the dynamics of the relationship between principal and deputy principal(s)

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www.pdst.ie© P D S T

2 0 1 6This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

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The dynamics of the relationship between Principal and Deputy Principal(s)

Tony Collison &

Vivienne Hogan30/03/2017

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What?To clarify the collaborative and discreet roles of the Principal and Deputy Principal(s)

Why?To reflect on the importance of this relationship regarding all aspects of school life

How?To explore and identify the key elements in a sustainable positive relationship

Aims of Session

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How are tasks allocated?• Interest?

• Ability?

• Training?

• Experience?

• Historical“FIND THE BEST FIT”

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• Jointly?

• Separately?

Examples:BOM/Student-Parent Council/DES Contact/Meeting Parents etc.

What tasks do Principals and Deputy Principals perform…

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Shared Tasks:

• Joint Planning• Joint Action• Joint Modelling• Joint Reviews• Staff Leadership• Shared Vision• Other

Roles: Principal & Deputy PrincipalSeparate Tasks:

• BOM• DES• Parent Council• Student Council• Staff Contracts• Front-- of-- House‐ ‐• Yr Heads & Class

Tutors• Various Admin.

Actions• PPOD• Other

April

• Assessments for new entrants• SEC: Orals, Home Ec etc• Ongoing work on Curriculum Plan• Mental Health Week 3rd- 7th April;

Activities• Finalise Reports from Primary School• Prepare for Graduation Ceremony/ Check

arrangements are in place and Certificates/ Pendants etc are ready

• Possible work experience TY/LCVP; Garda Vetting

• Board of Management• Timetable preparation • Timetable training

Who?

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Activity 1

Cast your mind back over the last few days in school and list (in no particular order) the tasks / responsibilities / roles you fulfilled in that time.

Write each one on a post-it please.

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Leading Learning

Leading People

Managingthe

Organisation

Managing SelfLeading

Change

Leading Community

Profile of School Leadership

www.pdst.ie

The PDST is funded by the Teacher Education Section (TES) of the Department of Education and Skills (DES) and is managed

by Dublin West Education Centre

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This work is made available under the terms of the Creative Commons Attribution Share Alike 3.0 Licence http://creativecommons.org/licenses/by-sa/3.0/ie/. You may use and re-use this material (not including images and logos) free of charge in any format or medium, under the terms of the Creative Commons Attribution Share Alike Licence.

© PDST 2014

Blake Mouton Managerial Grid

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Key elements that underpin successful relationships between Principal and Deputy

Activity 2

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dst.i

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Successful Relationship?

• Respect• Trust• Communication• Accountability• Affirmation• Acceptance (of Strengths and Flaws)• Reflection• Others?

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• Lack of Clarity and Guidance in Role Definition

• Tensions of time and management

• Misinterpretation of communication

• Significant variation in duties (try to minimise these– it could be you?)

• Dependence on the leadership style of the Principal

• Personality

• 170 NEW D P positions 2017/18

Challenges for the Principal / Deputy Principal(s) Relationships

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•Division of tasks•Avoiding ‘dumping’ up or down•Need analysis -review of posts

•Defining roles•Dynamics

•Perception of others•Insecurities; management of self

•Considerations:•Duties•Outside/ inside appointment•Location of office

Possible challenges for appointing additional Deputy Principals.

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• Hidden agendas• Division of tasks; Multiple DPs• Lack of Emotional Intelligence (inability to

read the situation)• Absence of Feedback• Stress and fatigue (timing)• Climate of mistrust• Personal Communication Styles• Lack of careful planning in advance of an

additional DP.

Barriers to effective communication

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Skills of Effective Communication

• Discretion• Context• Tact• Sensitivity• Listening• Two way

• Being professional• Timing• Language• Ethics• Emotional

Intelligence/Situational Awareness

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Active Listening ‘Most people do not listen

with the intent to understand; they listen with the intent to reply. They’re filtering everything through their own paradigms, reading their autobiography into other people’s lives’

Stephen Covey

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• Emotional intelligence is not about being nice all the time. It is about being honest

• Emotional intelligence is not about being ‘touchy- feely.’ It is about being aware of your feelings, and those of others.

• Emotional intelligence is not about being emotional. It is about using the information from your emotions to help make better decisions

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• Accept that conflict is going to happen• Deal with one issue at a time• Choose the right time to resolve the conflict• Avoid reacting to unintentional remarks• Avoid quick resolutions• Agree to disagree• Do not insist on being right• Avoid expanding the problem• Mediation

Ways to Deal with Conflict

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Win win!

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• Build structures for communication• Share ideas and knowledge• Develop a shared vision for the school• Discuss issues and policies• Consultation – regular meetings• Clarify understanding• Disagree in private

Some Strategies for building trust between Principal and Deputy

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In relation to the key elements of Trust (choose one):

• How do you build that element?

• What does it look like?

Activity 3

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• Competence• Reliability• Integrity• Communication• Strength• Independence

Some elements of trust

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• Professional relationships – “fake it ‘til you make it”

• There is a shared interdependence

• It will be you one day - Acting up/Promotion

• The Principal has to have the final call/say – she/he is the leader

• Support your Principal – affirm what is good and be strong enough to be “the critical friend”

Recap

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Through the empowerment of others

MORAL PURPOSESITUATIONAL

AWARENESS

COURAGE TO ACT

Sustainability

MODELLING

“Walk the talk!”

Improving Learning

Core Principles of Leadership

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Thank You