Chapter+11-14+overview

Analysing case studies from Tomlinson, H. et al (1999); common themes in the leadership of change. __Common themes in organisational culture prior to change __: While some schools in these chapters did share common problems in quality teaching and learning, poor staff motivation, tensions between management and staff, and poor leadership, others demonstrated a good ethos and culture, where staff shared a vision and had energy to move forward together. __Triggers for change __: In every case, there was a trigger for change – these were both external and internal. OFSTED was a predictable prompt in three cases – some as a negative influence (“We sulked for a year”), and others as a positive spur which encouraged a positive attitude to change in staff. Internal triggers included in one case a new HT, and in others HTs with a mission to improve the quality of teaching and learning, willing to take chances to improve post OFSTED. Challenges in dealing with rising rolls and survival in a client led market were also important. __Strategies to motivate stakeholders to accept change __: More than anything, collaborative working and a shared vision was clearly important to all schools in these case studies. Each one emphasised the importance of including the whole staff in decision and policy making, essential to make change effective and lasting. Also obvious to many HTs was the need to be seen to be committed to and taking part in the change process.  __Impact of development on pupil learning or achievement __: HTs determination to improve the quality of learning and pupil experience was common across the schools; it was particularly successful where not only the HT, but also the teaching staff had been consulted, been considered as learners themselves and were willing to share good practice and celebrate achievement, thus building a positive ethos throughout the learning community. In one of the case studies, the idea of transferable strategies from business into education was a very interesting approach. <span style="FONT-SIZE: 14pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt; mso-fareast-language: EN-GB"> __<span style="FONT-SIZE: 14pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt; mso-fareast-language: EN-GB">How was effectiveness measured __<span style="FONT-SIZE: 14pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt; mso-fareast-language: EN-GB">: <span style="FONT-SIZE: 14pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt; mso-fareast-language: EN-GB">This was also internal and external. OFSTED again featured as a tangible measure of effectiveness, in conjunction with exam results, league tables and community reactions to school improvements. Internal methods – less tangible - included evaluating staff dialogue about ethos and culture, numbers of pupils encouraged to stay on for sixth forms, attitudes to classroom observation and using critical friends for feedback. There were several case studies where the measuring of effectiveness was limited due to constraints such as time and finance.
 * <span style="FONT-SIZE: 16pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-font-kerning: 18.0pt; mso-fareast-language: EN-GB">COLLABORATIVE TASK **