Growing Great Leaders™ 2017 - Level 1 & Level 2

GGL™ Level 1
GGL™ Level 2

Growing Great Leaders™ Level 1

Growing Great Leaders™ offers research-based professional development with direct relevance to your own leadership and school development. Strengthen your practice by learning key leadership skills, and by considering their application to your current leadership challenges. Growing Great Leaders™ turns the research evidence into easily digestible learning experiences for leaders who want both the theoretical base and the practical application of research. The programme offers:

  • Research-based professional development with direct relevance to participants’ own leadership and the development of their organisation.
  • Problem solving opportunities contextualised to each participant’s role and organisation.
  • High quality course materials that include templates you can use later at your school/centre, selected readings and examples of useful artefacts to support your leadership work. You will also receive a high quality Growing Great Leaders™ folder of course materials that you will want to retain as a record of what you have learnt.

We encourage three or more people to attend from each enrolling organisation. Feedback from our workshops suggests that the learning is most valuable and has the greatest impact, when a team of three or more from a school attend together. A 10% discount applies.

Level 1 course runs over 1 full and 4 half-day sessions.

The course details are accurate as at October 2016. Please note however that these dates may be subject to change; our website will show our current course schedule, or please feel free to contact our Centre Co-ordinator:
Tilla Miranda
Phone: +64 9 623 8899 ext 48438
Email: uacel@auckland.ac.nz

    Locations

    • Auckland
    • GGL™ Level 1 - Auckland 1

        Dates

      • 1 March (full day)
      • 11 April (half day)
      • 17 May (half day)
      • 15 June (half day)
      • 4 July (half day)

      Time: (Full day) 9:30am - 4pm, (Half days) 9:30am - 12:30pm

      Cost: $1450 + GST each (or 10% discount for 3 or more participants)

      Register Now

      • Auckland
      • GGL™ Level 1 - Auckland 2

          Dates

        • 1 August (full day)
        • 23 August (half day)
        • 14 September (half day)
        • 24 October (half day)
        • 8 November (half day)

        Times: (Full day) 9:30am - 4pm, (Half days) 9:30am - 12:30pm

        Cost: $1450 + GST each (or 10% discount for 3 or more participants)

        Register Now

      Hamilton
    • GGL™ Level 1 - Hamilton 1

        Dates

      • 22 March (full day)
      • 17 May (full day)
      • 14 June (full day)

      Time: (Full day) 9:30am - 4pm

      Cost: $1450 + GST each (or 10% discount for 3 or more participants)

      Register Now

      • Christchurch
      • GGL™ Level 1 - Christchurch

          Dates

        • 8 March (full day)
        • 30 March (half day)
        • 10 May (half day)

        Time: (Full day) 9:30am - 4pm, (Half days) 9:30am - 12:30pm

        Cost: $1450 + GST each (or 10% discount for 3 or more participants)

        Register Now

Growing Great Leaders covers six modules. Each module is aligned to the student-centred leadership model and is designed to provide both theoretical and practical application for the educational context.

MODULE 1: Student-centred Leadership

This module provides an overview of some major findings of the Best Evidence Synthesis on School Leadership and Student Outcomes: What works and why (Robinson, Hohepa, & Lloyd, 2009). We cover the quantitative evidence that informed our model of student-centred leadership and allow time to analyse the strengths and weaknesses of your own leadership and that of your team.

MODULE 2: Building Relational Trust for School Improvement

Students make more progress in high trust than in low trust schools. We introduce you to the research that supports this claim, tease out what relational trust is in practice and how it is developed through the day-to-day interactions you have with students, staff, parents and the wider community. Without trust, we argue, school improvement is unlikely to be sustained.

MODULE 3: Establishing Goals and Expectations

This module covers the basics of goal setting theory and presents you with the opportunity to analyse the quality of your goals and how well you communicate and embed them into your school’s infrastructure. You will gain a common understanding of terms such as goals, targets, baseline data and theories for improvement. Practical help can be offered to start you thinking about your school’s plans.

MODULE 4: Resourcing Strategically

This module will help you to analyse your effectiveness at embedding your goals into the structures of the school. We highlight the importance of many of the managerial aspects of your leadership role in order to achieve your goals. We support you to utilise strategic thinking skills to review how well you use time, money and material resources in order to maximise student outcomes.

MODULE 5: Solving Complex Problems

If you feel like you are constantly solving the same problems or need to do more effective problem solving, this module is for you. We explain and illustrate a model of problem solving that will help you overcome the complex challenges that confront you, and improve the achievement of your school.

MODULE 6: Ensuring an Orderly and Safe Environment

This module introduces the evidence that an orderly environment is a pre-requisite for improving and high-performing schools. Links are made to clarity of goals and expectations, effective teaching and the need for a problem solving approach to issues. Good routines that embed the goal focus are promoted. Some simple strategies are encouraged such as protecting or increasing academic learning time and effectively monitoring levels of attendance and reasons for non-attendance.

Thank you for such a fulfilling, uplifting and rewarding course. It is by far the best course which I have attended and, unlike others, will have an impact on my practice. - Rob Griffiths, St Cuthberts College

Thank you. It was such a great course. I got so many useful ideas to take back:
How to run an effective meeting. - Have an agenda, keep everyone on task and summarise as you go. I like the idea of thinking of different ways to engage parents into the school.
- Dale Hammond, Tirimoana School

Thanks - I love coming to these days. I have been really engaged and really challenged to rethink how I do things - and I am pleased to say that I feel like I am making positive changes back at school. Thanks for the ideas and the guidance. - Juliet Dickinson, Te Kowhai School

The facilitation is great. Linda really makes you think critically and engage in the material being presented. She is challenging me to look at my leadership and the actions that I put in place. - Sarah Loomb, Alfriston College

I think the discussion on improving patterns of conversation was fabulous, and very powerful. I liked the feeding in of Helen Timperley's "never ask a question without disclosing why you are asking" as this resonated with me, and is a great foundation for my thinking, when considering how I want to improve communication and trust relationships. - Rochelle Inwood, Te Kowhai School

I really liked that I got to work with two other members of the SMT on this and can work to make some suggestions to the other members of the SMT. The tasks that we did related directly to what we are trying to achieve in our school - made it easy to stay focussed throughout the session - time really flew by and we feel really energised. - Mark Mack, Elim School

Dale, Tui and Louise, Tirimoana School



Dale, Tui and Louise attended the Growing Great Leaders™ course from Tirimoana School. They found the opportunity to attend as a team invaluable.

“It allowed us to have a stronger collaborative voice when discussing issues back at school with our principal and other members of SLT. “

“It was an excellent course and has helped me ‘grow’ this year. I would definitely recommend that schools attend as a group. It creates more strength in sharing ideas back at school.“

There were a number of direct acts of leadership that these three educators were able to implement in their school as a result of what they learned.

“In my own practice I have been more mindful of listening to others and working on developing trusting relationships. They require effort and time – they just don’t happen. We took back to our school the idea of sharing the whole school targets. This was implemented into a staff PLG session and discussed in groups.”

Other areas they took back to school included; discussing a ‘call to action’ (making sure each meeting ends with agreed actions) with the principal and DP, as well as implementing a ‘call to action’ at the end of staff meetings; revisiting the staff goals and annual plan and linking appraisal to school goals; as well as utilising the problem solving methodology that is taught as part of Growing Great Leaders™. It was a great reminder about the importance of employing the right staff to school, also.

“We also took little snippets like: finding opportunities to make connections between middle and senior leaders; the importance of inducting staff every year; taking enough time to raise goals i.e. three staff meetings on the same topic” in a row rather than shifting the meeting agenda week by week.

Dale, Tui and Louise would recommend this course to other leadership teams.

Growing Great Leaders™ Level 2

This course is open to any group of two or more leaders from within a school who have a team member that has completed level 1 Growing Great Leaders ™ and/or are in the position of leading or participating in a Community of Schools, and are: committed to carrying out a cycle of inquiry, learning and action (Timperley, Kaser & Halbert 2014), prepared to focus closely on a defined school-based problem area that needs to improve throughout the year, and prepared to collect data and share progress on that problem as part of the course.

This course offers research-based professional development with direct relevance to participants’ own leadership and school/community development. Growing Great Leaders™ level 2 uses real-life problems from schools or communities of schools, and guides participants through the process of improvement while developing competence and skills in particular aspects of the improvement puzzle.  Sessions will guide teams through the cycle of inquiry, learning and action, involve everyone in reporting on the steps they have taken in-between sessions and provide the opportunity for group critique and advice.

We encourage three or more people to attend from each enrolling organisation. Feedback from our workshops suggests that the learning is most valuable and has the greatest impact, when a team of three or more from a school attend together.  A 10% discount applies.

Level 2 course runs over 6 half-day sessions.

The course details are accurate as at October 2016. Please note however that these dates may be subject to change; our website will show our current course schedule, or please feel free to contact our Centre Co-ordinator:
Tilla Miranda
Phone: +64 9 623 8899 ext 48438
Email: uacel@auckland.ac.nz

    Locations

    • Auckland
    • GGL™ Level 2 - Auckland

        Dates

      • 16 March (full day)
      • 16 May (half day)
      • 27 July (half day)
      • 18 September (half day)
      • 15 November (half day)

      Times: 9:30am - 12:30pm, full day 9:30am - 4:00pm

      Cost: $1450 + GST each (or 10% discount for 3 or more participants)

      Register Now

    • Christchurch
    • GGL™ Level 2 - Christchurch

        Dates

      • 9 March (half day)
      • 29 March (half day)
      • 11 May (half day)
      • 26 July (half day)
      • 12 September (half day)
      • 7 November (half day)

      Times: 9:30am - 12:30pm

      Cost: $1450 + GST each (or 10% discount for 3 or more participants)

      Register Now

Modules

Growing Great Leaders covers six modules. Each module is aligned to the student-centred leadership model and is designed to provide both theoretical and practical application for the educational context.

MODULE 1: Leading Inquiry

We first introduce the approach to improving schools that we advocate as sensible and manageable, illustrating what it does and does not look like in practice.

MODULE 2: Leading Teacher Learning and Development

After reporting on progress with identifying an understanding of the educational problem you are focused on, this module outlines what works and why in professional development and provides practical examples of how to embed effective practice into your school routines Timperley, Wilson, Barrar, & Fung, 2007) .  Professional learning is often taken on at a broad level – instead we advocate for very specific, need oriented professional development to help you progress your school improvement work.

MODULE 3: Ensuring Quality Teaching

This module examines theories of teaching effectiveness, highlights the high levels of variation within schools as being the problem we must all solve, and emphasises the importance of effective programming and monitoring of outcomes during the year as key leadership actions to achieve this.  We then share progress on your individual educational problems and critique steps you are taking and support you in deciding on next steps in the process.

MODULE 4: Engaging Families and Communities

After learning strategies for engaging your community in a meaningful way we re-visit (from Level 1) the problem solving methodology and use it to help resolve current issues you are facing in making progress.

MODULE 5: Annual Planning

Using what you have learnt from the year’s work, you have the opportunity to strategically think, plan and start to develop your next improvement steps into a plan for the following year, using data from your context.

MODULE 6: Leading Improvement

Bringing the year’s work to conclusion, we reflect on what we have learnt, where we have gone wrong, and how to pick up the pace in the next year.  We reflect on the inter-personal skills required to gain the personal commitment of others to make the school or organisational goals, personal goals of all involved – teachers, students, parents, community.