Throughout 2018 I shared with the community the Leadership Development Series in which 20 staff over two years have participated. This is the first reflection for this year and it focusses on the third session in the five part series. I received feedback last year requesting I put examples of what we are currently doing at Catholic College Wodonga which aligns to the content covered in the series.
Change is a constant in education and there is a wealth of research focussed on how leaders should approach change. In my experience change, whether it be real or perceived, creates strong reactions in staff, and this is something that leaders need to be aware of. The learning intentions for this workshop provide the scope to explore how to prepare for change and look closely at how it will be delivered.
The two learning intentions for this workshop are to:
- Engage team members in developing innovative approaches to bring the vision of the project to life
- Identify the steps and possible roadblocks to maintain course and speed
An example of a potential change at Catholic College Wodonga is the current review of our curriculum structure lead by members of our Leadership Team. As a College our current curriculum and timetable structure places a number of restrictions on student choice and staffing. This is nothing new in large secondary schools, but we have chosen to explore the possibility of creating a vertical curriculum structure.
As you would be aware, at the start of term three all students at CCW start the process for selecting subjects for the year ahead. Next year our current Year 8 students will have the opportunity to select subjects that best align to their ability and interests. Many students will still select a pathway similar to students in year gone by, but, for others we are restructuring our curriculum offerings providing students with the possibility to select more subjects that suits their interests and educational needs. We are calling this a vertical curriculum as it allows students to select subjects that extend their skills and open up greater opportunities to explore a pathway which best supports their gifts and talents.
In LDS three “maintain course, maintain speed,’ we will focus on the potential responses to change. Your project may create a variety of responses from staff. As leaders we must consider what type of responses we may receive, how we will respond individually and as a team so that we maintain course, maintain speed.
One of the learning activities in this work shop is titled, “Lead Like a Penguin.” (take the opportunity to view the Penguins from Madagascar on you tube).
The picture above sums up exactly what we discuss in the session. Each of the penguins has a role, they execute their roles and when unexpected things happen (i.e. such a granny who will not say no), the team work together to resolve the problem. They manage to ‘maintain course, maintain speed,’ to achieve their goal.
By the time we start LDS three most participants are ready to start, or have started, their leadership project. Taking the time to consider how the project be delivered, what roles each of the team members will play and what could be potential roadblocks to overcome, is a key feature of a leader’s role as they attempt to lift their eyes off the dance floor and view their project through a strategic lens.
Each year I am asked where the title for the third workshop came from. Towards the end of 2016 a fellow teacher, Dimity Smith, told me of a simple phrase her father used to tell her to help her remain focused on the road ahead and not to be overwhelmed by the present. I thank her for sharing this with me as it now forms part of every project I involve myself in “Maintain Course, Maintain Speed.”