Leadership for Learning Conference – AIS Singapore

Posted: April 24, 2015 in Uncategorized
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Session 1 – Building Trust While Addressing Teaching Problems – Viviane Robinson

Distinguished Professor Viviane Robinson is the Academic Director Of the University of Auckland – Centre for Educational Leadership

When leaders are creating change and pushing peoples boundaries, this is when difficult conversations begin. Getting people out of the comfort zones is where you meet resistance.

Determining Factors of Relational Trust – What is it that builds trust or the factors of trust?
Relational Trust –

1/ Interpersonal respect, 2/ Personal regard for others, 3/ Competence in role (or interestingly the ability to deal with incompetency), 4/ Personal integrity.

In education, personal relationships are very important. Trust is a huge determinate in the quality of teaching. Personal integrity is the one who walks the walk, talks with others and transparently makes decisions which engender respect despite the fact they may not be liked.

Consequences of relational trust
For teachers
  • Positive attitude to innovation and risk
  • More outreach to parents
  • Enhanced commitments

Open-To-Learn – moving from the “blame others section of the book shop to self help approach….

Describe the nature of the concern.

What has the person done or not done? Anything you have done to contribute to the situation?

Have you done something about it?

Yes? What have you done? Why did you use this approach?

What happened?

How effective was that approach?

Actions for the activity

  1. Form pairs – a leader and an actor.
  2. Leader briefs the actor on the BG to the scenario and how to play the other person.
  3. Record a four minute conversation
  4. Repeat steps 1-3 for the second person’s conversation.
  5. Listen to recordings and discuss using the reflection questions as a basis for discussion.
What do I notice about my conversation? – play back the recordings and listen to these points.
  • Did I disclose my primary concerns
  • What was the balance of talking and listen?
  • Did I listen? How did I show that?
  • What type of questions did I ask? Genuine or leading?
  • How did I respond to ideas that differed from my own?
Typical ways of dealing with tension in professional roles and positions.
  • Put your foot down and challenge/sacrifice the relationship.
  • The other is to sacrifice the task and maintain the relationship through pussy footing around.

The best way to have these conversations is to put both opinions on the table and acknowledge the perceptions and circumstances with that of the other persons point of view. These are not necessarily seen as the truth, but as a perspective which can then be discussed with respectfully with professional integrity.

The highly defensive and dismissive conversations are always about the leadership ability to provide evidence of concerns which are based on factual observations to address the concerns you have.

If you always speak from the heart/truth and with respect and a perceived common goal in mind, you will always be able to allow a professional relationship to be fostered. Never try to engineer or craft the conversation for a specific outcome, do it with the intention of finding out what is the dynamic which is causing the disparity.

Session 2 – Leadership Practices for Improvement in Student Learning

The Five dimensions of Student-Centred Leadership.

The highest effect size  comes from Leading Teacher Learning and Development (0.82) which is a pool of hundreds of dimensions. Others are Establishing Goals and Expectations (0.42), Resourcing Strategies (0.31), Ensuring Quality Teaching (0.42), Ensuring and orderly and safe environment (0.27).

Some key leadership capabilities are ;
  • integrating educational knowledge and practice.
  • Solving complex problems
  • Building relational trust

The biggest source of school-based variance in achievement is the quality of teaching.

Quality teaching maximises the time that learners are engaged with and successful in the learning of important outcomes.

What are the learning outcomes and why are they important at this time are key concepts to convey to students to understand the relevance of the lesson. How are these activities aligned to the intended outcomes for the student learning outcomes?


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