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COLUMBA 1400: HEAD TEACHER LEADERSHIP
ACADEMY: DEVELOPING ENTERPRISE CULTURE
CHAPTER SIX: INTERPRETATION AND INTEGRATION OF
FINDINGS
INTRODUCTION
6.1 This section provides an opportunity to synthesise
and integrate as well as provide further interpretation on
the findings from the survey, from observation and from the
interviews, but in addition, to include findings from the
internal evaluation provided to the research team by
Columba 1400.
6.2 To do this it is worth revisiting the study's
research questions:
- How do attitudes of Heads and Deputy Head Teachers
change towards an enterprise culture and management of
change in schools as a result of participation in the
programme?
- How are changes in attitudes reflected in the
management and culture of staff and students
subsequently at the school?
- What can be learned by policy makers and
educational officers from the impact of the
programme?
6.3 These can be distilled into the findings that affect
changes in attitudes, changes in practices of HTs/DHTs and
the implications of findings for policy and the programme.
The third aspect of these findings has been left for a
recommendations section. We also make comments on the
findings from different sections for the Columba 1400
programme
CHANGES IN ATTITUDES
- Both the survey returns and the interviews revealed
positive views, if guarded, due to a lack of knowledge,
on the value of objectives of DtS, but a high degree of
uncertainty on the nature of the Columba 1400 programme
and how this related to the objectives of E in E. After
the Columba programme, there was a greater resolution
to achieve the stated objectives of E in E and greater
awareness of the place of the Columba 1400 programme
within the broad E in E programme.
- Although there were strongly held beliefs in the
importance of their leadership role pre Columba, post
Columba this was reaffirmed with increased levels of
confidence by HTs and DHTs in their own abilities as a
leader and to create and manage change.
- There was some evidence that attitudes pre Columba
was affected by perceived values of external
influencers, such as colleagues, education authorities
and the wider society. Post Columba there was a greater
resolution in HT/DHT own abilities to achieve
objectives irrespective of external factors.
- There was less change in attitudes towards using or
developing external links with the local community and
with local businesses. This result may have been
affected by the higher proportion of primary HTs/DHTs,
compared to secondary HTs/DHTs on the programme.
- There was increased personal resolution that
important constraints on objectives, such as dealing
with staff and pupils, could be resolved and overcome
through the utilisation of techniques and competencies
developed on the Columba programme.
CHANGES IN PRACTICES
6.4 It should be noted that changes in practices may be
diluted over time as HTs/DHTs become absorbed more in the
detailed running of their schools and to properly gauge the
impact of Columba on changes in practice would require a
tracking study over a period of time. With this caveat in
mind, however, it was possible to identify some immediate
impact on changes in practices.
- A willingness to apply the non-directive coaching
techniques in the school environment with staff and
pupils
- To spend more time listening to staff and pupils
before taking action.
- Increased delegation of responsibility to staff,
pupils and parents.
- In some cases, a reappraisal of their career and
current role, with an associated determination to apply
for a higher position within education.
- An increased willingness to examine the development
of links with local businesses and the local
community.
- The inclusion of enterprise activities in school
development plans. Although this had already in most
cases previously been included, the programme appeared
to create a greater willingness to develop more
specific plans.
- To introduce some of the coaching techniques with
development sessions with their own staff.
THE VALUE OF DIFFERENT ELEMENTS OF THE COLUMBA
1400 PROGRAMME
6.5 The Columba 1400's own internal evaluation feedback
showed that the programme was very warmly received by each
HTLA, with each element of the programme receiving high
scoring marks from the participating HTs and DHTs. We can
use our own findings to further interpret the value of the
different elements which have been described in this
report; the psychometric profiling, the 2 day residential
preparation for coaching, the interactive seminar sessions,
the intensive coaching sessions, the whole group discussion
sessions and the meditation and group dynamic.
6.6
Individual Psychometric Profiling. Both the internal
feedback forms and the interviews considered this to be the
least valuable part of the programme. It was not clear
either from respondents or from an interview with the
Columba team how this was integrated in the full programme.
However, some respondents found it to be valuable.
6.7
The 2 day residential preparation. Although there
were some reservations associated with the time devoted to
this session, it was regarded as very valuable preparation.
It was also a chance for each HTLA to meet and get to know
one another. With the weeklong programme to come, this was
in itself valuable. However, it was also associated with
some uncertainty over objectives of the full residential
programme.
6.8
The interactive seminar sessions. The feedback
forms, the course team observations and the interviews all
revealed that these were highly valued by participants with
an appropriate professional context.
6.9
The 'trio' coaching sessions. All sources of data
including the internal feedback, the interviews and the
observation confirmed that these sessions, although taking
the most time and highly intensive, were regarded as having
the most impact. In addition, the indications are they will
also have had some lasting effects on practices and culture
in their schools and with relationships with staff, pupils
and parents. The interview with the Columba trainers
revealed that the composition of the individual coaching
trios was not contrived, but was formed 'naturally',
nevertheless all the trios seemed to work well for each
HTLA.
6.10
The whole group discussion sessions. Although these
were still well regarded, there were some tensions reported
from the interviews and observation. There was evidence
that the programme team responded to feedback to modify the
role of these sessions.
6.11
Meditation and personal reflection. These were
valuable sessions and provided an important breathing space
for participants to absorb and reflect on other
sessions.
6.12
The group dynamic. Both the observation and the
interviews revealed that this was an important part of each
HTLA. It was an unpredictable, but nonetheless important,
outcome that contributed to the overall experience.
6.13 In addition to providing a vehicle for the
seminar/discussion components of the programme, it was
clearly evident from observation that group dynamics play a
key role in creating personal outcomes for individual
participants, which may vary between cohort members
depending on the personal experiences they bring with them
to the programme.
6.14 This is evidently recognised by the Columba 1400
team, who continuously monitor and make adjustments during
the programme delivery in order to facilitate an effective
environment for personal reflection and development.
6.15
Furthermore, participants are engaged in
facilitating group sessions based on their own experiences
and views, and verbal feedback is sought immediately after
the conclusion of each session, so the programme is
continuously tailored to maximise the experience for each
cohort of participants within a general process framework
and consistent learning environment.
6.16
The time period involved in the delivery
of the programme, particularly during the residential week,
enables improvement adjustments to be made more effectively
than would be the case in a shorter and more fragmented
programme structure.
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