Leading A Curriculum Area:

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• Leading A Curriculum Area
• Some Approaches To Creating A Peak Performing
  Team

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Leading A Curriculum Area

• The Aims of This Session Are
• To further understand the core purpose of subject
  leadership
• To reflect on where you are currently at in terms
  of this core purpose
• To consider the concept of a Peak Performer in
  relation to your professional development the
  development of your department

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To Get You Started
Good teamwork is essential in a high performing
department. The film shows a high performing
basketball team. Your challenge is To Count
The Number Of Passes Made By The Team In White.
You will have to really concentrate hard
Watch the film from the link below.
Insert hyperlink to the awareness test avi file/
insert movie
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What Is The Purpose Of Subject Leadership?
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A Reflection On Middle Leadership Thinkpiece, Dr
Tony Bush

• Read the article
• With your partner, you will be given one of the
  questions posed in the article
• Discuss the question which you are given be
  prepared to share your ideas with the rest of the
  group

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What Is The Purpose Of Subject Leadership?

• Reflect on the wordle representation of Subject
  leadership. What are the 3-5 key purposes of
  subject leadership as represented here?(Securing
  improvement the role of subject leaders Ref
  DfES 0102/2002)

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What Is The Purpose Of Subject Leadership?
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Extract from The Heart of the Matter (NCSL,
Leading Edge Series)

• Teaching make sure that the teaching delivered
  by those you line manage is of the highest
  quality.
• Learning make sure that pupils achieve at least
  to their potential as established by baseline
  testing, and preferably beyond.
• Becoming involved in, or initiating, a
  whole-school activity related to school
  improvement help to drive the school forward.

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In conclusion

• The Middle Leader, therefore, must
• Focus on learning and teaching
• Generate positive relationships
• Provide a clear vision and high expectations
• Improve the environment
• Provide time and opportunities for collaboration
• Distribute leadership build teams
• Engage the community
• Evaluate and innovate

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Some Leadership Scenarios For You To Consider

• Work in a group of 3..
• To begin with
• 1 person should choose the scenario observe
• 1 person should suggest a response
• 1 person should suggest the skills needed to
  effectively deal with the scenario.
• Then, as a group
• Summarize your response the skills needed onto
  sugar paper

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• Superteam Leader Required
• We are looking for somebody to build and lead a
  great team. They will be able
• To build on the teams strengths
• To focus on the teams specific goals
• To implement the strategy
• To ensure people do superb work
• To guide the team to success
• Contact us if you believe you have the qualities
  required to tackle this challenge.

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Who are Peak Performers?

• A Peak Performer delivers great work in their
  chosen area of expertise they create something
  special.
• Who do you think of as a Peak Performer?

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Who do you think of as a Peak Performer?
David Beckham World Cup qualifier against
Greece Attitude, inspiration, doing the right
thing in the right way led the team to a great
victory
Insert a picture of David Beckam here
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Who do you think of as a Peak Performer?
Bob Geldof Music values persuasion Make
Poverty History
Insert a picture of Bob Geldof here
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Who do you think of as a Peak Performer?
Insert a picture of Anita Roddick here
Anita Roddick Ecological awareness values
business know-how The Body Shop the
beginning of public awareness of ethic consumers
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A Peak Performer Checklist.

• A Peak Performer delivers great work in their
  chosen area of expertise they create something
  special how?

Passion They follow their passion based on clear
values They have positive energy. Purpose They
know what mountain they are climbing - they
translate their passion into a clear
purpose. Professional They do the right things
in the right way every day. Problem Solving
They find creative, positive solutions Peak
Performance they constantly deliver great
performances.
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Peak Performers A Way of Thinking.
Challenges
Choices
Conclusions
Creative Solutions
Consequences
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Our Key Strengths

• Activity
• Individually write down the three key strengths
  of your department
• Share each strength with your partner
• Now discuss how you know that each one is a
  strength be able to share this evidence with
  the group

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Peak Performer Thinking

• Activity Steering The Team to Success
• Look at the Sheet Called Steering My team To
  Success
• Individually complete the things that are in
  the Green. Amber . Red zones
• With your partner discuss the steps which can be
  taken section of each zone

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Peak Performers Stay Alert

• Peak Performers do not wait for a crisis, they
  remain alert even when all is going well

The Green Zone When things are going
well The Amber Zone When things are Okay,
but there may be warning signs. The Red Zone
When things are not going well, or we experience
real pressure
Peak Performers make the right decisions in
different zones
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What Should Middle Leaders Do?

• Groups of 4 to produce a presentation no longer
  than 3 minutes
• If the prime purpose of the role is to improve
  the quality of teaching and learning in
  classrooms, then what is it that middle leaders
  should be doing?

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To help you.

• Focus on learning and teaching
• Generate positive relationships
• Provide a clear vision and high expectations
• Improve the environment
• Provide time and opportunities for collaboration
• Distribute leadership build teams
• Engage the community
• Evaluate and innovate

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Focus on learning and teaching

• Produce a guide to what good lessons should look
  like
• Peer observation system collaborative, ground
  rules
• Classroom door posters What have you learnt
  this lesson? talk to pupils
• Have a learning and teaching item on each team
  meeting agenda workshops
• Use meeting time creatively.

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Generate positive relationships

• Lead by example
• Vocabulary my team to our team
• Take time to talk to your team individually
• Use the Head and other senior leaders to
  recognise commitment and achievement
• Do something outside school.

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Provide a clear vision and high expectations

• Share the vision and revisit it regularly
• Articulate what the expectations are
• Use data with staff to raise expectations
• Move staff and responsibilities around.

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Improve the environment

• What impression does this area of school give?
• Open up a dialogue about how rooms are organised
  
• Have high quality displays
• Resources must be accessible to staff involve
  them in decision-making.

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Distribute leadership build teams

• Know what each persons A talents are build
  on them
• As a team, agree and regularly audit the
  development plan
• Paired lesson observations
• Create responsibilities that are flexible.

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Provide time and opportunities for collaboration

• Evaluate team meetings
• Consider the pattern of meetings
• Involve each team member in leading part/all of a
  meeting
• Share a piece of good practice
• Ensure everyone has a chance to observe others
  teaching

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Engage the community

• Involve governors in your work
• Information evenings for parents
• Use experts from the community in lessons
• Use questionnaires to sample parents views of
  your subject
• Produce a newsletter/contribute to the school
  newsletter

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Evaluate and innovate

• How will we know if this has made a difference
  to the students here?
• Undertake a regular pupil progress check
• Look at samples of pupils work as a team
• Recognise the importance of focused observation
• Assign trialling and reporting back of new
  initiatives to interested individuals
• Use the Ofsted SEF form as a basis for self
  evaluation.

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Our PlenaryLeadership Versus Management
Characteristics of Leadership Management Add
s
Find your partner!!
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Our PlenaryLeadership Versus Management..
Example
Characteristics of Leadership Management Add
s
Uses reason
Emotion
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Leadership versus Management

• Management Leadership adds
• Accepts the way things are Challenges the way
  things are
• Short-term view Long-range perspective
• Delegates Inspires and empowers
• Implements the schools goals Has complementary
  goals
• Acts according to plan Vision
• Focuses on systems Focuses on people
• Relies on control Trust
• Uses reason Emotion
• Maintains momentum Impetus
• Has professional conviction Enthusiasm
• Makes it happen Makes decisions
• Does things right Does the right thing

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What were we aiming to do?Leading A Curriculum
Area

• The Aims of This Session were
• To further understand the core purpose of subject
  leadership
• To reflect on where you are currently at in terms
  of this core purpose
• To consider the concept of a Peak Performer in
  relation to your professional development the
  development of your department