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Leading Change in Leading Change in Teaching and Teaching and Learning Learning Michael Bradford Michael Bradford University of Manchester University of Manchester And Senior Associate of HE And Senior Associate of HE Academy Academy Leeds University Conference Leeds University Conference 11.01.08 11.01.08

Leading Change in Teaching and Learning

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Leading Change in Teaching and Learning. Michael Bradford University of Manchester And Senior Associate of HE Academy Leeds University Conference 11.01.08. Leadership. Affect the context (locally) Facilitate and encourage innovation A ‘learn from’ rather than ‘a blame culture’ - PowerPoint PPT Presentation

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Page 1: Leading Change in Teaching and Learning

Leading Change in Leading Change in Teaching and LearningTeaching and Learning

Michael BradfordMichael BradfordUniversity of ManchesterUniversity of Manchester

And Senior Associate of HE Academy And Senior Associate of HE Academy Leeds University Conference 11.01.08Leeds University Conference 11.01.08

Page 2: Leading Change in Teaching and Learning

LeadershipLeadership

Affect the context (locally)Affect the context (locally) Facilitate and encourage innovationFacilitate and encourage innovation A ‘learn from’ rather than ‘a blame culture’ A ‘learn from’ rather than ‘a blame culture’ Network people so that they learn from Network people so that they learn from

one another (tailoring ideas from one one another (tailoring ideas from one discipline to another) (facilitating inter-discipline to another) (facilitating inter-disciplinarity) disciplinarity)

Have ‘conversations’ and tell ‘stories’ that Have ‘conversations’ and tell ‘stories’ that convey vision and help the above convey vision and help the above

Page 3: Leading Change in Teaching and Learning

‘‘Leadership isLeadership is visionary: it is the projection of personality and visionary: it is the projection of personality and

character to inspire the team to achieve the character to inspire the team to achieve the desired outcome. There is no prescription for desired outcome. There is no prescription for leadership and no prescribed style of leader. leadership and no prescribed style of leader. Leadership is a combination of example, Leadership is a combination of example, persuasion and compulsion dependent on the persuasion and compulsion dependent on the situation. It should aim to transform and be situation. It should aim to transform and be underpinned by individual skills and an enabling underpinned by individual skills and an enabling ethos. The successful leader is an individual ethos. The successful leader is an individual who understands him/herself, the organisation, who understands him/herself, the organisation, the environment in which they operate and the the environment in which they operate and the people that they are privileged to lead’ people that they are privileged to lead’

Defence Leadership Centre, Defence Academy of UK Defence Leadership Centre, Defence Academy of UK

Page 4: Leading Change in Teaching and Learning

WARRIOR [Thatcher]

SAGE [Gandhi]

GUARDIAN [FD Roosevelt]

ADVENTURER [Martin Luther King]

from Keith Patching 2007 Leadership, from Keith Patching 2007 Leadership, character, and strategy: exploring diversity. character, and strategy: exploring diversity. Basingstoke; Palgrave MacMillanBasingstoke; Palgrave MacMillan

Page 5: Leading Change in Teaching and Learning

GUARDIAN

ADVENTURER

WARRIOR SAGE

o

x

Page 6: Leading Change in Teaching and Learning

ValuesValues

WarriorWarrior Achievement and Achievement and

accomplishmentaccomplishment WinningWinning CompetitionCompetition Advancement and Advancement and

promotionpromotion FameFame Defending territoryDefending territory Being a heroBeing a hero

SageSage WisdomWisdom Learning and Learning and

understandingunderstanding Search for truthSearch for truth HumilityHumility Celebrating othersCelebrating others Inner harmonyInner harmony Seeking spiritual Seeking spiritual

inspirationinspiration

Page 7: Leading Change in Teaching and Learning

valuesvalues

GuardianGuardian Protecting and Protecting and

providingproviding RespectRespect Membership of Membership of

communitycommunity Maturity and Maturity and

responsibilityresponsibility Developing a legacy Developing a legacy

AdventurerAdventurer Challenging Challenging

conventionconvention Moving onMoving on ‘‘you only live once’you only live once’ Change and varietyChange and variety Fun and excitementFun and excitement Self-reliance Self-reliance

Page 8: Leading Change in Teaching and Learning

Strategies Strategies (in a nutshell)(in a nutshell)

WarriorWarrior: lead from the front: lead from the front SageSage: develop people and foster personal : develop people and foster personal

growthgrowth GuardianGuardian: create a community and build a : create a community and build a

futurefuture AdventurerAdventurer: liberate people and challenge : liberate people and challenge

paradigmsparadigms

Page 9: Leading Change in Teaching and Learning

GUARDIAN

ADVENTURER

WARRIOR SAGE

Page 10: Leading Change in Teaching and Learning

Recap and onwardsRecap and onwards

Knowing yourself and the contextKnowing yourself and the context Knowing your vision and valuesKnowing your vision and values Knowing how to share them (stories, Knowing how to share them (stories,

conversations, metaphors)conversations, metaphors) Knowing how you are seen (many ways)Knowing how you are seen (many ways) Leadership as Change: positive reframing Leadership as Change: positive reframing Understanding the culture of the institution Understanding the culture of the institution

and its sub-cultures and its sub-cultures

Page 11: Leading Change in Teaching and Learning

Types of changeTypes of change Briefly compare two theories of change Briefly compare two theories of change

technical-rationaltechnical-rational complexity- emergentcomplexity- emergentLinear non-linearLinear non-linearPredictable outcomes unpredictablePredictable outcomes unpredictableClear end to process no obvious endClear end to process no obvious end Which theory characterises the way Leeds Which theory characterises the way Leeds

tries to implement change? tries to implement change? Which of these, in your experience, best Which of these, in your experience, best

characterises the way most change happens characterises the way most change happens here?here?

Page 12: Leading Change in Teaching and Learning

Some facilitating conditionsSome facilitating conditions (Richard Seel www.new-paradigm.co.uk)(Richard Seel www.new-paradigm.co.uk)

connectivity - increase connections across connectivity - increase connections across boundariesboundaries

diversity- increase (cultural, intellectual, diversity- increase (cultural, intellectual, emotional)emotional)

rate of information flow - richerrate of information flow - richer lack of inhibitors e.g. power, anxiety, threatlack of inhibitors e.g. power, anxiety, threat good boundaries e.g. deadlines, clear goalsgood boundaries e.g. deadlines, clear goals intentionality - broad direction from interactionsintentionality - broad direction from interactions watchful anticipation - patience, ‘don’t just do watchful anticipation - patience, ‘don’t just do

something, stand there!’ avoid premature closuresomething, stand there!’ avoid premature closure