Why schools should be teaching leadership

I recently attended a Leadership Pathways skill development day based around the leading of teams. During the day, I couldn't help but reflect back upon my own experiences of leadership training. I strongly believe that leadership can be taught and that it exists on many scales, from the leadership of our personal actions to the leadership of countries.

This post aims to consolidate the Leadership Pathways session, and sets out some thoughts of it’s application in teacher training and within classrooms

It wasn’t until we were shown a diagram similar to this one that the penny dropped: that this was all very familiar. It took a while to figure out – but I had been taught leadership as a 14 year old cadet in the Air Training Corps. On reflection, this early experience of leadership training has served me well. It then wondered when I last taught leadership in the classroom. The scary answer was that I don’t think I ever have.

The diagram is based upon Adair’s Action Centred Leadership, and was introduced to me very early on. The model was used to support the Sports Leader Award.

It also struck me that one of the grating issues that I have with education is that many people see teachers and pupils as different. I agree with the point of view that we are all learners. This means that we should be openly using leadership models with classes.

For example, Bekhard’s model of team effectiveness could be used with each class that a teacher works with. The model outlines the process of creating an effective team. I think that it applies to any group of people, whether a department team of teachers, or a GCSE Geography Group. The diagram below is based upon Beckhard’s model. I have added Reflection, and as I see this as a continuous process it is also a cycle rather than a linear route.

So how could this be applied to schools?

	Geography Teaching Team	Year 10 GCSE Group
Goals	Vision of learning across the age group. Measurable e.g. % of L6+	For every pupils to achieve their best grade
Roles	Ensuring that there is no conflict or repetition of goals.	What is the role of the teacher and the learners? Negotiated roles shared within the first lesson
Processes	How are decisions made? How will meetings be run?	What is expected in lessons, how progress will be communicated
Relationships	What are the values of the department? Do these conflict with those of individuals?	How are emotions, attitudes dealt with?

Similarly, Tuckman’s model of team development applies to classes just as much as it applies to teaching staff. I have reproduced the model below. When I look at the model I know that it applies equally to the teams of adults and young people that I lead.

So, what am I trying to say?

Leadership training was absent from my teacher training experience. I think that it should form part of it, and applied to classes of young people. In this way, these models will be another tool that supports professionals.
These models of leadership should be used overtly with groups of young people, especially in team work activities. This may mean that extra time is needed, but I think it would be valuable.
Having exposure to leadership theory training at an early age has helped me to lead myself and groups of people now.

High Impact, Low effort

This month is the start of the #29daysofwriting challenge. I enjoyed this last year and will be using my Staffrm account to post. I'll also be reporting here, both to give a little more detail and to keep a log of what I have written. The challenge developed a great sense of community last year, which is why I'm choosing to write on Staffrm. What I would say to those who are new to writing or don't want to run out of ideas is: Write for yourself. Clarify an idea, write something out loud. The process of distilling thoughts into writing is immensely beneficial to your practice. If other read, comment and respond, that's a bonus. Ignore the muppets who know nothing of your context, style or students. Mix it up - I like to read about real stuff from real classrooms and schools and also about other stuff. If we always write about school, how does that work for workload? If you've nothing nice to say, don't say it. So, the following has been

What makes a learning experience profound? Personal reflections and possible implications for classroom practice.

I have recently begun a Leadership Pathways journey. As part of the first core day, we were asked to reflect on a profound learning experience. This got me thinking about how many profound learning experiences I have both been involved in, and how many I have been able to give to others. Our group came up with a huge long list, but these are my five. Emotional Connected Demanding Reflective Collaborative As always, these are personal thoughts and quite mixed up. I put them here so that I can look back on them (plus they’d get lost inside my world-cup-free brain) 1. Emotional I can’t think of a time where deep learning hasn’t engaged my emotions. From being awe inspired to that tingle feeling when a student gets a light bulb moment. From this-is-the-happiest-day-ever, to I-think-I’m-about-to die. How often do we engage the emotions of those we teach? Here, I would argue that having a safe learning environment is not always conducive to profound

Banned Word Board

Today I want to share some simple ideas that I have found to be very effective in the classroom. I can't say that they are my own original ideas, although I have played around with them. The first is the Banned word Board. This is a simple display in the classroom that lists a number of words that are not allowed to be used by pupils in their written or oral answers. The effect has been an increase in the quality of written work, and I have almost made comments such as 'Sir it's simple, the stuff just affects the thing and causes people problems'. Pupils are now more able to use specific language, something that is vital especially at GCSE. I have had to make a few modifications, such as the introduction of 'Heavenly Words' This is an additional display placed on the ceiling. I found this necessary as pupils needed some stimulus in finding replacement words. After advice received after posting the idea on the SLN forum , I have also introduced semi-banned words

David Rogers

Search This Blog