please complete the ‘Building a new habit’ using your colleagues’ feedback to help you reflect.

What do you want to change? GAP TASK 3 Please bring along evidence of pupils’ work that illustrates one of the key development points on your action plan. This may include pupils’ books (or copies), photographs of work on display, video of pupils working etc. Be ready to use the evidence to explain the issue and consider how it relates to one or more of these areas: Curriculum Assessment/skill progression Pedagogy Resources