Leadership Team Meeting

3 Videos about change .  how these concepts relate to change and to your school specifically.

Notes about video 1

• managing your unconscious patterns. Things we do without really thinking about doing it.
• Rather than focusing on new behaviour being aware of the trigger that sets of the old behaviour
• change happens in small parts

Notes about video 2

• Deep Practice - 1) break things down 2) repetition 3) feel it
• take on too much, start and think big rather than focusing on 1 thing (relates to video on)

Notes about video 3

• give too much advice
• triggers that goes back to old behaviour
• new behaviour

I think sometimes when we as a management team initiate new behaviour or implement something new into our school we have gone too big too early and this can be overwhelming to staff members.

When we have introduced something new we normally put it on top of what already exists. -hence one of the reasons why it is important to do our PTC Folders as a group rather than individually.

I do think how we have introduced the flipped learning certificate has been good in that we as a management team undertook PD and that we are doing the certificate in small increments and as a team, and that we are discussing our actions in team/staff meetings. (Relate to Why/How/What and how to implement change) Why is the reason behind change, How is the how are we going to do this and What is the what are we going to do implement the change?)

Reflection on team Meeting

As part of our Senior Team Meetings I have focussed on making our PTC Folders a priority. I wanted to make this a focus because:

• when do we share our PTC Folders? I think people see their PTC Folder as a 'chore' or something we have to do. When I look at my PTC Folder or my PRT Folder I notice that there are some good reflections about teaching pedagogy and teaching practice. Why are these not shared? We should be sharing what is happening with our teaching, the things that are working well, and the things that not quite right.
• If each teacher shares a post at team meetings, it gives our team ideas about what we should be putting in our PTC Folders. 

Last team meeting I shared my post PTC Folder and shared one specific post.

• Gathering evidence vs Reflection- Is the purpose of Teacher PTC Folders to gather evidence and use against standards or is it to reflect on our teaching pedagogy?
• Expect that people will, not won't- even catch up 1-1 to see progress
• "How have you got on with your focus/role/job?" Tell me about that....... Focus for next leadership meeting
• Providing Feedback- 3 types

RTLIT Referral

Below is the link the RTLIT Programme for one of my students.

Literacy Action Plan

Quiet Leadership Pages 85-100

Key notes from reading:

• "Leaders not saying what they really mean, and therefore others misunderstanding their intentions and reacting to ideas that no one even voiced" For me personally this happens to often, I understand the thinking behind it in that leaders want you to reach a destination and not be told the outcome. However I believe there needs to be a balance as sometimes this can be counter-productive.
• "If what we are trying to say is even slightly misunderstood, our conversations can go off the rails fast". This raises an important point in that as leaders we must clearly understand in our minds what we are wanting to communicate towards our staff. Having a clear picture of the message we are wanting to get across will help prevent misunderstandings and misinterpretations.
• 3 core patterns that affect conversation 

1. people taking longer than necessary to describe their ideas

2. listener not understanding exactly what the speaker was saying, leading to conversations going off on tangeants

3. speaker not speaking in speaking in language and concepts the listener could grasp
(How much do we do this as teachers when instructing our kids)

• Being succint and to the point about the purpose of a meeting- short and sharp agenda
• Be specific and succint together means including everything thats relevant in a dialogue, and nothing irrelevant.
• Being generous to me is about getting the message across so that others can make an instant connection to the message.