Distributed leadership self evaluation & development plan mod2 (2) docx

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Self-Evaluation​ ​&​ ​Development​ ​Plan

The​ ​self-evaluation​ ​and​ ​development​ ​plan​ ​is​ ​there​ ​to​ ​help​ ​you​ ​consolidate​ ​your​ ​reflections​ ​and​ ​sharing​ ​of​ ​ideas​ ​on​ ​the​ ​course​ ​and​ ​help​ ​you​ ​to​ ​identify​ ​concrete,​ ​actionable steps​ ​that​ ​will​ ​move​ ​your​ ​school​ ​towards​ ​a​ ​more​ ​distributed​ ​leadership​ ​approach.​ ​The​ ​idea​ ​is​ ​that​ ​as​ ​you​ ​finish​ ​the​ ​course​ ​you​ ​have​ ​a​ ​sort​ ​of​ ​action​ ​plan​ ​that​ ​you​ ​can​ ​start putting​ ​into​ ​practice​ ​across​ ​your​ ​school​ ​or,​ ​if​ ​you​ ​have​ ​been​ ​working​ ​on​ ​the​ ​course​ ​individually,​ ​to​ ​use​ ​it​ ​as​ ​a​ ​starting​ ​point​ ​for​ ​a​ ​discussion​ ​with​ ​your​ ​colleagues​ ​at​ ​school.

The​ ​document​ ​is​ ​organized​ ​around​ ​four​ ​domains​ ​(engage,​ ​enable,​ ​enact,​ ​evaluate)​ ​which​ ​address​ ​different​ ​levels​ ​of​ ​school​ ​and​ ​steps​ ​that​ ​are​ ​required​ ​to​ ​move​ ​towards​ ​a more​ ​distributed​ ​leadership​ ​approach.​ ​These​ ​domains,​ ​levels,​ ​and​ ​steps​ ​might​ ​not​ ​all​ ​be​ ​entirely​ ​applicable​ ​to​ ​your​ ​own​ ​context​ ​so​ ​they​ ​should​ ​be​ ​seen​ ​as​ ​a​ ​general​ ​guide​ ​to point​ ​you​ ​in​ ​a​ ​certain​ ​direction.

The​ ​document​ ​will​ ​be​ ​part​ ​of​ ​your​ ​final​ ​submission​ ​of​ ​work​ ​on​ ​the​ ​course​ ​in​ ​Module​ ​4.​ ​If​ ​you​ ​want​ ​to​ ​formally​ ​complete​ ​the​ ​course​ ​it​ ​is​ ​therefore​ ​required​ ​to​ ​complete​ ​all parts​ ​of​ ​this​ ​document​ ​as​ ​you​ ​progress​ ​through​ ​the​ ​course.

1. Your​ ​first​ ​step​ ​in​ ​filling-in​ ​this​ ​document​ ​will​ ​be​ ​to​ ​briefly​ ​describe​ ​your​ ​current​ ​practice,​ ​something​ ​you​ ​have​ ​probably​ ​already​ ​done​ ​as​ ​part​ ​of​ ​the​ ​module.​ ​Feel​ ​free to​ ​copy​ ​your​ ​contributions​ ​from​ ​the​ ​Padlets,​ ​Triciders,​ ​etc.

2. The​ ​second​ ​step​ ​is​ ​to​ ​think​ ​about​ ​what​ ​you​ ​would​ ​like​ ​to​ ​change​ ​and​ ​identify​ ​realistic​ ​goals​ ​for​ ​the​ ​development​ ​of​ ​a​ ​distributed​ ​leadership​ ​approach.​ ​Ideally​ ​you would​ ​discuss​ ​this​ ​with​ ​colleagues​ ​at​ ​your​ ​school.

3. As​ ​a​ ​third​ ​step​ ​identify​ ​a​ ​set​ ​of​ ​concrete​ ​steps​ ​and​ ​actions​ ​that​ ​you​ ​can​ ​take​ ​to​ ​come​ ​closer​ ​to​ ​the​ ​goals​ ​expressed​ ​previously.

The​ ​approach​ ​used​ ​in​ ​this​ ​document​ ​is​ ​an​ ​adapted​ ​version​ ​of​ ​a​ ​benchmarking​ ​document​ ​developed​ ​at​ ​the​ ​RMIT​ ​University,​ ​University​ ​Wollongong,​ ​and​ ​Macquarie University​ ​in​ ​Australia​ ​by​ ​Sandra​ ​Jones,​ ​Marina​ ​Harvey,​ ​Geraldine​ ​Lefoe,​ ​Roger​ ​Hadgraft,​ ​and​ ​Kevin​ ​Ryland.​ ​More​ ​information​ ​about​ ​the​ ​project​ ​behind​ ​the​ ​benchmarking exercise​ ​can​ ​be​ ​found​ ​here​.​ ​Adaptations​ ​in​ ​this​ ​document​ ​have​ ​focused​ ​on​ ​the​ ​application​ ​to​ ​a​ ​school​ ​context​ ​and​ ​considering​ ​some​ ​of​ ​the​ ​dimensions​ ​addressed​ ​in​ ​the EPNoSL​ ​School​ ​Leadership​ ​Toolkit​.

This​ ​work​ ​is​ ​licensed​ ​under​ ​a ​Creative​ ​Commons​ ​Attribution-ShareAlike​ ​4.0​ ​International​ ​License​.

ENGAGE Distributed​ ​leadership​ ​engages​​ ​a​ ​broad​ ​range​ ​of​ ​participants​ ​from​ ​all​ ​relevant​ ​functions,​ ​disciplines,​ ​groups​ ​and​ ​levels.​ ​This​ ​includes formal​ ​leaders,​ ​informal​ ​leaders​ ​and​ ​students.

ELEMENTS

GOOD​ ​PRACTICE​ ​DESCRIPTOR

DESCRIPTION​ ​OF CURRENT​ ​PRACTICE

WHAT​ ​DO​ ​YOU​ ​WANT​ ​TO CHANGE

STEPS​ ​TO​ ​ACHIEVE​ ​THIS​ ​CHANGE

Formal​ ​leaders (leadership​ ​team)

Formal​ ​leaders​ ​proactively​ ​support initiatives​ ​through​ ​attendance​ ​at meetings,​ ​publication​ ​of​ ​activities and​ ​other​ ​sponsorship​ ​activities.

Formal​ ​leaders​ ​are overwhelmed​ ​with bureaucratic​ ​work​ ​and​ ​they have​ ​no​ ​time​ ​at​ ​all​ ​to​ ​the initiatives​ ​and​ ​and​ ​other activities

Formal​ ​leaders​ ​should​ ​have someone​ ​to​ ​help​ ​them​ ​on routine​ ​work​ ​so​ ​that​ ​they could​ ​be​ ​involved​ ​in​ ​that important​ ​tasks

Stakeholders​ ​like​ ​government​ ​and parents,​ ​should​ ​pay​ ​attention​ ​to​ ​those needs

Informal​ ​leaders

Staff​ ​participate​ ​in​ ​learning​ ​and teaching​ ​enhancement​ ​and​ ​are recognised​ ​for​ ​their​ ​expertise through​ ​good​ ​practice.

Many​ ​teachers​ ​think​ ​that learning​ ​and​ ​teaching enhancement​ ​is​ ​something compulsory​ ​ ​and​ ​daily routines​ ​don't​ ​allow​ ​teachers to​ ​understand​ ​how important​ ​that​ ​is

Teachers​ ​formation​ ​should respond​ ​to​ ​their​ ​real necessities​ ​and​ ​the​ ​outcomes should​ ​be​ ​seen​ ​through​ ​ ​good practice

Design​ ​good​ ​formation​ ​plans​ ​that​ ​respond to​ ​real​ ​needs​ ​of​ ​the​ ​teachers

Individuals​ ​from​ ​the​ ​school community​ ​such​ ​as​ ​parents,​ ​local businesses,​ ​further​ ​education organisations​ ​participate​ ​in​ ​school meetings​ ​and​ ​their​ ​input​ ​is recognised​ ​and​ ​valued.

Parents​ ​and​ ​other​ ​external actors​ ​most​ ​of​ ​the​ ​times​ ​only came​ ​to​ ​school​ ​on​ ​formal meetings​ ​and​ ​they​ ​all​ ​claim that​ ​they​ ​have​ ​no​ ​time​ ​to more​ ​participation

Engage​ ​stakeholders​ ​in​ ​school life​ ​in​ ​a​ ​positive​ ​way​ ​avoiding seeing​ ​them​ ​as​ ​intruders

Invite​ ​stakeholders​ ​to​ ​know​ ​better​ ​school life​ ​and​ ​ ​also​ ​the​ ​teachers

External​ ​actors

Recognise​ ​teachers​ ​good​ ​work

Make​ ​stakeholders​ ​participate​ ​in​ ​school activities​ ​and​ ​iniciatives

This​ ​work​ ​is​ ​licensed​ ​under​ ​a ​Creative​ ​Commons​ ​Attribution-ShareAlike​ ​4.0​ ​International​ ​License​.

Students

Formal​ ​school​ ​structures​ ​exist​ ​for the​ ​organisation​ ​of​ ​the​ ​student body​ ​and​ ​students​ ​participate​ ​in meetings.

Students​ ​participation​ ​is​ ​also only​ ​formal​ ​and​ ​they​ ​have​ ​a small​ ​parte​ ​on​ ​the​ ​decisions

Students​ ​participation according​ ​to​ ​their​ ​age​ ​and maturity​ ​should​ ​be​ ​developed

Design​ ​development​ ​plans​ ​of​ ​maturity, critical​ ​thinking​ ​and​ ​other​ ​skills​ ​that​ ​allow students​ ​to​ ​be​ ​involved​ ​and​ ​engaged

ENABLE Distributed​ ​leadership​ ​is​ ​enabled​​ ​through​ ​a​ ​context​ ​of​ ​trust​ ​and​ ​a​ ​culture​ ​of​ ​respect​ ​coupled​ ​with​ ​effecting​ ​change​ ​through collaborative​ ​relationships.

ELEMENTS

GOOD​ ​PRACTICE​ ​DESCRIPTOR

DESCRIPTION​ ​OF CURRENT​ ​PRACTICE

WHAT​ ​DO​ ​YOU​ ​WANT​ ​TO CHANGE

STEPS​ ​TO​ ​ACHIEVE​ ​THIS​ ​CHANGE

Context​ ​of​ ​trust

Decisions​ ​made​ ​in​ ​initiatives​ ​are based​ ​on​ ​respect​ ​for​ ​and confidence​ ​in​ ​the​ ​knowledge,​ ​skills and​ ​expertise​ ​of​ ​teachers​ ​and support​ ​staff​ ​in​ ​addition​ ​to​ ​the relevant​ ​rules​ ​and​ ​regulations.

Many​ ​times​ ​rules​ ​and regulations​ ​are​ ​more important​ ​than​ ​people.

Give​ ​people​ ​a​ ​chance​ ​to​ ​take part​ ​on​ ​substantive​ ​decisions using​ ​their​ ​knowledge​ ​and skills

Choose​ ​the​ ​right​ ​person​ ​to​ ​the​ ​right​ ​job so​ ​that​ ​decisions​ ​can​ ​be​ ​taken​ ​with​ ​care and​ ​responsibility​ ​(in​ ​a​ ​ ​collaborative​ ​way)

Decisions​ ​made​ ​in​ ​initiatives​ ​are shared​ ​between​ ​all​ ​participants based​ ​on​ ​their​ ​expertise​ ​and strengths.

Some​ ​decisions​ ​made​ ​in initiatives​ ​are​ ​not​ ​shared between​ ​all​ ​participants,​ ​so they​ ​look​ ​to​ ​things​ ​as something​ ​strange​ ​to​ ​them

Decentralized​ ​groups​ ​engaged in​ ​decision​ ​making

Modeling​ ​communities​ ​of​ ​practice​ ​giving participants​ ​opportunities​ ​with​ ​meeting times​ ​to​ ​reflect

Culture​ ​of​ ​respect

Shared​ ​understanding

Daily​ ​routine​ ​doesn't​ ​allow people​ ​to​ ​develop​ ​their skills

A​ ​forum​ ​for​ ​debate​ ​and​ ​planning​ ​of Everyday​ ​work​ ​make​ ​us the​ ​organisations’​ ​goals​ ​and​ ​values forget​ ​the​ i​ mportance​ ​of​ ​a exists​ ​and​ ​is​ ​open​ ​to​ ​all. forum​ ​for​ ​debate​ ​and planning

Develop​ ​respect​ ​on​ ​shared decisions​ ​and​ ​initiatives Reduce​ ​bureaucracy​ ​in​ ​a​ ​way that​ ​participante​ ​could​ ​have time​ ​to​ ​discuss,​ ​ ​debate​ ​and make​ ​plans

Create​ ​meeting​ ​times​ ​that​ ​gives participants​ ​a​ ​chance​ ​to​ ​planning​ ​and debate

This​ ​work​ ​is​ ​licensed​ ​under​ ​a ​Creative​ ​Commons​ ​Attribution-ShareAlike​ ​4.0​ ​International​ ​License​.

Collaborative relationships

Participants​ ​in​ ​initiatives​ ​are provided​ ​with​ ​professional development​ ​opportunities​ ​as​ ​well as​ ​experienced​ ​facilitators​ ​and mentors​ ​to​ ​encourage​ ​collaborative decision​ ​making.

That​ ​only​ ​happens​ ​if someone​ ​is​ ​really​ ​intrinsically motivated​ ​because​ ​that​ ​one searches​ ​for​ ​the opportunities

Give​ ​participants​ ​developing opportunities​ ​ ​and​ ​mentor´s help

Opportunities​ ​to​ ​regular​ ​networking​ ​must be​ ​supported Regular​ ​communication​ ​and​ ​consultation must​ ​be​ ​encouraged​ ​using​ ​both​ ​face​ ​to face​ ​and​ ​eletronic​ ​media

ENACT Distributed​ ​leadership​ ​is​ ​enacted​​ ​by​ ​involvement​ ​of​ ​people,​ ​the​ ​design​ ​of​ ​processes,​ ​the​ ​provision​ ​of​ ​support​ ​and​ ​the​ ​implementation of​ ​systems.

DESCRIPTION​ ​OF​ ​CURRENT PRACTICE

WHAT​ ​DO​ ​YOU​ ​WANT​ ​TO CHANGE

STEPS​ ​TO​ ​ACHIEVE​ ​THIS​ ​CHANGE

Involvement​ ​of​ ​people Initiatives​ ​identify​ ​and​ ​encourage the​ ​participation​ ​of​ ​experts​ ​from among​ ​all​ ​relevant​ ​school stakeholders.

We​ ​try​ ​but​ ​sometimes​ ​we​ ​fail on​ ​that​ ​encouragement

To​ ​encourage​ ​more involvement​ ​of​ ​people

Recognition​ ​and​ ​reward​ ​the​ ​experts participation

Design​ ​of​ ​participative processes

Communities​ ​of​ ​practice​ ​and other​ ​networking​ ​opportunities are​ ​encouraged​ ​and​ ​supported.

If​ ​they​ ​existed​ ​they​ ​would​ ​be encouraged​ ​and​ ​supported

Encourage​ ​collaborative networking​ ​and​ ​communities of​ ​practice

Promote​ ​events​ ​where​ ​people​ ​could​ ​share good​ ​practice​ ​and​ ​be​ ​in​ ​contact​ ​with​ ​other communities

Provision​ ​of​ ​support

Space,​ ​time​ ​and​ ​finance​ ​for collaborative​ ​initiatives​ ​are provided.

We​ ​have​ ​not​ ​enough​ ​means to​ ​support​ ​collaborative initiatives

Give​ ​schools​ ​space​ ​,​ ​time​ ​and finance​ ​for​ ​collaborative initiatives

Engage​ ​stakeholders​ ​that​ ​can​ ​provide​ ​the initiatives

ELEMENTS

GOOD​ ​PRACTICE​ ​DESCRIPTOR

This​ ​work​ ​is​ ​licensed​ ​under​ ​a ​Creative​ ​Commons​ ​Attribution-ShareAlike​ ​4.0​ ​International​ ​License​.

Integration​ ​and alignment​ ​of​ ​systems

Systems​ ​are​ ​aligned​ ​to​ ​ensure​ ​that Sometimes​ ​that​ ​is​ ​not decisions​ ​arising​ ​from​ ​initiatives possible​ ​because​ ​formal​ ​policy are​ ​integrated​ ​into​ ​formal​ ​policy is​ ​very​ ​strict and​ ​processes.

Align​ ​systems

Give​ ​room​ ​to​ ​participants​ ​could​ ​also participate​ ​on​ ​formal​ ​policy​ ​decisions

EVALUATE Distributed​ ​leadership​ ​is​ ​best​ ​evaluated​​ ​drawing​ ​on​ ​multiple​ ​sources​ ​of​ ​evidence​ ​of​ ​increased​ ​engagement​ ​collaboration​ ​and​ ​growth in​ ​leadership​ ​capacity.

DESCRIPTION​ ​OF​ ​CURRENT PRACTICE

WHAT​ ​DO​ ​YOU​ ​WANT​ ​TO CHANGE

STEPS​ ​TO​ ​ACHIEVE​ ​THIS​ ​CHANGE

Increased​ ​engagement Performance​ ​review​ ​processes acknowledge​ ​individual engagement​ ​in​ ​initiatives.

Teachers​ ​evaluation​ ​doesn't work

Create​ ​performance​ ​review processes​ ​acknowledge individual​ ​engagement​ ​in initiatives

Show​ ​participants​ ​that​ ​performance review​ ​process​ ​can​ ​be​ ​very​ ​rich

Increased​ ​collaboration Data​ ​identify​ ​evidence​ ​of increased​ ​collaborative​ ​activity between​ ​staff.

This​ ​last​ ​two​ ​years​ ​there​ ​are evidences​ ​of​ ​a​ ​increased collaborative​ ​activity

We​ ​are​ ​going​ ​in​ ​the​ ​right​ ​way

Continue​ ​slowly​ ​in​ ​this​ ​way.​ ​Courses​ ​like this​ ​one​ ​are​ ​very​ ​important

Growth​ ​in​ ​leadership capacity

Not​ ​every​ ​time

Leaders​ ​must​ ​recognise participation​ ​and​ ​initiative​ ​by compliments​ ​and​ ​other rewards

Give​ ​people​ ​compliments​ ​and​ ​other​ ​type of​ ​recognise

ELEMENTS

GOOD​ ​PRACTICE​ ​DESCRIPTOR

Participation​ ​in​ ​initiatives​ ​is recognised​ ​and​ ​rewarded.

This​ ​work​ ​is​ ​licensed​ ​under​ ​a ​Creative​ ​Commons​ ​Attribution-ShareAlike​ ​4.0​ ​International​ ​License​.

This​ ​work​ ​is​ ​licensed​ ​under​ ​a ​Creative​ ​Commons​ ​Attribution-ShareAlike​ ​4.0​ ​International​ ​License​.