NPQH Cycle 2, Leading Culture and Ethos
Participant Resource Pack
▪ Leadership development record (LDR) cycle 1 part two
▪ Leadership development record (LDR) cycle 2 part one
▪ Cycle 2 practice activities
▪ Cycle 2 formative assessment task options
Resource 1: Pre-event instruction
Please come to the event having undertaken the following:
1. Familiarisation
▪ Familiarise yourself with the contents of the participant event resource pack and slide deck.
▪ Read Resource 9: Clarity of Vision, Robert Fritz, 1997
▪ Listen to the headteacher presentation and take notes on the features and key messages about Leading Culture and Ethos: https://www.youtube.com/watch?v=eKEYyS4jmi0
2. Prepare
▪ Bring to the event your response to the questions in Resource 3 in the participant resource pack.
▪ Bring a copy of your reflective learning task from the ‘Ethical Principles and Leadership Behaviours’ online course.
▪ Bring a copy of your completed leadership development record (LDR) cycle 1, Ethical Principles and Leadership Behaviours.
▪ Bring a copy of your leadership development record (LDR) cycle 2, Leading Culture and Ethos.
3. Talk
If you get time before attending the event, have a short conversation with your headteacher and/or chair of governors that focuses on:
▪ what they perceive as key features and leadership approaches that contribute to building alignment of staff around the intended school culture, and how this helps create coherence in a school and give direction and purpose to the staff’s work teaching pupils.
Resource 2: ‘Learn that’ and ‘Learn how to’ statements addressed in the event
School culture
1.2. Teacher, expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential
1.3. Setting clear expectations can help communicate shared values that improve classroom and school culture.
1.4. Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils.
1.5. Teachers are key role models, who can influence the attitudes, values, and behaviours of their pupils.
1.7. A culture of mutual trust and respect between colleagues fosters effective relationships and supportive professional environments.
1.8. Building alignment of staff around the intended school culture can create coherence in a school and give direction and purpose to the staff’s work teaching pupils.
Behaviour
4 1. While classroom-level strategies have a big impact on pupil behaviour, consistency and coherence at a whole school level are paramount.
4.14. Pupils’ investment in learning is also driven by their prior experiences and perceptions of success and failure.
how to’
Establish and sustain an effective culture across the school, including by:
1.f. Articulating, modelling and rehearsing practices that contribute to the intended school culture and supporting every member of the school community, particularly senior and middle leaders, to do the same.
1.g. Prioritising the use of intentional and consistent language that promotes challenge, aspiration and high expectations for pupils; and professional development and high professional standards for all colleagues.
1.h. Implementing and monitoring the effects of school policies to create an environment for pupils and colleagues where everyone feels welcome, safe, and able to learn from mistakes.
Establish and sustain a positive, predictable and safe environment for pupils, including by:
4.a. Creating, implementing, and consistently applying a clear school behaviour policy across the school.
4.b. Ensuring the school behaviour policy promotes good relationships between pupils and staff, and that it complements the intended school culture, including a clear approach to
4.15. Building effective relationships with parents, carers and families can improve pupils’ motivation, behaviour, and academic success.
4.19. There are influences on behaviour which teaching staff can affect directly, others where there is a potential for teaching staff to influence or advise, and a third category where influences may be outside the purview of teaching staff.
Professional development
‘Learn that’
6.2. Effective professional development is likely to involve a lasting change in teachers' capabilities or understanding so that their teaching changes.
6.5. More effective professional development is likely to be designed to build on the existing knowledge, skills and understanding of participants.
6.7 Teachers are more likely to improve if they feel that they are working within a supportive professional environment, where both trust and high professional standards are maintained.
recognition, rules, sanctions and escalation of behaviour incidents.
‘Learn how to’
Ensure colleagues engage in effective professional development, including by:
6.a. Aligning professional development priorities with wider school improvement priorities and focussing on a shared responsibility for improving outcomes for all pupils.
6.j. Ensuring that the professional environment for staff is supportive with sufficient time for highquality dialogue and collaboration.
Conduct, and support colleagues to conduct, regular expert-led conversations (which could be referred to as mentoring or coaching) about all aspects of their roles, including by:
6.k. Building a relationship of trust and mutual respect between the individuals involved.
6.l. Tailoring the conversation to the expertise and needs of the individual (e.g. adapting conversations to be more or less facilitative, dialogic or directive).
Implementation
‘Learn that’
8.12. Implementation processes are influenced by, but also influence, school climate and culture. Implementation is easier when staff feel trusted to try new things and make mistakes, safe in the knowledge that they will be supported with resources, training, and encouragement to keep improving
Research and resources
Future familiarisation
School Culture
▪ Christopher Day, Pam Sammons and Kristine Gorgen (2020). Successful school leadership. Education Development Trust. https://files.eric.ed.gov/fulltext/ED614324.pdf
▪ Deans for Impact (2015). The Science of Learning https://deansforimpact.org/resources/the-scienceof-learning/
Behaviour
▪ Creating a Culture, Independent Review, Tom Bennett, 2017 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/fil e/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf (See Executive Summary, pages 6–11 )
▪ Education Endowment Foundation (2018) Toolkit: Behaviour Interventions https://educationendowmentfoundation.org.uk/education-evidence/teaching-learningtoolkit/behaviour-interventions
Professional Development
▪ Effective Professional Development, Guidance Report, EEF 2021 https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/effective-professionaldevelopment/EEF-Effective-Professional-Development-Guidance-Report.pdf (See Part 3, Alignment; Research in Focus and Referencing.)
▪ Cordingley, P., Higgins, S., Greany, T., Crisp, B., Araviaki, E., Coe, R., & Johns, P. (2020). Developing Great Leadership of Continuing Professional Development and Learning http://www.curee.co.uk/node/5200
▪ Department for Education (2016). Standard for Teachers’ Professional Development: Implementation Guidance for School Leaders, Teachers, and Organisations that Offer Professional Development for Teachers https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/fil e/537031/160712_-_PD_Expert_Group_Guidance.pdf
Implementation
▪ Sharples, J. M., Albers, B., Fraser, S., & Kime, S. (2018). Putting Evidence to Work – A School’s Guide to Implementation. London: EEF. https://educationendowmentfoundation.org.uk/educationevidence/guidance-reports/implementation
Resource 3: Check-in on leadership learning and development practice
Use this sheet to capture your thoughts and comments to support your feedback to colleagues in your group.
Your leadership learning:
Specify which content areas and ‘learn that’ and/or ‘learn how to’ statements have moved your understanding on. Which research has had the most impact on your learning and leadership, and why?
(Use your understanding identified at the end of the ‘Ethical Principles and Behaviours’ short course.)
How have you applied your understanding and what impact has it had on:
a) your leadership?
b) school practice?
What behaviours have you demonstrated and how have these had an impact on your leadership?
Refer to your leadership development record review, where you have considered two or three behaviours.
What areas from ‘Ethical Principles and Behaviours’ do you need to continue to work on and develop? How will you address these?
Revisit your leadership development record review of the ‘Ethical Principles and Behaviours’ cycle to support this.
Resource 4: Deliberate Practice Model, Deans for Impact (2015)
This model is embedded into the design of each qualification in support of participant learning, workforce interaction and reflective practice. The model is critical to the way we approach learners and their learning development.
As an approach, the deliberate process is used to underpin how each participant, facilitator and online workforce supports participants across each cycle. Learning materials, learning development and decision making will be more compelling if we can challenge and guide each other to:
▪ push our boundaries
▪ set goals and targets for development
▪ apply learning in practice
▪ give and receive feedback – being able to review and clearly articulate the shift and change since starting, to understand what has been achieved and the difference this has made as leaders and in our leadership and delivery roles
Resource 5: Leadership behaviour descriptors
Behaviour Explanation
Selfawareness
Integrity
Resilience
Effective leaders know themselves and their teams, continually reflect on their own and others’ practices, and understand how best to approach difficult or sensitive issues. They are aware of their personal strengths and areas for future growth and understand how their own behaviour affects others.
Effective leaders act with honesty, transparency and always in the interests of the school and its pupils. They can gain the respect of others by acting in line with their own values, as well as making decisions and choices with the best interests of education and pupils in mind.
Effective leaders remain courageous and positive in challenging, adverse, or uncertain circumstances. They can respond appropriately, manage uncertainty and bounce back even in the most trying situations.
Impact and influence
Delivering continuous improvement
Effective leaders have a positive impact on students, colleagues, and the wider community through persuading, convincing and bringing others round to their perspective. They understand others’ perspectives and priorities and tailor their communication to suit their audience.
Effective leaders secure and maintain positive improvement through articulating a clear vision, setting high expectations and leading a cycle of research, planning, monitoring, analysis, and change. They demonstrate the ability to combine operational action with strategic planning, securing short-term improvements while building sustainable change.
Future focus
Holding others to account
Effective leaders recognise issues and opportunities and take action to resolve these. Leaders need to look ahead to identify and resolve potential issues and capitalise on opportunities as well as manage day-to-day problems.
Effective school leaders hold others to account – including creating levels of accountability within the school – ensuring that everyone understands their roles, responsibilities, the standards required and accountabilities. They distribute leadership and delegate effectively, demanding high performance through making expectations clear, with the best interests of pupils and schools in mind.
Respect Effective leaders respect the rights, views, beliefs and faiths of all pupils, colleagues, and stakeholders.
Partnership working and collaboration
Effective leaders can work with a range of people in schools and the wider community to build a culture of cooperation and achievement. They engage with, and invest responsibility in, those who are best placed to improve outcomes, being open to different perspectives and viewpoints as well as sharing expertise and achieving common objectives.
Leading by example
Effective leaders consistently demonstrate and communicate their vision, passion, and commitment. They lead by example, have high levels of professional credibility, and demonstrate total commitment to school improvement through their own leadership behaviours.
Resource 6: Leadership skill descriptors
Skill Explanation
Critical knowledge and understanding of research techniques and self-management
Critical enquiry, review, analysis, and evaluation
The best leaders undertake and use research, drawn from a range of sources, to support decision making and strategy development – using their time effectively within disciplined and well-organised systems and methodologies.
The best leaders use critical thinking, statistical and data analysis tools, techniques, and concepts to identify strengths and areas for development. They design effective leadership plans to support intervention, direction, and development. They analyse the implications of change, deploying well-evidenced research to frame school self-evaluation and improvement.
Challenge
Dealing systematically and creatively with complex issues
The best leaders use challenge effectively and adopt a range of strategies in the best interests of achieving progress – demanding ambitious standards for all pupils and a strong sense of accountability in staff for the impact of their work on pupils’ outcomes.
The best leaders have clear systems and protocols in place that enable them to consider and find solutions to issues, as they arise, in a way which deals most effectively with the barriers and challenge they face. The systems in place do not constrain but create a firm foundation for taking positive action.
Priority identification
Clear articulation and application of knowledge
The best leaders scan the horizon to anticipate change, taking a long-term view of the implications of change and improvement need to identify short- and longterm priorities and goals with specified milestones to ensure effective leadership and management.
The best leaders take time to reflect and learn from their leadership activity and apply this knowledge to bring about improvements in themselves and their work.
Self-direction and originality
The best leaders have clear and ambitious targets for themselves as leaders, for their pupils and for their schools. They take a unique strategic view of situations and their implications for long-term impact and outcomes – sometimes using unexpected actions to get the best for those concerned.
Current insights into professional practice
The best leaders take time to reflect and evaluate their practice and effectiveness in their leadership and as leaders. They are aware of the education landscape, understand the context of their school and its needs and direct professional practice and intervention appropriately.
Resource 7: Statements scaffolding vison for
culture
School culture
‘Learn that’ ‘Learn how to’
1.3. Setting clear expectations can help communicate shared values that improve classroom and school culture.
1.7. A culture of mutual trust and respect between colleagues fosters effective relationships and supportive professional environments.
1.8. Building alignment of staff around the intended school culture can create coherence in a school and give direction and purpose to the staff’s work teaching pupils.
Behaviour
‘Learn that’
4.1. While classroom-level strategies have a big impact on pupil behaviour, consistency and coherence at a whole school level are paramount.
Establish and sustain an effective culture across the school, including by:
1.f. Articulating, modelling and rehearsing practices that contribute to the intended school culture and supporting every member of the school community, particularly senior and middle leaders, to do the same.
1.g. Prioritising the use of intentional and consistent language that promotes challenge, aspiration and high expectations for pupils; and professional development and high professional standards for all colleagues.
how to’
Establish and sustain a positive, predictable and safe environment for pupils, including by:
4.a. Creating, implementing, and consistently applying a clear school behaviour policy across the school.
4.b. Ensuring the school behaviour policy promotes good relationships between pupils and staff, and that it complements the intended school culture, including a clear approach to recognition, rules, sanctions, and escalation of behaviour incidents.
Professional development
‘Learn that’
6.7. Teachers are more likely to improve if they feel that they are working within a supportive
how to’
Ensure colleagues engage in effective professional development, including by:
professional environment, where both trust and high professional standards are maintained.
6.a. Aligning professional development priorities with wider school improvement priorities and focussing on a shared responsibility for improving outcomes for all pupils.
6.j. Ensuring that the professional environment for staff is supportive with sufficient time for highquality dialogue and collaboration.
Conduct, and support colleagues to conduct, regular expert-led conversations (which could be referred to as mentoring or coaching) about all aspects of their roles, including by:
6.k. Building a relationship of trust and mutual respect between the individuals involved.
Implementation
8.12. Implementation processes are influenced by, but also influence, school climate and culture. Implementation is easier when staff feel trusted to try new things and make mistakes, safe in the knowledge that they will be supported with resources, training, and encouragement to keep improving
Resource 8: Case study school
Inspection of East-West School (Inspection dates: 14–15 January 2022)
Overall effectiveness: Requires improvement
The quality of education: Requires improvement
Behaviour and attitudes: Requires improvement
Personal development: Good
Leadership and management: Requires improvement
Early years provision: Good
Previous inspection grade: Requires improvement
What is it like to attend this school?
As soon as the headteacher took up post, she made important changes which have improved the school significantly. She has a strong and clear vision of what needs to improve so that pupils can make the progress of which they are capable. She has done this while managing a difficult financial situation and improving staff morale. Staff are enthusiastic about the changes and current staff work more effectively together.
Pupils enjoy coming to East-West School. They feel safe here. They are polite and welcoming.
Attendance is improving but is not as good as it should be.
Behaviour is improving. The school has set clear expectations for behaviour. Pupils are confident that staff now address any issues with behaviour well. This ensures that pupils can focus on their learning. There is some bullying in the school. Instances of bullying and aggressive behaviour are dealt with effectively by staff so that they do not continue.
Pupils enjoy taking part in visits to art galleries and musical concerts. They regularly work on a range of interesting projects with experts who visit the school. They also enjoy the sporting activities available to them and make full use of the school’s extensive grounds.
Standards in the early years and key stage 1 have been in line with or better than national averages over time. At key stage 2, pupils’ attainment in writing and mathematics remains below that of other pupils nationally.
What does the school do well and what does it need to do better?
Under the determined leadership of the headteacher, staff work more closely together. They have reorganised the curriculum to ensure that all subjects are taught in a logical way. This is leading to clear improvements. However, frequent changes of staff mean that the curriculum has not been taught consistently well. This has led to gaps in pupils’ knowledge.
Governors are very loyal and supportive of the school. However, they have not always challenged leaders in respect of the school’s performance.
The teaching of reading is central to the school’s work. As soon as they start school, children learn to identify letters and sounds. They quickly move on to reading words and sentences in books that are carefully matched to their developing knowledge.
Historically, most pupils met the expected standard in the phonics screening check by the end of year 1. Those who fall behind have extra help to catch up. Reading standards are rising across the school. In key stage 2, the number of pupils who meet the expected standard in reading has increased steadily over the last three years. This is now slightly above the national average. Teachers read regularly to pupils and introduce them to a wide range of different types of books. More pupils are now reading regularly at home.
There have been improvements in the range of vocabulary and styles of writing that pupils use. However, the presentation and handwriting in books are not as good as they should be.
Pupils do not achieve well in mathematics. Staff lack the knowledge about the subject which they need to support pupils’ learning. Leaders are tackling this through training staff on how to plan better for pupils’ learning. However, it is too soon for this to have made a difference to pupils’ achievement in mathematics.
Recent changes to the curriculum mean that pupils study the full range of subjects of the national curriculum. They have frequent opportunities to revisit what they have already learned. Pupils’ work seen in art, geography and science shows that they are now learning more and remembering more across the curriculum. However, there are gaps in pupils’ knowledge. They have difficulty in recalling what they have learned in previous years. At times, expectations for pupils’ learning are too low and teachers’ subject knowledge is not strong enough.
Disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) are supported well and take part in the full curriculum.
Some pupils do not attend the school often enough. Leaders are taking determined action to resolve this issue but there is some way to go before pupils’ attendance is good. This has been frustrated by pupil illness and holidays taken in term time.
Most parents are pleased with all aspects of the school’s work. Many told us how well their children were cared for. Some would appreciate more information about what and how well their children are learning. The poor quality and outdated website does not support communication with parents well enough.
Pupils’ personal development is a strong feature of the school. Pupils learn to manage their emotions and to be sensitive to others. They contribute to the local and wider community through charitable work. They are also conscious of their role in protecting the planet. They learn to respect faiths, cultures and lifestyles that are different from their own.
The school has set clear expectations of pupils’ behaviour. Pupils consider that these are reasonable and that the rules and sanctions are fair. Pupils say that behaviour has improved. However, they report that there are times when their learning is still disrupted by pupils shouting out in lessons, not getting on with their work and talking when they should be listening to the teacher. During the inspection, most pupils behaved well in lessons. However, some do not show respect for teachers or make sufficient effort to contribute. This is usually linked to weaknesses in the teaching. More rarely, pupils behave this way even when the work is suitable and interesting. Other pupils are not happy with such distractions because they are keen to learn as much as they can.
Pupils consider that behaviour in the playground at lunchtime is not good enough. They say that occasionally there are fights and pupils use prejudice-based language. The school’s behaviour records confirm that this type of behaviour occurs. During the inspection, inspectors did not observe any behaviour issues at lunchtime that put pupils’ safety at risk. Indeed, behaviour on the playground was observed to be good-natured. Lunchtime staff
have received training to support games and were doing so effectively during the inspection. In the dining hall, pupils are supervised well and chat sociably as they eat their lunch.
A new method of recording incidents of inappropriate behaviour is being implemented effectively. Staff have received training and teachers are now competent in using the system. The deputy headteacher is supporting lunchtime staff in making the necessary changes. The new system is already allowing leaders to analyse pupils’ behaviour more strategically to inform decisions about improving behaviour further.
Early years provision is well led. Many of the children start early years with considerable barriers to their learning, especially in language and communication. Staff have devised a well-thought-through curriculum which helps children to learn effectively. The children settle in quickly to daily routines and work with enjoyment and concentration. They soon get to grips with the early stages of learning to read, write and count. By the end of their time in the early years, most of them attain a good level of development. This prepares them well for the next stage of their learning.
Curriculum leaders and teachers have not had effective training. Teachers cannot identify the important knowledge that pupils need to learn. Many of the subject leaders have not been given enough support and training to be able to lead their subjects well. They do not have a clear understanding of how thoroughly their subject is delivered across all classes. They cannot talk about what pupils are learning or how they can support all pupils to make progress.
Safeguarding
The arrangements for safeguarding are effective. Pupils feel safe in school and on the way to and from school. They learn how to keep safe near roads, railways and water, and when using the internet and social media. The school checks carefully on the suitability of adults to work with pupils. All staff are trained to identify possible signs of abuse. They know exactly what to do if they are concerned about any pupil’s welfare. The school works effectively with a range of services to support pupils and families who need extra help. The school site is secure and entry to the building is carefully controlled.
What does the school need to do to improve?
(Information for the school and appropriate authority)
▪ The governors are fiercely supportive of the school. However, they do not always have a sufficiently clear view of its strengths and weaknesses. There is a need to provide governors with the training and skills that will enable them to take a strategic overview of the school and to hold leaders more effectively to account for the quality of education that pupils receive.
▪ Subject leaders have not had the opportunity to check that teachers are delivering the curriculum well enough. This means that pupils are not achieving as well as they might. Some subject leaders are new to their role. Senior leaders should ensure that these leaders are fully supported to develop the skills needed to complete this role successfully. This will allow subject leaders to have a greater influence over the quality of education in their subjects. There are inconsistencies in the leadership of each subject. Subject leaders should monitor the delivery of the curriculum more closely. They should identify weaknesses and provide the right support and training for teachers so that all pupils, in all classes, receive an education that is at least good.
▪ Pupils achieve less well than they should in mathematics. This is because teachers lack the strong subject knowledge, they need to ensure that there are no gaps in pupils’ learning. Although leaders are now taking steps to address this, this work is at too early a stage to have had an impact. Leaders need to
ensure that they improve more quickly the subject knowledge in mathematics of all staff so that pupils across the school achieve well.
▪ The changes to the school’s expectations of behaviour, though showing signs of improvement, is not effective in securing attitudes in pupils which are positive towards learning. The disjointed curriculum contributes to this. The combined effect of this is that pupils are sometimes disengaged from their learning. Pupils have limited resilience in their learning and limited pride in their work as a result. Leaders should ensure that all staff apply the changes to behaviour expectations consistently.
Information about this school
There have been significant changes to staffing since the previous inspection, including the appointment of a new headteacher in September 2021 and a deputy headteacher in January 2022. The governing body has also had several changes to its membership, including the appointment of a new chair of governors.
Resource 9: Clarity of Vision, Robert Fritz, 1997
Defining our vision
The word vision has been trivialized to death. Many people in many organizations have discounted vision because it has come to mean vague "Mom and apple pie" statements that never lead to anything substantial. For too many companies, the advantage of real organizational vision has eluded them.
Authentic vision lives, breathes, and is tangible. The term implies something that we can see well enough to recognize if it appeared in reality.
Vision is not a vague notion made up of fuzzy inspirational feelings and sweet- sounding platitudes. It is a profound understanding of the desired state. It is clarity. It is the standard of measurement against which all actions are judged and adjusted. It creates continuity within drastically changing circumstances.
How did it come to pass within our organizations that the notion of vision was reduced to vapidity? Because, like many a good thing, it has been taken on superficially. But, despite the misuse of vision over the years, the organization that has real vision has a strength at its disposal.
A vision of the desired end results we are attempting to create is one of the two components of structural tension. Structural tension – the desired state in relation to the actual state – is the key ingredient in organisations that advance. The vision might be one about the organization's purpose, or business strategy, or goals that support both. In each case, when we construct a vision, we have a solid picture of the desired end result we want to bring into being.
Once a vision has been established, we can observe current reality and notice the discrepancy between the two. Current reality changes over time, but the vision usually does not. The vision creates stability in a flurry of activities. Organizations that are unclear about what they are attempting to accomplish will not be able to create structural tension. They will be burdened with structural conflicts as the dominant structure, and they will find themselves in patterns of chronic oscillation.
A medium-term view of both the vision and the current reality is the best combination for creating structural tension as the dominant force in an individual's life or in an organisation. Aspirations and values form the vision of the desired state, and reality is seen objectively and from a wide enough perspective so that shapes, patterns, and tendencies can be understood. Clarity and caring combine to form a critical degree of structural tension, and this can easily become the dominant force in play.
Authentic vision
Real vision is not an affectation. Instead, it is an authentic image of the desired result. The discrepancy between our vision and its relevant current reality forms the most powerful form of structural tension.
A real vision cannot exist when nothing is wanted, no matter how many mental pictures we may form about the future. We cannot have a real vision unless it is based on actual aspiration. Human beings have authentic
aspirations that can become the centrepiece of a person's life. So do organisations. When our organizations are structured to advance, individuals can bring their talents, values, energy, experience, and spirit to bear, and both the members and the organisation profit.
Shared vision
An organisation with a shared vision is a power to be reckoned with, because when the members of the organization share a common understanding of what they are creating, and a collective caring and commitment to see the vision become a reality, the first element of organizational structural tension is firmly in place. Shared vision within an organisation is the collective dynamic urge that is the prime generative strength that powers the enterprise.
Because of a basic misunderstanding about shared vision in many management circles, its power is often dissipated. Confusion is caused by the erroneous idea that those who share the vision must have some say in its derivation.
When this is the case, shared vision moves from a vision that people share, to a vision that people do not share, unless they have some say in its formation.
One wonders why someone would be less enthusiastic if they are not part-author of the vision?
In 1961 when John F. Kennedy articulated a vision of safely landing a man on the moon the space program was in its infancy. There was much to do, and a whole world of technology to invent. There were principles to discover and challenges to meet. Tens of thousands of people shared in the Apollo vision. Did they withhold their participation because they did not author the vision in the first place? No, of course not. The members of the Apollo team found many ways to contribute to, and participate in, this vision in which they shared.
Let's end the myth that, for a vision to be shared, people must feel they are authors of it. This myth eliminates the possibility of an authentic shared vision. Not only are some of the most important shared visions in history not a product of a committee, but it is truly irrelevant whether the people who help bring the vision into being have anything to do with its creation.
When a vision is truly shared, we participate in it because we care about it, and we will support it through our participation. If we are willing to withhold or increase our participation based on our degree of authorship, our concern is not really about the vision itself but about ourselves. We have shifted our focus from the actual value of the vision to our own ego involvement. Once this shift takes place, it would be disingenuous indeed to claim a shared vision.
If the vision matters more to us because we had a hand in creating it, then the vision's intrinsic value must be in question, or we have our focus in the wrong place. When we truly care about the vision, it matters little who originated it.
Imagine that they share a common understanding of the direction the organization is going and imagine that they care about the organization reaching its goals and manifesting its vision. Anytime we dealt with anyone from that organization, we would get a sense of a company that had a shared vision, one that deeply mattered to them.
The great vision
Shared vision is a powerful unifying principle for an organization. or a movement. But not all visions are equal. A vision that captures the imagination is one that can move people to positive action.
It is an inescapable law of organizational structure that the values that dominate an organization will displace competing but lesser values. The greater the value, the lower the likelihood that lesser values will be considered or be influential.
Considering true greatness, pettiness disappears. When individuals or organizations are pursuing great accomplishments, many of the trivial concerns that might otherwise have been distracting are no longer relevant within the context of their aspiration. This ‘law’ of organizational structure cuts two ways, however. If the dominant values of an organization' are self-serving, political, and manipulative, then what is trivial will become more important than the accomplishment of a great cause. When pettiness is a dominant value, true greatness disappears.
Greatness can be measured, not simply by size or power, but by scope and character. When confronted by greatness as a dominant value, the organization has something by which to measure and judge every aspect of the enterprise. Is what we are doing consistent with our aspiration and vision? If it is not, we are ready to consider what types of structural changes we need to make. We not only tolerate change, but we also actively seek it. Considering true greatness, change and restructuring become naturally motivated. As we become clear about the vision we share, we can join in making change work.
The spirit of a vision shared
When people share a common vision, they can perform feats that would otherwise be impossible. They can put all their actions into the same context, and they can align themselves in the same direction. However, even beyond the great advantages that a shared vision provides, is the power of the act itself.
There is something in the human spirit that longs for participation with others, that wants to be involved in a collective endeavour. Sometimes we find this spirit expressed on the level of a project team within a large organization. The members of the team can work together in ways that are reminiscent of the greatest Olympic sports teams. Sometimes we see this spirit expressed in the wider organisation. The organization takes on a life force that is truly extraordinary - a spirit that moves beyond simply doing a good job to doing something that deeply matters. These people seem to carry their own generative energy as their collectivedynamic urge is given full voice.
Shared structural tension
Even more potent than shared vision is shared structural tension. The vision is the desired state. People join to bring the vision into being. The vision forms a context by which to review reality. Dedication to the vision is just one component of shared structural tension.
One of the other factors is the ability of the organisation to deal objectively with reality in its evaluations and implications. We can see what is relevant to study. We can observe the tendencies and patterns. We can learn from our successes and failures. We can innovate our processes as needed, and when needed. We can develop the overall capacity to manage the entire enterprise quickly, flexibly, and effectively.
Vision or shared vision without structural tension will eventually lead to wider oscillation when the organization is dominated by structural conflicts. But when shared structural tension is the dominant structure, we can grow, not only in size, but in competency, ability to learn, ability to invent, and the vital ability to discipline all the organisation's systems to support the common direction and purpose.
Source: Robert Fritz: Corporate Tides – The Inescapable Laws of Organisational Structure
pp. 184–203 ISBN 1-881052-88-5
Resource 10: Online study pack content
summary
School culture
Strategic direction
Using data and expertise
Communicating strategic direction
Establish and sustain an effective trust culture across the schools in the trust
Expert practice
Behaviour
Establish and sustain a positive, predictable and safe environment for pupils
Ensure colleagues are able to create a positive, predictable and safe environment in their classrooms
Support staff to motivate pupils
Assist pupils who need more intensive support with their behaviour
Prevent and respond to bullying
Expert practice
Professional development
Improving the quality of teaching
Planning effective professional development
Supportive professional environment
Expert-led conversations
Expert practice