Growing Great Leaders™ Leading School Improvement (GGL™L2 - LSI) is a highly practical series of blended events designed for existing leadership teams wanting to learn more about strategies for leading improvement in their own school. Participants will ideally have completed Growing Great Leaders™ Level 1, however this is not a course pre-condition.
LSI - GGL™2 utilises a blended approach which includes:
- two face-to-face workshops (2 full days)
- three bespoke, facilitated group discussions (3 x 90 minutes, online)
- ongoing in-school inquiry (participant managed, team-inquiry centred)
- a course 'Showcase', sharing successes, challenges, and curiosities (half day, face-to-face)
During the course, participants will:
1. Work with colleagues to understand:
- why many organisations find themselves trapped in frustrating cycles of unproductive initiative rather than productive cycles of improvement
- a research-informed, step-by-step approach to school improvement, which anchors rich and engaging theory in the real world of educators
- practical strategies for effective leadership of school-based professional learning.
2. Collaborate with colleagues to lead an extended and significant school improvement project in their own context.
Leading School Improvement (LSI-GGL™2) is ideally suited of teams of leaders who are:
- eager to improve their leadership knowledge and skill
- ready to work effectively with others in the interests of their students
- curious, open and ready to grow.
Theory Base
The design of LSI-GGL™2 is informed by the extensive practical experiences of the team at ‘Tui Tuia | Learning Circle – Leadership’, and authoritative sources which include:
- Aitken, G. and Sinnema, C., 'Teaching as Inquiry' (Chapter 7) in Hill, M. F., & Thrupp, M. (2019). The Professional Practice of Teaching in New Zealand. Cengage.
- Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership : tools and tactics for changing your organization and the world. Harvard Business Press.
- Robinson, V. (2011). Student-centered leadership. Jossey-Bass.
- Robinson, V. (2018). Reduce change to increase improvement. Corwin.
- Timperley, H. (2019). Leading powerful professional learning : responding to complexity with adaptive expertise. Corwin.
- Timperley et al. (2014) A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education.
Cohort 1: August 11th & August 25th.
(PLEASE NOTE: These dates may be subject to change; our website will show our current course schedule).
09.30am - 3.30pm.
$1450 + GST each (or 10% discount for 3 or more participants).
Kohia Centre, Faculty of Education and Social Work, 78 Epsom Avenue, Epsom, Auckland.
To access this workshop using Regionally-Allocated PLD hours, contact Colin Donald: Phone 027 886 4678 or email colin.donald@auckland.ac.nz
Anna Ready and Rob Griffiths, St Cuthbert’s College
What did you enjoy about the Growing Great Leaders™ Course?
The course was both practical and useful: practical in the sense that it considered real life situations and useful in the sense that it gave us a range of techniques to approach our responsibilities. It was a wonderful opportunity to meet teachers in other schools who came with entirely different perspectives and situations on the same issues. It opened your eyes to the world of education outside your own school. It exposed us to the different ways of establishing team dynamics and leading members of your team more effectively in a way that builds relational trust. As a new HOD, the module on resourcing strategically really helped to clarify how to weigh up different priorities while at the same time creating a cohesive staff. Whereas the module on relational trust was particularly well timed because it coincided with changes to our own department structure so we could utilise some of the strategies discussed in the course.
What value did you see in having four from your middle leadership team attend together?
It is the best way to gain benefit from the course because it allows you to discuss examples in a familiar context with your colleagues and gain different perspectives on the same issue. It also allows you to establish a unified voice when it comes to bringing about change. We have grown together as a group of teachers from the same school whose responsibilities do not overlap and so the course has given us a chance to interact on issues, which affect our professional lives.
What have you been able to take from the course and implement back at school level?
Immediately after the Solving Complex Problems module, we utilised the strategies we had been taught in a full staff meeting, with each of us leading a small team through the process using the template to address a common issue. Instead of jumping straight to solutions, it forced us to re-consider the actual problem and its causes. The Strategic Resourcing module gave me the knowledge and confidence to bring about positive staffing changes within my department. The Relational Trust module prepared us effectively for more professional development on this topic but also gave us the tips needed to discuss difficult situations while maintaining each person’s sense of self-worth.
How did you find the delivery of the course?
The pace of delivery was perfect: enough time for conversation but fast enough to remain stimulated. The course was really well structured in the way that it was spread over a period of time and so gave us the chance to reflect and put into practice what we had learned. It meant that we could also share ideas and ask each other for help back at school in between the courses. Colin and Linda were a brilliant combination of practical experience and its theoretical basis. They were an engaging, informative and knowledgeable pair who brought great vitality to the course.
Would you advise other schools to attend Growing Great Leaders™?
We highly recommend this course. It is a rewarding and fulfilling experience, which will broaden your understanding of what it takes to become an effective educational leader.
Send us a quick message and we'll arrange a time to talk through your requirements and develop a solution that meets your needs.
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Aug 11
-
Aug 25, 2022
1450
1450
Enrol by:
Jul 31, 2022
