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BEING AND BECOMING A HIGHLY EFFECTIVE TEAM LEADER 9
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BEING AND BECOMING A HIGHLY EFFECTIVE TEAM LEADER 11
1. selected a descriptor that best summarizes your personal perception,
simply ask: How do I know? Where is the evidence that shows that?
This can result in a very comprehensive self review in preparation for your
performance management review.
WHAT IS MEANT BY LEADERSHIP STYLE? HOW IMPORTANT IS THIS IN
LEADING A TEAM?
Your leadership style is the pattern of behaviour that you adopt with your
team, to plan, organize, motivate and control its activities and performance. It
is the extent and manner in which you listen, set goals and performance
standards, develop and implement action plans, guide and direct others,
provide feedback, etc. Research over many years, (e.g. Tannenbaum and
Schmidt, 1959; Blake and Mouton, 1964; White and Lippitt, 1983; Leithwood,
Jantzi and Steinbach, 1999; Gunter, 2001) has shown that leadership styles are
important because of their impact on how individuals within a team feel, and
the extent to which they are motivated to perform at higher levels and
therefore have a greater impact on standards. Highly effective team leaders use
a range of leadership styles to suit the requirements of the various situations
they encounter. By doing so they create a context and a climate in which staff
will want to succeed at the core purpose securing higher standards of pupil
achievement.
It is not the intention here to describe all existing leadership models and
styles. This section simply identies six leadership styles that you can consider
and so form a view of their relevance, or otherwise, to your professional
context. Table 1.5 sets out these styles and describes the circumstances in
which they are most and least effective.
Point for reection
Having considered the six styles of leadership outlined in Table 1.5, what views have
you come to about their relative strengths and deciencies? Which style do you
favour and why? Is there a mismatch between the style you favour, the one you
employ most regularly, and the one that your team respond to best?
HOW CAN I HELP TO IMPROVE THE QUALITY OF WHAT WE DO AND
ACHIEVE AS A TEAM?
In their efforts to improve the quality of what they and their team do, one of
the rst tasks for team leaders is to dene key standards: standards that are
so crucial that they stand apart from others because of their potential to impact
directly on learning, teaching and pupil achievement. These key standards,
and methods for achieving them, are described in Table 1.6.
The Teachers Standards Framework (DfES, 2001a) is helpful for supporting
team leaders at all levels within schools subject leaders, SENCOs, Advanced
Skills Teachers and headteachers because it sets out the expectations for
12 MANAGEMENT SKILLS IN SCHOOLS
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BEING AND BECOMING A HIGHLY EFFECTIVE TEAM LEADER 15
Table 1.6 Improving standards of quality
Key standards Approaches to securing these key standards
Leadership leading the
team towards high
performance by seeking
continuous improvement in
all that they do.
Ensure that team members are focused on continuous
improvement of all aspects of their performance. Recognize
and acknowledge individuals within the team for the success
of their efforts
Strategy developing the
team vision, values and
strategic direction
Establish all objectives with the aim of reaching the highest
quality standards. Communicate and reinforce aims clearly to
all, and review and update them regularly
Staff ensuring that team
members are motivated,
well managed and
empowered to develop and
improve
Develop all teammembers in the skills and competences they
need to meet their improvement objectives. Communicate in
ways that are appropriate for individuals as well as the whole
team using a range of media
Resources using nancial
and other resources
efciently to achieve key
objectives
Ensure nances are managed efciently and everyone knows
what is happening and why. Invest in the most appropriate
technology to support teammembers in managing their time
and priorities
Processes ensuring that all
policies and processes are
consistently highly effective
Agree performance measures and provide feedback to
maintain the momentum for improvement. Encourage team
colleagues to formulate innovative ideas for improving
practices and processes
effective performance in different roles. It maps the standards that currently
exist, and the expectations they contain. It shows how the expectations of
teachers can grow and change at different stages of a career as they assume
different roles within schools. It helps them to recognize their existing
expertise and achievements as well as any development needs they may have.
The framework summarizes the key elements in each of the standards under
ten dimensions of teaching and leadership within a school:
( knowledge and understanding;
( planning and setting expectations;
( teaching and managing pupil learning;
( assessment and evaluation;
( pupil achievement;
( relations with parents and the wider community;
( maaging own performance and development;
( managing and developing staff and other adults;
( managing resources;
( strategic leadership.
16 MANAGEMENT SKILLS IN SCHOOLS
Table 1.7 Standards framework for subject leaders and headteachers (adapted from DfES,
2001a)
Role Strategic leadership
Subject leaders ( Create a climate which enables other staff to develop and maintain
positive attitudes towards the subject and condence in teaching it.
( Develop and implement policies and practices for the subject which
reect the schools commitment to high achievement, effective
teaching and learning.
( Ensure that the headteacher, senior managers and governors are well
informed about subject policies, plans and priorities, the success in
meeting objectives and targets, and subject-related professional
development plans.
( Establish a clear, shared understanding of the importance and role of
the subject in contributing to pupils spiritual, moral, cultural, mental
and physical development, and in preparing pupils for the
opportunities, responsibilities and experiences of adult life.
Headteachers ( Create an ethos and provide educational vision and direction which
secure effective teaching, successful learning and achievement by
pupils and sustained improvement in their spiritual, moral, cultural,
mental and physical development, and prepare them for the
opportunities, responsibilities and experiences of adult life; and secure
the commitment to the vision and direction of the school.
( Present a coherent and accurate account of the schools performance
in a form appropriate to a range of audiences, including governors,
the LEA, the local community, OFSTED and others, to enable them to
play their part effectively.
( Lead by example, provide inspiration and motivation, and embody for
the pupils, staff, governors and parents vision, purpose and the
leadership of the school.
( Ensure that all those involved in the school are committed to its aims
and are accountable in meeting long-, medium- and short-term
objectives to secure school improvement, and targets which secure the
educational success of the school.
( Ensure that the management, nance, organization and
administration of the school support its vision and aims.
( Provide information, objective advice and support to the governing
body to enable it to meet its responsibilities for securing effective
teaching and learning and improved standards of achievements, and
for achieving efciency and value for money.
Point for reection
Table 1.7, which is adapted from The Teachers Standards Framework, sets out the
standards that (i) subject leaders, and (ii) headteachers would be expected to
achieve within the strategic leadership dimension. Select one of these roles and
comment on the value of the standards framework in helping you gauge your
existing personal effectiveness and professional competence, as well as your
development needs.
BEING AND BECOMING A HIGHLY EFFECTIVE TEAM LEADER 17
SUMMARY SELF-REVIEW
Spend a little time considering and then responding to the following review
questions:
1. How readily do I ignore small mistakes made by team members and
focus on more important matters?
2. How well do I accept criticism from others?
3. How relaxed am I when dealing with others at work?
4. How secure and condent am I in my role?
5. Howreadily do I give credit to the teamfor high standards of achievement?
6. How fair and just am I in my dealings with others?
7. In what ways do I convey feelings of security to the team?
8. In what ways do I convey a sense of friendliness and concern for the
problems of others?
9. In what ways do I show respect for the people I work with?
10. How well do I communicate and motivate my team?
11. How would I gauge the quality of my participation in helping the team
achieve its goals?
12. What evidence do I have that the team respects me?
13. How readily do I accept the opinions of others, even when they differ
from my own?
14. How effective am I in keeping the team together at times of crisis?
15. Faced with a choice between speed and perfection, which one am I likely
to choose?
16. How effective am I at distinguishing between things that are urgent and
things that are important?
17. How effective am I at promoting the creativity and innovation skills of
my team?
18. On what basis do I believe that I perform tasks well?
19. In what ways do I communicate the standards that I expect?
20. What evidence do I have that my leadership style is appropriate?
Action planning
Having spent some time reviewing your approach to being and becoming an
effective team leader, identify some actions that you might take to strengthen
your current approach.
18 MANAGEMENT SKILLS IN SCHOOLS