The Q community’s Post

Last week, our Mothers Leading Science 2024 Scholars had our 4th and final session dedicated to standalone peer coaching. In triads, Scholars spend 30 minutes each (1) supporting a peer while honing their coaching skills; (2) benefitting from peer coaching around a challenge most important to them; and (3) observing and providing feedback in service of the coach’s skill development. MLS Scholars are trained in peer coaching skills from day 1 at the MLS Kickoff event using a robust trademarked platform developed by Christy Uffelman, BCC, MHCS, founder of EDGE Leadership Solutions. This peer coaching framework sets a powerful foundation for how Scholars interact and support one another throughout the program. Peer coaching is infused into group coaching sessions focused on leadership development skills and themes critical to Scientist Mothers, as well as the standalone peer coaching sessions throughout MLS. When individuals facing systemic and societal inequities get together, it can be tempting to focus on shared frustrations and experiences of injustice. Instead, with peer coaching as a framework, MLS Scholars are empowered to challenge limiting beliefs, explore what is possible, and partner with each other in making both individual and systemic changes. As our peer coaching skills advance over the year, we discuss how we will apply these coaching skills in leading others and in leading ourselves. It is an absolute honor to witness the transformative and empowering peer coaching that MLS Scholars gift to one another—fostering a community of resilience, growth, and lasting impact. #MothersinScience #WomeninScience #MothersinMedicine #WomeninMedicine #coaching #leadershipdevelopment

This weeks Case Study share us with Ottawa-Carleton District School Board (OCDSB). I can admit this now that it's done and was a success, but this was one of the scariest assignments I've worked on. 😅 🏫This opportunity was challenging, primarily due to internal and external pressures. Facilitating for a group of passionate individuals adds another layer of complexity. 🏫This process culminated in three-in person strategic planning sessions, with key highlights (for me at least) including a sharing circle and empathy-building activities. 🏫I particularly valued a conversation with senior leaders and the board about what they would have wanted from their school system when they were 14. It was a powerful way to connect the purpose of their work to those they ultimately serve! 🏫As facilitators, an important realization that didn't make it into the case study is the impact of our presence during challenging conversations. I discovered that how we carry ourselves in the room can have a greater influence on the outcome than the specific tools or techniques we use. Needless to say, behind the scenes, I did a lot of presence building work! 😅 🧘🏾♀️ 🏫Thank you again Michele Giroux for your inspiring leadership and Andrea Rahim for grounding our discussions in what matters most to those we serve. I had to rub my eyes when I saw your invitation. I'm truly grateful for placing so much trust in me and the opportunity to be involved in something so meaningful! Please check out the link in the comments for the case study. #facilitator #facilitation #StrategicPlanning

ICS Inter-Community School Zurich and ECIS, the Educational Collaborative for International Schools Collaboration: With a focus on developing a culture of feedback, ICSZ Middle Leaders participated in the Troika Consulting protocol, modified version. The purpose was to gain insights into their classroom observation experiences. Peer-to-peer coaching helps with discovering solutions, revealing patterns, and reflecting on practice. In triads, individuals take turns as “clients,” sharing ⬜️What went well? ⬜️Where did you struggle?  ⬜️What do you need to remember? ⬜️What are your next steps concerning providing and/or receiving effective feedback?  Questions come from the Storyboard Protocol from Learning Forward Can focus on all or one question. The other two members act as “consultants,” asking ONLY clarifying questions to promote reflection. The engagement from the ICSZ Middle Leaders was authentic and sincere. #ECISMLC

Strong school leadership is crucial to the success of both students and teachers. Yet, access to professional learning for school leaders varies across states. This LPI report shines a spotlight on how states are enhancing professional learning for school leadership teams—not just individual principals. One key takeaway? Effective leadership isn't about a single person; it's about empowering entire leadership teams to create shared responsibility and foster a culture of collaboration across the school and district. Shared leadership can drive systemic change. https://bit.ly/4gQaj5l Learning Policy Institute

I have just completed the Cross-Functional Leadership Programme at LIS: The London Interdisciplinary School (LIS) - and what an adventure it has been. As a consultant working in an interdisciplinary field, I am constantly having to wear different hats, so when I came across the course I found the idea of learning how to tackle complex problems using interdisciplinary methods instantly appealing. Although I am always trying to learn new things for work and for fun, much of that tends to lay just beyond the edge of my existing knowledge. Whereas, the course covered many concepts and tools completely new to me – a refreshing challenge and super interesting. Having said that, in our final all group presentations there seemed to be a common theme with many of us recognising that we have already been using some of the tools and concepts without seeing them as such. What I had previously viewed as ‘knowing enough about a topic to be able to discuss it with experts in that field without seeming like your blagging it’ is actually interactional expertise and what I had previously perceived as ‘those difficult to grasp key gems that open up a world of understanding in a specific area’ are threshold concepts. Going forward, I am keen to revisit all the course content and really dig into the rich material whilst trying to think in new ways and integrate the learning into the way I work. The challenge I have set myself is to shift from using a multidisciplinary approach to an interdisciplinary approach – from side-by-side to cross pollination. One of the best things about the course was meeting and getting to know both the team at LIS and the course cohort, a fantastic mix of people from different fields and backgrounds facing common and distinct challenges. Everyone came to the course with an eagerness to learn, share and contribute. I learnt loads from meeting fortnightly with my peer group, Lucy Heyes, Nikki Linsell, Hannah Whitcombe and Lisa Marie Hall and working with Laura on the closing session. We have created an alumni group, so long may our connections and learning continue. 

Embracing a New Era of Leadership Leaders in today’s evolving educational landscape must adapt their strategies to build highly effective teams, transform uncertainty into innovation, and achieve exceptional results. As educational norms and student outcomes change, support your school leaders in thriving by: Developing Effective Change Leadership: Implementing regular professional development workshops focused on change management, where leaders learn strategies to guide teachers and staff through new initiatives, such as integrating technology in the classroom or adopting new teaching methodologies. Shifting from Command & Control to Trust & Inspire: Encouraging a culture of empowerment by decentralizing decision-making, where teachers have more autonomy in choosing teaching strategies and curriculum design, supported by trust and open dialogue with school leadership. Providing Open and Candid Feedback: Establishing a peer observation and feedback system, where teachers observe each other’s classes and provide constructive feedback in a supportive, non-judgmental environment, promoting continuous improvement and collaboration. Implementing a Repeatable System of Execution: Introducing a school-wide framework, such as the Leader in Me program, provides a structured approach to teaching leadership and life skills, ensuring consistency in implementation and measuring progress through regular check-ins and goal-setting sessions. Schools that embrace these new leadership practices are well-positioned to positively impact behavior, driving sustainable collective action and engagement for years to come.

The Shared Leadership Network met to explore the topic of Transparency and Collaborative Culture. THIS IS WHAT WE LEARNED: Investing in collaborative practices not only creates better working conditions for teachers but also models this skill to students and leads to better learning environments for students. Transparency in all areas big and small contributes to trust in each other and the overall model of decision-making. Here are some examples ⬇️ ➡️ Teams may have shared folders, databases, and documents where all team members have access to agendas, notes, budgets, proposals, etc, and are encouraged to check in on these regularly, add to them, and ask questions. ➡️ Teams may encourage each other to spend informal time in each others’ classrooms. ➡️ Teams may have procedures to clear up interpersonal tensions, agreements not to gossip or talk about decisions outside of meetings. ➡️ Teams may have procedures that give members opportunities to voice concerns and if not voiced, then publicly support the team’s decision. Interested in joining the Maricopa County Shared-Leadership Network? Register for free https://lnkd.in/g4fjcBtb #Shared-Leadership #Shared-LeadershipNetwork #Teacher-PoweredSchools #Teacher-Powered

Mentoring goes hand-in-hand with being a leader and is an essential tool to paving the way for future leadership, better performance, and personal development. The focus of a mentor is to share professional experience to another less experienced person, to inform their thinking and deal with their challenges. There is a lot of information on mentoring, but what about how to overcome barriers to mentoring in the first place? Here are some tips on how to overcome barriers: 1. Get senior level buy-in from key decision makers: Pitch how mentoring is integral to organisational success, include metrics to demonstrate it. 2. Get everyone on the same page: Communicate mentoring program roles, responsibilities and expectations (objectives, timescales, who does what and how etc.). 3. Properly resource it: Implement a costed plan on how to achieve the mentoring goal. Enough mentor capacity and capability, time to do it etc. 4. Maintain momentum: Watch for external pressures, i.e., budget cuts, office politics. Know the organisational pain points, how mentoring can improve them, embed senior level support, communicate frequently and celebrate successes. If you want to enhance your leadership skills and build your confidence, get in touch today and secure your spot. Don't miss out on this opportunity to grow and lead effectively. 👉 https://lnkd.in/ejjm8pg9

Have you been assigned a subject leader role without proper training or guidance? Are you a senior leader looking to refine your school improvement plan with the help of an experienced educator? Are you an aspiring senior leader seeking career guidance? Are you feeling “stuck” and in need of professional support? Coaching is a powerful tool that benefits the entire school community. Here’s how it can help: • Gain a deeper understanding of yourself, colleagues, and pupils. • Increase motivation and improve as a teacher. • Enhance job satisfaction and become more solution-focused. • Become a better team player and take more risks at work. The Impact and Outcomes You Can Expect: *Effective Subject Leadership: Empowering subject leaders to excel in their roles. *Effective Middle Leadership: Strengthening the skills of middle leaders for sustained improvement. *Sustained School Improvement: Driving long-term positive change within your school. *Improved Organisational Outcomes: Enhancing communication, feedback, and solutions-focused thinking. *Whole-School Wellbeing: Ensuring everyone feels supported, with a focus on overall school wellbeing. Ready to take the plunge and feel the power of coaching? Send me a message and we can have a chat.

Lead with confidence 💪 Sharpen your leadership skills with the AMA Medical Student Leadership Learning Series. 5 short, interactive modules cover communication, collaboration, conflict resolution, and more.