Group+Ongoing+journal

Each participant will develop an individual action learning page aimed at improving one aspect of their leadership. Participants will implement this plan for a negotiated time period and then evaluate their own learning. The role of group members during this period will be to:
 * support and challenge each other; and
 * broaden each individual's experience by sharing in the experiences of the other group members.

One of my areas of concern when it comes to leadership is: how do you deal with a colleague who appears to be a team player, but really works on an individual level; resists team planning, only likes to put forward their own ideas, but doesn't take on board anybody else's.
 * Jodie || After Workshop 1:I found the role play activity hard as I did Technical Leadership. I don't warm to this style of leadership, to me, it's the "pen & paper" style; only worrying about data. I realise we need this style, but it doesn't suit my leadership style. However, with the group I worked with, I heard more ideas that enhanced my notes I had already - this did help me understand how this type of leadership would handle the ICT issues in a parent meeting.

After meeting on 14/7/09 It was interesting to hear about Christine and Darren'ts experiences to far with their e5 implementation. They mentioned some staff members having a less-than-enthusiastic approach to the model - something I think we are all going to have to deal with when our own school begins implementing the model. I'm hoping their survey was well received and they get good data to analyse.

After Workshop 2: I really liked what our table came up with from the section on leadership and effective schools. I have struggled with these though, this year as I've had some team members who I don't feel have the 2nd focus for our team. I am trying to move our Senior Unit towards Student Centred Learning - once we get new buildings in a few years time we will be able to put that model into place - similar model to the BEP (several grades of students with team teaching). However, I have struggled to get some team members on board with what I consider the beginnings of this process: team planning. My Gr. 6 team teaching partner and I have been working really well with planning together - but that's not what I'd hoped for: I'd hoped for team planning across the Gr 5 and 6. I didn't want to be the kind of leader who models "my way or the highway" - I've tried to focus on us working as team, but feel like that has backfired - maybe I should have been more tougher and "made" the team plan together. How does one get a team of people on board when individual strengths and personalities don't want to focus on the future as a team, when they'd rather just focus on their own grade?? My vision focuses on the school, then our unit, then my grade but I guess other people don't see it that way. . . ** Top 3 as a table are: **
 * 1) // Working together means trust and respect and establishing confidence with each other  //


 * 1) // Common goals and targets with shared vision  //

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 * 1) // Understandings of strengths and personalities with an unconditional positive regard  //
 * Anthony || Hi guys - wanted to touch base and share my thoughts about managing time. I find that during report writing time everyone is stressed and this is when tension always comes out. As the Literacy coordinator of the school and also the 3 / 4 PLT leader, I find I am running all over the place this week. For example, yesterday being Thursday is my APT planning day - i get 2 hours, sometimes 2.5. Yesterday I had to purchase some books for the P - 2 section and also resources for the school - this took up so much time I had no time for any othe rplanning. So my question is this: How do you approach a person to ask for some time in lieu for planning and the other roles you have to do, and you know that you have sacraficed many hours of APT, when that person complains and whines and snaps at you at the thought of asking for help? You know I am struggling to accept that when in times of busy periods at school - we all get bogged down with work - but isnt commiserating together far more supportive than snapping at people? So I guess my real question is - If we have to lead by example and manage our time and that schools are a highly emotional place where people can be 'over expressive', how do you tell someone to - 'put a sock in it and get over it cause we all have the same stress types' without aggrevating them further and they use their authority of power to put up a barrier around them? Just some thoughts! Staff managemnent and dealing with exhaustion - dont we all have that at the moment? ||