The group broke into four groups to discuss the themes below.
Room 1 – Co-ordinating Curriculum – Timetable structures- F2F and remote at the same time
Room 2 – Teaching techniques- Individual difference – engaging students- differentiating confidentially- Prep to Year 2- Primary
Room 3 – Wellbeing support
Room 4- Sustainable practice – Assessment- Staff Accountability – Supporting leaders
The notes taken throughout the discussion have been sent out to all who registered plus any resources that were shared.
You will find the points discussed in the breakout rooms at the bottom of this page. You can also watch the discussion recording and read the chat feed.
Here are the points discussed in the five breakout rooms.
The other day I was talking with a colleague. She had been interviewing recently, knowing my work, she shared with me the applicant’s question near the end of their interview. We all know that you need to have a question, or two, ready for when at the end of the interview they ask, “Do you have any questions?” She was not only surprised by the question but also that two applicants had asked the same question in the same day. The question didn’t sit well with me and I do a lot of career coaching and preparing applicants for interview. She recalled that she responded positively to the question. The interesting thing is that after our discussion, she agreed that the only way anyone could have responded would have been in a positive manner. So was it a good question? Do you want to know the question?
The question didn’t sit well with me. I provide career support and guidance, critique people’s resumes and application documents and prepare them for interview. Interview preparation involves 2 hours of intensive interview questions, crafting clear and concise answers, defining strengths and challenges, ensuring each applicant presents themselves in the strongest light. If I don’t like what I hear, I will have them start again, re-phrase, use a different tone, and possibly choose a different story to share.
At the end of the interview when the panel ask, “Is there anything that you would like to know?” or “Do you have any questions?”, you need to be ready as they are expecting you to ask at least one question, sometimes they will give you time for two. Not having a question to ask may give the impression that you haven’t researched the organization, or role, well or given enough thought to what you don’t know, or should know, in order to help you decide if you actually want the job. The questions shouldn’t be too intense either or make the panel work too hard, as they may have several other interviews, either before or after yours.
Back to the question that was asked. It was;
“Is there anything in my application documents or in my interview that might prevent me from securing this role?”
I’ve come across a fair few questions in the years that I’ve been preparing people for interviews and on interview panels, but I have never come across that question.
You might think, well, that’s a fair question to ask. We say in schools that we are all about feedback and that’s exactly what this question is about. After an interview, so often the feedback doesn’t arrive. But is it appropriate to ask for feedback in the middle of the process? Additionally, how likely is the interview panel to give anything other than a positive, politically correct, superficial response, filled with pleasantries and possibilities.
Realistically, the panel can’t give you anything but that and here’s why.
I asked my colleague whether either of the candidates, who asked this question, ended up getting the job.
The answer was no.
Why, because they felt they didn’t fit the team!
It wasn’t about their application or their qualifications. The panel sensed there was an urgency to them, a directness, or perhaps a focus on self when they really were looking for a contributor, a team player and someone who would join them on the journey.
And from where do you think they got that impression ….. from the question that was asked at the end of the interview.
The interview is not over until you have left the building, or in the case of schools, the school gates; so I encourage you to give some thought to what you ask at the end of your next interview. It often cements their impression of you.
If I can help you with your next interview, please reach out to me at https://coachingfocus.com.au
As a Science teacher, I understand ‘osmosis’. It is an important concept taught not only as part of the science syllabus but also finds its way into Biology and Chemistry too. If science is not your thing let me explain what it is in simple terms. It is a chemical process that uses differences in concentrations across a semi-permeable membrane to move liquid, or solvent, from the high concentration side to the low concentration side to even out the two sides. It’s the same process that makes your fingers go wrinkly when you have been in water for too long; the liquid in the skin cells of your fingers loses fluid to the surrounding water.
This is not an article about science, but I can’t help but apply the concept of osmosis to leadership development. Many people learn about leadership from reading about it. Some are fortunate to do some formal study. Most learn how to lead whether that leadership is good or bad, by observing others and working alongside or under other leaders. In other words, by osmosis. Osmosis, defined in terms of leadership development, is the gradual process of unconscious assimilation of ideas and knowledge. It just seeps in, both the good and the bad examples of leadership; and they somehow become part of what we understand our leadership to be. We all have an idea of what we think is good leadership, but if we don’t have great role models around us, how would we really know?
If they are a good leader, we can learn a great deal about what makes strong leadership. If they are a poor leader, we still learn a lot about leadership, but this time in terms of what not to do and that is only if we can recognize it as what we shouldn’t be doing. Leadership development by osmosis takes too long and is so often inaccurate.
In my career in school leadership, sadly, I came across only a few good leaders. It is therefore not surprising, to me, that I have dedicated my business to helping leaders in schools be the leaders we need them to be, role models for their communities; so that students, staff and parents can experience quality leadership and from there, craft better working relationships in collaborative communities.
Let me introduce you to another science concept, that of ‘active transport’. This is the process whereby it supports the transport of the solute, or the particles floating in the liquid, to move across a semi-permeable membrane. So instead of volumes of fluid moving across the membrane to even up the concentrations, enzymes on the membrane wall attach to the particles and actively help the particles move across the membrane, hence the name ‘active transport’.
I began Coaching Focus in 2016, after leaving the role of Deputy Principal in one of Melbourne’s leading independent girls’ schools. I now work with staff in schools right across Australia and New Zealand providing quality leadership development. In our programs everyone gets a Coaching Focus bent pen and a notebook for a specific purpose. It’s not to take notes throughout the program, they get a full workbook for that. Instead they are to use the concept of active transport to learn from others about leadership. I encourage them to identify specific leaders to watch and learn from, and to do it actively and I share with them a specific framework to pull apart what they see.
I encourage them to write down what they observed and learned in each example or incident or meeting; wherever the examples of leadership show up, both the good and the bad. Then I ask them to put themselves in that leader’s shoes and rewrite part of the story in terms of how they would have managed the situation.
The framework we use is the STAR Technique. This is the same framework used in behavioural interviewing, when you retell a story succinctly to the interview panel. It’s a great method to use to get your story told in about 2 to 3 minutes before the interview panel becomes bored and you see their eyes glaze over.
Here is the framework.
S- Situation – What was the situation?
T- Task – What was the problem that needed to be addressed? or What was the leader attempting to achieve?
A – Action – What actions were taken?
R – Result – What was the result of those actions?
The important part from here is to rewrite the A and R sections, placing yourself in the shoes of the leader. You need to decide what actions you would have taken and the result that you would then expect.
Like this:
A – Alternative action – What might you have said or done instead or differently?
R – Result – Why would the alternative action have been more effective or produced different results?
You can use this same process to analyse your own actions as a leader, to reflect on your own practice and leadership.
Observing and analysing the actions of other leaders helps you to define the type of leader you want to be. My leadership development programs focus on developing leaders who are clear, confident, consistent and considered and being self-reflective is vital to developing these traits.
So your next step is to get yourself and pen and a notebook so you are ready for the start of the school year, ready to begin observing leaders around you and crafting your own style of leadership or alternatively come to one of my programs and I will give them to you.
Happy observing!
You can find out more about these programs at:
The Leading Edge: Women in Education Conference
Leading by Example – 2 ½ day Intensive Leadership Development Program
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For aspirant women leaders;
In 2016, we launched The Leading Edge: Women in Education Conference; a conference for aspiring women leaders in independent schools, across 2 days designed for a smaller group setting and deeper personal exploration. The conference has now been held 5 times with rave reviews.
The two days provide deep learning about leadership, with clear actions to become the role models we need in schools. As a former school leader, leadership coach and behavioural analyst, I have designed the conference to address the barriers for women and leadership and help them move their leadership and career forward with purpose and direction- no more osmosis learning.
A key feature of the conference is that each delegate receives a psychometric profile, the DISC, to help better understand themselves and make use of the model to improve their understanding of others. The 40-page report accurately describes strengths, challenges, time wasters and areas for improvement – detailed and accurate data to support realistic leadership growth. Each delegate also has the opportunity to have an individual coaching session with me, the Private Accelerator Session, in the weeks following the conference, to further unpack the report and develop an action plan for leadership and career growth. Another feature of the conference is hearing from Principals and senior leaders, all female, across a range of independent schools, both in a panel setting and in small discussion groups with the opportunity to have each delegate’s questions answered to help unlock barriers and overcome hurdles and propel their leadership and careers forward.
A highlight is hearing from behind the scenes about how the recruitment industry searches for talent and manages the search process. Fiona Hutton, Executive Search Director at Hutton Consulting will share how women can put present themselves well in a search process and explains some of the often-missing aspects in career experiences for women and how to fill the gap.
This year we are delivering the conference in three cities across Australia; Sydney in March, Adelaide in May and Melbourne in August.
All the details can be found at https://coachingfocus.com.au/leadingedge/
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For existing leaders, teaching and non-teaching, male and female, who are looking to improve the way they lead.
The Leading by Example – 2 ½ day Intensive Leadership Development Program is designed to combine the individual insight and learning provided by the DISC psychometric profile, with the understanding and application of coaching to deeply explore thinking, attitudes and current behaviours to improve leadership, relationships and develop strategic actions.
We have taken some of the key aspects of very successful Elevating Leadership Program, that we have been delivering for the past two years that involves 5 workshop days and taken a coaching approach to develop a targeted and more strategic leadership development program for those male and female leaders in any role in a school to lift their leadership and improve their team effectiveness.
The program is being held twice in 2020, both in Melbourne, April and September.
All the details can be found at https://coachingfocus.com.au/leadingbyexample/
I have always been determined. I remember as a teenager, I would take on some big jobs, like painting the old metal outdoor setting that had rusted and the paint had become all crusty. That job took weeks across a school holiday. Another; while a single mum raising two boys, was painting my entire house inside. That job took years. There have been many others. Each one I took step by step, piece by piece, with a consistent effort until its done. You would think raising two boys on my own would also be a big challenge. Yes, that was tough. They are now young adults making their own way in the world. What I am doing now, I think, is actually my biggest challenge.
At the end of 2014, I decided to step away from a secure, well-paying job as a Deputy Principal of a private girls’ school in Melbourne to start my own business. I wanted to give my attention to supporting the leaders of our schools to do their job well. I didn’t have a plan or a starting contract. I was beginning from an idea and with a dream. Many would say I was crazy, even stupid.
I took some time off in 2015, as I hadn’t ever taken long service leave in my career in school leadership, travelled, got married after 20 years of being on my own, and put some plans together. In 2016, the business was born. Now in 2020, I am embarking on year 5 in business. I work at the business every day, some days all day, others just some reading, emails and planning and each day and each year the business grows.
I mentioned earlier that I have a dream. My dream is for school leaders to be great, so great that they can be role models for the people around them, particularly students, but also staff and the parents in our communities who so need people to look to and guide them. I believe that ‘you cannot be what you cannot see’ and that if we do not have great leaders in our schools to show us how to lead well, how to behave and how to build healthy relationships, we will take much longer to work it out and make many mistakes along the way. I have seen too many of those mistakes, resulting in poor decisions, lack of collaboration, aggression, silos, wide voids between the school leadership and staff, and the worst being toxic cultures. A great leader, one that is a role model to others, I have found has four traits and they have worked hard to master them. They are being clear, confident, consistent and considered. I have developed leadership programs, conferences and workshops that provide the training and support for leaders to develop these traits.
I now work with schools right across Australia and New Zealand supporting leaders to do their job well as role model leaders. My dream is becoming a reality and last calendar year the business grew by 57%. I am looking forward to my 5th year in business. I will continue to work at my current challenge every day, tackling each aspect piece by piece, step by step, consistently, and I look forward to one day working with you and your school too.
Happy 2020! Keep moving forward – one step at a time.
Leadership is defined as ‘a process of social influence which maximizes the efforts of others toward the achievement of a greater good’.
Notice the key elements of this definition: Leadership stems from social influence, not authority or power. Gone are the days of leadership being about power and control. Those leaders are thankfully, retiring, or realising the new way and making the shift.
So if leadership is about influence, is the way you influence others working for you or against you?
The challenge of leadership is to know the impact of your influence. This insight comes from perception – how you are perceived. How you are perceived colours the thinking of everyone around you and remember perception is reality and it is their reality not yours.
Fortunately, you have the ability to ensure that how you are perceived, is actually how you want to be perceived. If you know how you want to be perceived, you can make the necessary changes in the way you communicate, and behave, to shift perception in the minds of those around you. If we loosely play with McTighe and Wiggins’ model of Understanding by Design; if you know how you want to be perceived, you can design your leadership model to suit.
But you have to know first how you want to be perceived.
You need to know what sort of a leader you want to be, how you want to relate to others and work with them, the types of relationships you want around you and the communication you want in order to achieve that.
It is from here that it is incredibly helpful to know how are you currently perceived as your starting point. So how do you find out?
Well you could conduct a survey. Pick 10 people that you work with, not all your favourites because that would be too biased. The 10 people are mixed up between people you get along well with, as well as those where things are not so great. Design some questions and try your luck with them telling you honestly how they perceive you.
Or, given that surveys are not everyone’s favourite thing to do and your 10 selected people are unlikely to give you an honest response, mainly because your survey wasn’t anonymous, you could get smarter and look at psychology; behavioural psychology.
In the world of leadership development, we have tools that allow us to evaluate your style. The tool reports back to us, clearly mapping how you behave, how you communicate and how you are perceived all from a 15 minute questionnaire, and it is incredibly accurate. I haven’t had one person say they have been evaluated inaccurately yet!
Now you know, you can move forward.
So armed with this knowledge, you can now move forward. You have the information you need to look at how you are perceived and you can ask yourself: “Do I like it?” You have the information that reports on how you behave, how you communicate, and again, if it is impacting how you are perceived, you can work on identifying the changes that need to be made, to change the way you operate, and ultimately change how you are perceived in the minds of those around you. It puts you back in control.
It is only once you are here, in the driver’s seat of how you are perceived, that you can move your leadership forward. Perception matters. Don’t think it doesn’t. Leadership comes from good relationships and if you are perceived as not caring about others, this will negatively impact any chance of good working relationships. If you are thinking relationships are not important, then you are back to the old ‘command and control’ style and I mentioned earlier, those days have gone.
Knowing how you behave and communicate and how you are perceived allows you to find your true leadership style. I call this having clarity, being clear about your leadership and who are as a leader. From here, your authentic leadership begins to shine. It is from here that you can progress, not only in your leadership but in your career.
Now you have clarity! From here you can progress in your leadership and in your career.
Module 1: Clear of the Elevating Leadership Program is a full day workshop focused on being clear about who you are, your leadership style and how you behave and communicate. We use the psychometric profile, the DISC which is backed up with research, is easy to understand, and is incredibly accurate. At the end of the workshop, you will know how you behave and communicate, and how you are perceived. With this knowledge, you can now identify what you want to work on to improve the way you interact with others to improve relationships, communication and ultimately team functioning.
This program is being held every term – Leadership and the DISC. It’s Module 1 of the Elevating Leadership Program.
More details can be found here: https://coachingfocus.com.au/elevatingleadership
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Janine Stratford, is a Leadership Coach and Career Strategist, working with teachers and leaders in schools across Australia and New Zealand. A former teacher and school leader, she is passionate about developing great leaders as role models for their schools and their students. You can find out more about Janine at www.coachingfocus.com.au
“Leave it with me. I’ll deal with it.”
And there it is. The fatal mistake. Plus you’ve done it in record time. Well done. The transfer was clean and effortless.
You have just taken on someone else’s problem.
This is perfect, to escalate, or even just maintain, your hero status. Or perhaps you felt they were already busy and you didn’t want them to be taking on more. Maybe you were unsure of whether that area was in their job description. Or, you thought you would do it quicker, or better, or whatever.
The bottom line result is:
Congratulations, but it’s hardly a win-win.
As a leader it is so easy to take on someone else’s problem. Any member of your team can come to you with a problem and, because you’re the leader, you feel compelled to be there to solve the problem for them. And so after they explain to you the problem you say ‘Leave it with me. I’ll deal with it’. How often have you said those words? They can sneak out so quickly! And you might be thinking you are being so helpful. Perhaps not.
So there is one side of your brain saying I’m the hero here I’m going to fix the problem for them. I’m making their life easier. They’re busy I don’t really want to overload them, and after all, I’m the leader, so maybe I should be the one solving the problem, it’s my responsibility.
It may be your responsibility in the long run, but that doesn’t mean you are leading well by dealing with it yourself.
But what you’ve done is taken the problem away from them, leaving them without the opportunity to either utilise their skills or learn new skills to solve that problem.
Your leadership might have been more focused on the immediate situation and not the long-term plan of developing each member in your team. Yes you might be right, that it’s quicker to do it yourself. But that is short-sighted thinking.
Then there is the perspective of your team member to consider, and also what they are telling the rest of the team, as a result of your action. Some may respond to your approach with a viewpoint that, you’re not helping them by taking the problem from them and that you are, in effect, controlling the situation and ensuring that you remain holding the power, not allowing them to have the opportunity to step up and solve the problem and learn and grow in the process. They will feel disempowered, not valued, and definitely feel they are not trusted enough to be left with these problems. There are others in the team who have strategically come to you with a problem, knowing full well that they could solve it, but also knowing that it’s your style to take the problem on, make it your own, and that you do this to ensure your hero status continues. They are the clever ones here, not you. They have worked you out.
We shouldn’t be thinking that any problem is a ‘yours’ or ‘mine’ dichotomy. This is not how a great leader operates. A great leader is consistent. This is key. They have a particular mindset that regards every member of their team as being full of potential and capable and just need the resources necessary for the solution. The great leader’s role then is simply, to help them identify the resources they need and help make those resources more accessible. The problem remains with the team member, but they know they have your support to help find the way forward.
This is coaching and it happens through following a framework and asking great questions. It’s not about advice-giving. It’s not about having all the answers. It’s supportive, collaborative and it’s empowering. According to Deloitte, “organisations with senior leaders who coach effectively improve their business results by 21%.” Add to this, Google undertook an important piece of research and found that the “single most important managerial competency that separates highly effective managers from average ones was coaching.” Coaching is consistent and it’s was great leaders do every day.
The coaching mindset is one where you hold great belief in the individual and their ability and your role is to help them realise that ability and grow. A coaching leader is constantly growing the people around them, not taking things from them from which they could grow, but allowing them to sit with the problems, explore, ruminate, find options, and work through a resulting choice of solution.
So whose problem is it really? If your team member comes to you with a problem, it is incumbent on you, as the leader, to help them deal with that problem, but not for you to solve it, not for you to take it on as yours. Instead provide the support, be a partner, a solution-facilitator, and work with them to find a way through this problem and the resulting solution choice. A great leader will make sure they remain accessible if more discussion and support is needed as the team member moves further through the process. They provide the safe space to explore, be the sounding board to unpack thinking, be the provocateur, challenge thinking with great questions that explore the benefits and obstacles of each option.
By being the support person, you are helping a solution to be found but you’re not taking it on yourself, you’re not adding to your own workload and in the process de-skilling and disempowering the members of your team. You will be providing them a safe space to stay with a problem and pull it apart. You’re setting them up for a better level of success in the future, because you’re teaching them thinking frameworks to work through decisions and to work through challenges. The time initially might be a bit longer but that time invested is worth it. During this time together not only will it upskill them, not only will it expand their thinking, not only will it empower them to be more in control of the situation, not only will it ensure they are accountable for the result, but you are also ensuring a far stronger, more collaborative, more trusting relationship develops in the process.
Now you have a true win-win!
If I have convinced you that coaching is something you need in order to improve the way you lead, please explore Module 3 of the Elevating Leadership Program. We hold the program once a semester. It’s a 20 hour program that involves 2 workshop days, some professional reading and a written self-reflection, plus feedback about your coaching style and progress.
Janine Stratford, is a Leadership Coach and Career Strategist, working with teachers and leaders in schools across Australia and New Zealand. A former teacher and school leader, she is passionate about developing great leaders as role models for their schools and their students. You can find out more about Janine at www.coachingfocus.com.au
This is my son. He is an outdoor recreation instructor. Rock climbing for most of us, is not easy. It requires concentration, skill, physical strength and agility. Most of all it needs a great deal of determination. There is no point going rock climbing unless your goal is to get to the top; half way doesn’t cut it. At that point you haven’t achieved anything – it’s either all the way or stay on the ground. Climbing a rock face is tough. Every step takes focus. You are constantly problem solving to find the next firm foothold to move yourself one step closer to your goal, the top.
I am sure there have been many times when my son has got himself to a point where he doesn’t think he can go any further. There would be countless reasons not to continue, fatigue, injury, the weather, can’t see a way up, are just a few. But he comes back to give it a second go. He has a goal and he steadily works towards it.
The opposite situation I call ‘wheel spinning’. You might be familiar with the term. It’s when you don’t know which way to go and you seem to be going nowhere. A lot of time and energy is lost vacillating; you are not sure what you should do, so you do nothing. Not making a decision to go in any particular direction is in fact a decision and the decision is to do nothing. There is no goal here. There are often possibilities, but which one to follow is the unanswered question.
Where would you put yourself; are you striving forward or spinning your wheels?
It’s still really the start of the year. The school term has only just got under way. You might still be in the euphoria of the school break, slowing working your way out of holiday mode towards your weekly routine. Beyond this, have you worked out your next step? There is time for you to work out where you are heading, to set a goal and to make a plan.
What do you want to do? What’s your next step?
As a Career Strategist and Leadership Coach, I assist people to forge their career path, fill the gaps in their skill set and experience so they can be an attractive candidate for their next application. But you have to make the decision that you want to take the next step?
Gavin Freeman, Senior Psychologist at the Australian Institute of Sport, believes that we fall into one of two categories: those motivated to succeed and those motivated to avoid failure. Which type we are has a profound effect on our approach to challenges and our chances of success. The individual whose motivated to succeed will see any setback as a stepping stone to success. By contrast, those motivated to avoid failure, either won’t try hard, and they’ll have a built-in excuse, or they’ll put themselves in non-challenging situations where they are guaranteed success, happy to achieve mediocrity but not their full potential. Fear of failure can drive us to success, but it won’t sustain us in the long term. Fear is not a sustainable motivation.
If you are not sure what that next step for you is, that’s okay. You might have options, possibilities, choices. The important thing is to make the decision that there is a next step for you and get started on searching for it? Without that decision, you are back at wheel spinning. Once you made the decision that there is a next step, you can kick yourself out of wheel spinning and set yourself into ‘drive’ mode and start making a plan to move yourself closer to your goal.
My son, the rock climber, is determined to be a world class rock climber. That’s his goal. He works at that goal every week, taking one small step closer to his target. He knows what he wants and has a clear focus of the end goal.
Nothing worth doing is easy. I’m sure you have heard that before. We all want the quick fix, we are a society spoilt by instant gratification. However, careers aren’t based on a quick fix. Careers are built, over time and through following a strategic path. Careers don’t come by being ‘tapped on the shoulder’. They come from being strategic; making a plan and working steadily towards the end goal. You need to be in it for the long haul, constantly taking steps towards your goal, every month, every week, sometimes even daily.
The important thing is to make the decision that there is a next step and then get on with it. Set your wheels in motion and get moving forward. Just make the decision that there is a next step, whatever that step may be. Is there a next step for you?
Nothing worth doing is easy. Just make the decision and get on with it.
I’m here to help, when you’re ready.
Janine Stratford, is a Leadership Coach and Career Strategist, working with teachers and leaders in schools across Australia and New Zealand. A former teacher and school leader, she is passionate about developing great leaders as role models for their schools and their students. You can find out more about Janine at www.coachingfocus.com.au