In order to achieve a vision there will be a framework, or strategy, to allow the organisation to move towards where it wants to be in the future. Davies and Davies (2011) states

 

“Strategy, therefore, is translating the vision and moral purpose into action. It is a delivery mechanism for building the direction and the capacity for the organization to achieve that directional shift or change. This translation requires a proactive transformational mind-set which strives for something better rather than the maintenance approach of transactional leadership.”

A strategy is the intended way for an aim to be reached.  However, a strategic leader has to lead the strategy to it’s fruition by planning the structures that need to be put into place over time with measures built in to ensure that the desired progress is being achieved.  

The key for strategic leaders when initiating strategic change is the ability to bring the team around them on the same journey, building on the capacity already within the team, whilst ensuring everyone sees that succession along the way.  Davies and Davies (2011) states that the success of a strategic leader comes from the strategic capacity built within a school. Leithwood, Sammons, Harris and Hopkins, within both of their papers, acknowledge that the “function of leadership  is to build the organisational conditions that foster high quality teaching and generate improvements in learner outcomes,” (Leithwood, Sammons, Harris and Hopkins, 2019).  Therefore, a strategic leader needs to be able to nurture a shared vision, values and purpose acknowledged across the school team with Leithwood, Sammons, Harris and Hopkins (2019) also recognising the success of a strategic aim when parents, carers and stakeholders are included in this process.

 

Finally, with strategic leadership comes the need to reflect on what has gone before, the acquisition of new knowledge, the ability to foster talent from within an organisation to reach the intended aim and the ability to look critically at the process when it is underway.  Davies and Davies (2013) explore the idea of the strategic leader being a “lead Learner” which is further supported by Leithwood, Sammons, Harris and Hopkins, 2006, as they explored the impact of the leadership on the learning taking place in the classroom.  Strategic leaders are unlikely to hold all of the answers of how best to achieve a desired outcome initially however with a good understanding of the strengths of those around them and a willingness to learn, grow and reflect they can ensure that strategic change occurs and does not just become an idea.

 

‘‘Strategic Thinking is the process by which an organisation's direction-givers can rise above the daily managerial processes and crises to gain different perspectives of the internal and external dynamics causing change in their environment and thereby giving more effective direction to their organisation. Such perspectives should be both future-oriented and historically understood. Strategic thinkers must have the skills of looking both forwards and backwards while knowing where their organisation is now, so that wise risks can be taken by the direction-givers to achieve their organisation's purpose, or political will, while avoiding having to repeat the mistakes of the past,” Garratt (2003).

 

A second reflection on the implications for my strategic leadership came from the point raised by Davies and Davies (2013) that “This [strategic change] presents a challenge as staff often want a detailed step-by-step explanation of how the school is to move forward when it is only possible to move ahead by developing broad themes and building capacity as the school moves forward.”  I am highly mindful of the relationships required with staff combined with a shared school vision and open mindedness to  “new ways of working”(Davies and Davies, 2013) that are required in order to progress with change.  There will have to be an engagement with policy, research and potentially professional enquiry that may not initially be supported or agreed with by all involved.  It can be hard to support radical change when there is not a clear pathway.  However, this is where being a values orientated leader comes in to place and being prepared to lead by example and drive with passion and knowledge.

 

The consideration of Leithwood, Sammons, Harris and Hopkins’ (2019), revised claim 4, “School leadership improves teaching and learning, indirectly and most powerfully, by improving the status of significant key classroom and school conditions and by encouraging parent/child interactions in the home that further enhance student success at school” reminded me of the need to ensure that all stakeholders are part of the strategic change in order to maximise the success of the change.  As Leithwood, Sammons, Harris and Hopkins review of their 2006 work showed there has been a recognition of the importance of what takes place beyond the school gate and therefore I think it is important to consider how parents, carers and arguably children are included in the strategic change in order to maximise the outcome.

To bring about the process of such change the strategic leader should have a framework or approach to initiate and support their action. This framework should translate the change into achievable goals and ensure that stakeholders are heard, involved and can engage with the journey. Davies, B (2002) describe the ABCD approach of ‘articulate, build, create and define’ as a way of translating strategy into action. B. Davies and BJ. Davies (2013) comment that based on their research, strategic leaders have the three characteristics of being ‘strategic thinkers, strategic learners and values driven’.

I am currently in a new role in a new school, and though I feel I have a vision of potential strategic change, I need to ensure I do not become overwhelmed with the logistical and operational workings of the setting. I am very aware that I tend to immediately want to address routine operational or administrative tasks that land in my in-tray. As B. Davies and BJ. Davies (2009) comment ‘new leaders tend first to address current administrative and managerial issues to build confidence and organisational ability before moving to a more strategic and futures activity’. They go on to argue that such roles should exist in parallel. 

As part of this I also want to commit to taking the time and opportunity to look outwards and develop professional networks. As B. Davies and BJ. Davies (2009) state ‘strategic leaders have powerful personal and professional networks’. 

 

From this basis, the strategic leader engages in capacity building activities, which enables new structures and short-term, flexible plans to be developed.  The change methodology should foster professional development, discretional effort, and distribute ownership and leadership responsibilities of the intended change.  Strategic leaders are also mindful that this planning and the linked processes need to be reflexive; to recognise and adapt to feedback generated throughout the change process.  There has to be a balance and dialogue between analysis and synthesis.

 

I believe I have a clear understanding of my school's context, both historical and current, so I am confident that the theme of my potential SCI is important.  However, I anticipate that I now need to consider the following:

- Test this assertion and ensure I have robust evidence for it rather than simple intuition.  This will likely be achieved through engaging with as many stakeholders as possible, to gain insight into the landscape of perspectives on my potential SCI theme. 

- Engage  with significant critical reflection on the underpinning policy landscape and research around the SCI issue.  This will help to clarify and communicate the problems around the issue I feel needs improvement. Furthermore, this will hopefully highlight potential lines of enquiry for strategic change. 

-  In addition to bringing the SCI into clearer focus, combining these understandings, will give me a robust mandate on whether to proceed with the proposed change.  If it does, I will need to communicate a starting point for the transformational change.  It will be imperative that I distil and share the various perspectives I have explored, to develop clarity in the values and moral purposes that will underpin the proposed change.  This will need to be coherently synthesised into a transparent and shared vision. 

 

Strategic Leadership is connecting the how of what we do as leaders, to the equally important why. It links strategic function with leadership function. As Davies and Davies (2013) describe it, it is about defining the vision and moral purpose of an organisation and then translating them into action. 

 

Strategic change is a process. This process includes reflection; creation of a common language; conversation; developing mental models; analysis; and articulation. It requires school leaders to set the direction (with a future orientated and historically understood perspective), develop and understand strategy, set both medium-term and short-term goals, underpinned by a framework for action and review. 

 

Sitting within this is the argument that strategic change involves school leaders having people wisdom, contextual wisdom and procedural wisdom. As a new school leader in a new school, I am continually developing my contextual wisdom, but my main focus has been continuing to develop, enhance, and draw upon my people wisdom. I wholeheartedly agree with Davies and Davies (2013) view that strategic thinking engages the heart as well as the head. My priority must be to align the people and the organisation and to enable all stakeholders to make their own contributions to creating the desired future. Engaging all staff in discussions about where the school is and where it needs to go (and how we get there) is crucial. As Davies and Davies (2011:12) state, “there is little purpose in having a future view for a school, or setting priorities which require action, if these are not shared.”

 

My priority for leadership will be to ensure that I have the required level of interpersonal intelligence to take people with me on this strategic journey. If nothing other than for sustainability, it is of vital importance that the entire school community feel united in leading this change. 

 

When reflecting on the potential challenges around this.. how do I stand above the day-to-day operational issues to ensure I have time to reflect on the bigger picture? And how do I prevent the pressure of short term targets from impacting on the long term significant change required? 

 

I know that I need to build trust with staff so that they believe in my intentions and my integrity. I need to establish my credibility, whilst also creating an ethos of participation from all. 

 

I intend to utilise the EIV360 process to further enhance my understanding of my own emotional intelligence and the impact of my leadership on others. I plan to fully commit to this process, particularly the coaching element of this, to ensure that I can effectively, successfully and positively engage with all stakeholders in my school community. 

Davies and Davies (2013:73) stated that, “Strategic leadership is about defining the vision and moral purpose of an educational organization and then translating them into action.” 

In order for the vision to become a reality, leaders should make their vision explicit in order to have ‘buy in’ from staff and energise them to meet this vision. Davies and Davies (2009) names this ‘people wisdom’. 

Davies and Davies identifies ‘contextual wisdom’ as another factor in achieving ones vision. That is, that the unique context of the school environment and the educational system in which it sits must be considered in order to realise ones vision. Leithwood et al (2019) supports this view and believe that the school context can support or impede the choices and behaviours of leaders. 

Lastly, in order to achieve our vision, it is vital to choose the right approaches and procedures, at the right time. It is important to do this when staff have the capacity and capabilities to bring the vision to fruition (Davies & Davies, 2009). 

The various texts highlighted many desirable traits, qualities, skills and knowledge that successful strategic leaders possess. I aim to engage in further self-reflection and self-evaluation relating to these. The use of data received from the EIV360 will allow me to consider the thoughts of colleagues and families in my reflections. From this, I will commit to developing and furthering my practices in relevant areas.

In addition, the importance of being responsive to the community and context was highlighted as an area of importance in the work of Leithwood et al (2013). Working over two schools, I must ensure that I do not lose sight of their individuality – although we often work together as one team, it is important to consider and celebrate the different lived experiences of our learners and their families when planning a change.

Davies and Davies also use the term ‘Conceptualisation’ to describe how strategic leaders understand ‘where they are and where they are going’.  I believe creating the right vision is one of the most challenging tasks of a strategic leader.   It has to be backed up with strategies that build the bridge between the present and the future, understanding the importance of timings, building incremental steps, engaging and enabling people and capacity.  Davies (2006) explains the strategic leadership process as conceptualising, engaging, articulating, implementing and monitoring and evaluating.

Strategic leaders are able to share their strategic intention with the organisation, through building trust and involving them in the process of strategy building.  The ABCD approach, Articulate, Build, Create and Define is a ‘method of creating a shared language and a set of values so that the strategic leader connects to the heart as well as the head’.  The importance of ensuring colleagues are committed to the vision cannot be underestimated.

Strategic conversations play a key part in strategic change.  Involving all stake holders in conversations about whole-school issues and encouraging two way dialogues brings people in line with the longer term strategy.  Research describes the importance of human capital;  Gratton (2000) promotes the importance of ‘emotional’ and ‘trust-building capabilities’ as well as building a ‘psychological contract’.  Participation and motivation impact directly on strategic capability.

Over the last 8 years, I have been part of a leadership team that has implemented significant change in the culture and ethos of the school.  Our focus on inclusion and health and wellbeing is evident within the school but do we share this more widely?  I believe the impact of Covid has significantly impacted upon original plans and now is the time for me to reflect on how effective the ‘incremental steps to strategic change’ have been so far and how we as a school continue to move forward, ensuring all stakeholders are involved and included at every stage.

 In my short term as Acting HT I am already becoming increasingly aware of the importance of open two-way conversations with my colleagues as I know this is the way to bring them together and share our plans.  I know that I need to think more about how to extend these conversations with the wider school community too.

I have reflected upon the HCSL research mentions in Davies and Davies (2011) which identifies significant characteristics of a strategic leader and how/if I display these characteristics.  I already see my next steps as a strategic leader to include; increasing my ability to develop mental models which frame my own understanding and practice and developing more powerful professional frameworks (Into Headship is already helping me to do this).  I look forward to receiving feedback from my 360 evaluation so that I can reflect in more detail on this.

Based on this, the conclusion can be reached that strategic leadership needs to be planned in the long term, executed in short term goals, and consistently driven by shared beliefs and values of the team. This conclusion could be described as a signal towards the notion of distributed leadership where goals are achieved with effort beyond solely the leader themselves. Interesting though, this notion is challenged by Leithwood (2019) who highlight the potential shortcomings of distributed leadership as normative and not soundly based on evidence’ (pg. 20). Leithwood goes on to conclude that distributed leadership practices that serve to ‘flatten the hierarchy’ (pg. 21) can have positive outcomes in school improvement. The suggestion being that including the staff team in the leadership of change has positive effects on organisational commitment. It is my own opinion that this links back to the initial point of successful strategic leadership being based on the people within an organisation and the vision shared by them. 

Leithwood (2008) claims that ‘the central task for leadership is to help improve employee performance; and such performance is a function of employees’ beliefs, values, motivations, skills and knowledge and the conditions in which they work’ (pg. 10). In my own capacity I feel I do influence staff and work hard to be available sometimes to the detriment of my own development. Davies and Davies (2011) state that one of the characteristics of school leaders is that they ‘prioritise their own strategic thinking and learning’ which I rarely do.  

Additionally, the second challenge being to ‘think differently’ I fell is hindered by pressure to respond quickly to the next short-term initiative. In my own context a local authority inspection calendar where specific schools are scrutinised on centrally chosen areas inevitably determines the strategic focus. Different schools are inspected with different focus areas for example attendance, attainment or because they have been identified as likely to be inspected by HMIE. Quick response is a necessity here and negatively affects strategic leadership in the long term. Davies and Davies (2013) comment that ‘the ‘urgent’ agenda imposed on leaders and the increasing accountability demands for managerial responses leave little time for reflection and strategic leadership’. This description mirrors the current situation in my own setting. 

When contemplating the skills of strategic thinkers, I was drawn to the point made by Garratt (2003 as cited in Davies 2013): Strategic thinkers must have the skills of looking both forwards and backwards while knowing where their organisation is now, so that wise risks can be taken by the direction-givers to achieve their organisation’s purpose, or political will, while avoiding having to repeat the mistakes of the past,” Garratt (2003) cited in Davies (2011). 

Davies (2013) discusses that, in a strategically focussed school the strategic leader is also the lead learner.’ It is the leader’s duty to lead by example but also to be well-informed of current research and policy, which of course is always changing and adapting. Therefore, the strategic leader must be a strategic learner.

Values are important and any change has to be based on making changes to improve outcomes for the children we teach. If change is based on values, then it is more likely that others will be eager to work towards the same goal with passion. The leader can stand more steadily in an environment of ambiguity to present strategic change when values are at the core. Brubaker (2005: 6) cited in Davies, B. and Davies, B.J. (2013) discusses that leaders must, ‘communicate their visions in a way that their followers feel new energy and a shared responsibility and a shared accountability’. I believe that Leaders should never lose sight, that they are only as strong as their team. 

Strategic leaders have to consider the importance of time and timing. Davies discusses the synonymous balancing, “that enables short-term objectives to be met while concurrently building capability and capacity for the long-term” (Davies 2006, p. 11). This is fundamental to a school’s success. One cannot happen without the other. Change has to be implemented within various time frames due to a multitude of factors within and outwith control.  

 

Leaders cannot simply use one style of strategic approach, as with leadership styles more generally, the strategic approach has to be based on the context at the time. However it was interesting to read in Seven Strong Claims about Leadership (Leithwood et al., 2006) that, “Some would go as far to claim that context is everything. However, based on our review of the evidence, this reflects a superficial view of what successful leaders do.” The text goes on to explain that of course context makes a difference however a leader does not entirely change their tact for each and every context. They will of course use the same fundamentals of leadership whatever the context.

Eacott (2008) cited in Davies, B. and Davies, B.J. (2013) understands strategic leadership as moving through five stages: envisioning, engaging, articulating, implementing and monitoring. “Implementation is the most difficult part of the strategic process. Writing the plan and making something happen is not the same thing” Davies, B. and Davies, B.J. (2013). From my personal experience however, I have found that implementing the plan successfully hasn’t been nearly as challenging as continuing to evaluate and ensure sustainability long past successful integration. This process of adapting and maintaining an initiative through time, at the same time as juggling new priorities is challenging especially if there has been high staff turnover. However there must be continual systematic review of any improvement. 

 

When categorising the characteristics of strategic leaders, Davies (2011) highlights four characteristics based on NCSL research. The first being that ‘strategic leaders have a dissatisfaction or restlessness in the present’. I was able to associate with this characteristic: being able to see gaps in the present, and enthusiastically creating a vision to address these gaps strategically. However, the tension in this for me is trying perhaps to complete too much too soon. Therefore, an implication for my own professional development is to reflect on the critical issue of strategic timing and not to let the creative drive dominate. The strategic change I am considering not only requires a change in the operational but also in the culture and therefore will require restraint in ensuring elements are introduced at the ‘right time.’

Looking three to five years ahead will be key. When discussing timing of strategic leadership, too much detail at the onset can be problematic. “Strategic leadership takes a step back from that and almost plans backwards by looking three to five years ahead and identifying major themes of building blocks to be achieved and leaving the detail to the individual year planning,” (Davies, 2013). 

 

Before any change can occur, Davies and Davies (2013) suggest the art of conceptualisation. This is knowing where a school has been and reflecting on the current position. As cited in Davies and Davies (2013), Mintzberg (2003) identifies the act of “seeing”, with reference to seeing forwards (where you are going), seeing behind (where you’ve come from) but most importantly (seeing it through).  This contextual approach dovetails quite nicely with the view of Leithwood, Harris and Hopkins (2020) who state that it is the prime role of leaders to “craft their responses to their own unique contexts”. They also share that significant research has been undertaken which show the need for different leadership strategies based on the stage each school is at.

In order to make strategic change, Davies and Davies (2013) focus upon the need to plan medium to long term, focus on simple/clear communication and ensuring staff are involved by “building a coalition”. They also refer to three underlying characteristics - Strategic thinkers, strategic learners and values driven. In my own opinion, I don’t believe it is possible to build a collation unless you are trusted. However, in order to be trusted then this very much comes from being values driven and holding core values which make a difference (Brubaker (2005) cited by Davies and Davies (2013) as well as having credibility (Davies and Davies, 2013).

Davies and Davies (2013) focus on the need for critical conversations and staff being fully aware by defining areas for improvement by focusing clearly on ‘what we are doing?’. Davies and Davies then focus upon the “other side of the coin” and ensuring staff know “how we are going about it?”.  I would argue that this approach should be flipped, whilst aligning my thinking with Simon Sinek and feel the priority is always the rationale and reasoning behind a decision (the Why). This is referred to earlier in the article when defining strategic leaders’ moral purpose, “why we do what we do”. I feel this is more important when having conversations with staff over the what and the how, in the first instance.

Finally, the importance of distributed leadership in establishing strategic improvement/change is highlighted first by Leithwood et al (2008) and then reemphasised following extensive research in the follow up literature (Leithwood, Harris and Hopkins, 2020). This is referred to as Total Leadership (Leithwood et al, 2008) and details the impact this has on student achievement (2 to 3 times higher) compared to the impact of a sole leader (head teacher).

In referring to Brubaker’s (2005) core values (cited in Davies and Davies, 2013) I genuinely feel I do display these consistently. However, with reference to my concerns above (operational commitments), over time I feel that my “concern for others – in their working and personal lives” has certainly decreased overtime and feel this would impact on driving forward strategic change and sharing vision with staff. This is something I again need to refocus upon and step back for the everyday pressures.

My final thoughts on implications would be in reference to my own professional reading (especially in reference to my SCI and any form of strategic change). Davies and Davies (2013) place importance on credibility which comes from not only the character and integrity of the individual, but the expertise. With my SCI still requiring a narrower focus it is imperative that I engage in further professional reading to enhance not only my knowledge base but credibility when leading others through this change.

Firstly, it certainly requires my time to engage and understand fully with the policy and practice at a global and national level. In driving forward change through my SCI I must understand why I am engaged in this change and not just doing so because I feel it is important or feel it will benefit the school. My understanding of the literature and surrounding research will enable to me to fully grapple with the concepts identified and understand the bigger picture which influences the local and school priorities.

Secondly, I look forward to reflecting on my own leadership and personal characteristics. A few years ago, I engaged in professional development as part of my SLT on emotional intelligence and the individual leadership characteristics of each of the team (stressors and triggers for each of us). This was the most worthwhile training I have engaged in as it enabled me to dig deep into who I am and how I reacted to others I worked closely beside. I feel the ESCI (360 review) will enable me to collate, gather and identify what others feel I could improve upon and most importantly help me to refine areas of my leadership.

Through undertaking this course, it is allowing me dedicated time to read, reflect and network. My commitment is to continue the approach I have taken so far – planning out time each week to engage with literature and network with colleagues. Furthermore, the commitment to developing the regular habit of reflection will further my professional development.

A common thread through all the texts was strategic leadership being more about the vision and stretch aims of the school than the now.

Something i found particularly pertinent within the Davies literature was the acknowledgment of an 'urgent agenda' and an ever increasing demand and expectation for 'managerial responses'. This reactionary stance is not conducive to successful leadership as it leave little time for strategic planning, reflection and evaluation. 

Another point with regards to strategic leadership and change is that building capacity within the school is key to moving school improvement forward, building sustainable change and allowing school leaders to have a strategic overview. 

This made me think back to Gert Biesta who told us that we are not leaders of change, but leaders of people. I have thought about this comment a lot. Leaders of people, who lead change and lead learning, we therefore have to have the vision and overview of stretch aims in order to support, steer and direct change. 

Strategic change, for me, after carrying out the readings, means bringing people with you, leading people and building capacity and capability within your team.

 

I think moving forward something i will find difficult is maintaining focus on our overall vision and aims when it comes to potential clashes from external powers/agendas, particularly political, as i know i will want to prioritise the needs of my team, pupils and school and am very aware these may not always align.

 

 

After reflection on the readings as well as my own understanding around strategic change, I picture a set of scales; a balance between a number of key components. The need for short-term operational planning as well as longer term frameworks. This closely interlinked with the visionary capability and values of the leader, as well as the ability to motivate and bring the team on the journey with you. Alongside this, strategic leadership relies on the leader constantly seeking new knowledge and insights. Davies and Davies (2013:81) state “the strategic leader is also the lead learner!” this reinforces the need for the leader to carve out time to ensure that learning does not happen by chance; that it is well planned and this practice of learning is modelled to all involved. 

Davies (2006), cited in Davies and Davies (2013:74) describes effective strategic leaders as being “parallel leaders and not sequential leaders”. This idea reinforces the need for actions to work alongside each other, with one informing the other.

Eacott (2008), cited in Davies and Davies (2013), sees the process of strategic change moving through 5 stages: envisioning, engaging, articulating, implementing and monitoring. The process of monitoring and indeed evaluating (Davies 2006), is vital to ensure that feedback leads to improvements and adjustments.

This reading also made me reflect on my SCI. Initial thoughts had been to look at empowerment as a strategic change. However, what became clear through the reading was the need to “set the tone for how learning is thought of in the school” (Davies and Davies, 2013:81). This has led to me considering the learning culture within school and the steps needed to ensure collaborative cultures.

Davies (2006) sees strategic leaders constructing a set of processes which involve: conceptualising, engaging, articulating, implementing and monitoring and evaluation.  

During the conceptualisation phase, strategic leaders understand where they are and where they are going to create their vision.  Davies and Davies (2009) states that school leaders should draw upon three types of wisdom: people wisdom (involving the skills and capabilities of others), contextual wisdom (the capacity to see the school in relation to the wider school community and world) and procedural wisdom (selecting the appropriate choice of strategic approach and process).  

Once they have a key focus/vision, strategic leaders must engage the people in the school to be fully involved and committed through strategic conversations with staff.  The articulation phase involves the communication of formal and informal conversations and usually involves a written plan.  The implementation part of the process is the most difficult part as this is the “making it happen” part.  The monitoring and evaluation process is critical so a feedback loop can occur to improve and adjust the processes.
 
In conclusion, a strategic leader has a key role in creating the momentum to support and implement strategic change and therefore drive school improvement.

In the past I have always considered the skills and qualities I would bring to the role of the HT but since beginning this course I have begun to consider more what strategic leadership is, the role of the strategic leader, the skills and qualities a good strategic leader requires and what they actually do.

Davies and Davies (2013) states that strategic leaders create vision and future direction of the school, they exert strategic influence, they are talent developers, they balance the strategic and the operational, they deliver strategic action and define strategic measure of success.  

At this stage I am considering starting at the very beginning for my SCI and looking closely at my vision for the school and its future direction and I believe this lies in looking at the culture of the school and the wider community.

I have yet to undertake the ESCI 360 but I am sure this will give me plenty to consider in terms of my own strategic leadership next steps. I am fully committed to continuing to grow and develop as a strategic leader as I more forward.

Davies (2006) also discusses the stages of strategic leadership where the process involves:

Conceptualising – This includes leaders taking part in Reflecting (Where are we now?), Strategic Thinking (Where could we be?) and Strategic Analysis (What do we know?). Reflecting involves leaders evaluating where they, themselves, are as leaders, where the school team are and where the organisation is. This leads on to Strategic Thinking where leaders look at 3 capabilities: Visionary (build rich and inclusive dialogues of the future), Scanning (Develop shared understanding of educational and social trends) and systematic (Ability to see the school as a complex organisation and see what it could become as a whole and not focusing on particular parts). Both Reflectionand Strategic Thinking are underpinned by Strategic Analysis. 

As well as Conceptualising, the Strategic leader needs to engage others and articulate the Vision and moral purpose through inspiring others and having strategic conversations. This will support the implementation of the plan which should be focused and be achievable - ‘The thicker the plan, the less effective’. Implementation may be the hardest part as writing a plan and making it happen are very different tasks. Finally, the strategic process needs to be monitored to check progress and ensure the core vision remains enact, and evaluated to identify areas of strength and future development. Leaders have to not become paralysed by analysis in this evaluation and monitoring process and be mindful of measuring what we value. 

Strategic Leaders will use a range of strategic approaches to best suit the context and the respond to the needs of the situations presented to them. This includes approaches such as: Strategic Planning (Linear approach), Emergent Strategy (Learning by doing, trial and error and reflective approach) and Strategic Intent (Intention of change but not sure how yet).  

Strategic Leaders need to be strategic learners. They constantly seek new knowledge to ensure the best possible outcomes and not become stagnant. They need to promote a learning culture in the school absent of blame culture. Use of strategic conversations can support the development of trusting relationships in the organisation allowing for increased participation and motivation. Increased participation and motivation can lead to increased capability which is essential for ensuring sustained success in achieving the vision and moral purpose. 

The characteristics of Strategic Leaders are mentioned throughout the readings, The number of characteristics identified has grown over the years resulting in Claim 7 in ‘Seven strong claims about successful school leadership’, being revised due to the further research being carried out over the years. There appears to be no clear set of characteristics that a strategic leader should have although there are clear areas of crossover in their themes. I would assume that the set of characteristics leaders have will be as unique as the contexts they find themselves suited to leading. 

 

 

As a strategic leader it is our duty to link both the strategic function and leadership function, ensuring that we have a clear picture on our current position and a vision of how this will look in the future.  Davies and Davies (2013 ) describe this as ‘defining the vision and moral purpose of an organisation and then translating them into action’.  

Leithwood, Harris and Hopkins (2019) identifies four leadership qualities ‘Building vision and setting directions, understanding and developing people, redesigning the organisation and managing the teaching and learning programme’, all of which encompass the role of the strategic leader whereby their focus is a 3-5 year plan, where strategy is implemented at the right time through effective alignment of staff and skills, ensuring appropriate opportunities for the development of strategic capabilities. 

 

 

 

Strategic leadership is very much based on the notion of long-term success whilst also maintaining the short-term stability within. Davies and Davies (2013) suggest that ‘strategic planning would encapsulate a three -to-five-year view of broader issues and not the detail of the operational plan but would act as a template against which to align short-term activities’ (p.77).  The main objectives are to streamline processes to increase efficiency, boost strategic productivity, foster innovation and nurture an environment of leadership at all levels. Building capacity is a core concept with motivation and enhancing the prospects of all involved being the overarching aim, linking in with the moral belief that we hold dear and that Davies and Davies (2013) explore.  

 

Furthermore and in conclusion, Davies and Davies (2011) draw on the argument that strategic leadership is not merely an act or a way of doing but more so an ability to sustain; ‘what is needed is a concurrent or parallel view of leadership development in which leaders not only improve on the ‘now’ of school improvement but concurrently build strategic capability within the school’ (p.14). 

Strategic change encompasses the processes and approaches taken to fulfil a strategy built on values and articulated into a shared vision which everyone feels a part of, and has the capacity and capability to achieve together. 

Davies and Davies (2009) propose a model for strategic leadership which highlights three elements of strategic intelligence needed by strategic leaders; people wisdom, contextual wisdom and procedural wisdom (p.12) and Davies (2013) describes the characteristics of strategic leaders as being values driven, as well as having to be strategic thinkers and learners. 

In addition to displaying these characteristics and intelligences, a strategic school leader must expertly balance the strategic and operational processes within their setting to optimise strategic change.  

When exploring strategic leadership, Davies and Davies (2013) talk about strategic leadership as the “vision and moral purpose of an educational organization” and how we then work together to translate these into action. When we look at what the moral purpose is, we see that it is about asking ourselves two very simple but powerful questions:  

-          Why we do what we do?

-          Where we want to be and what sort
of organization we want to be in the future?

What we can clearly see from the work of Davies, B (2002) is that strategic leaders cannot act alone when leading strategic change and must work with others and use a range of approaches and processes. One such example is the four stage ABCD approach of translating strategy into action:

-          Articulate

-          Build

-          Create

-          Define 

This approach is based around creating a common and shared understanding of what is possible and “enhancing participation and motivation to understand the necessity for change” Davies and Davies (2009). 

I felt particularly inspired by one of the studies carried out in this reading that reported “because of the high level of participation, because so much of it was ours, we feel much more in control of the agenda. I think that is where the strength of the school has come from”. 

However, it is about so much more than just connecting with people, this must be done at the right time – the climate for change must be right – it is not a weakness to say no. Davies states “… if the strategic timing is wrong it can have devastating effects on the school. People will be divided and realizing the strategy will therefore be impossible”. 

Personally, I think that saying “no, we are not going to do that”, is exceptionally challenging in leadership as we often battle our way through the shifts and changes in Global, National and Local Policy. However, I can see far more clearly now that this is actually part of leading successful strategic change – it needs to be the right change. 

-          Promise keeping (the ability to deliver on what you agree on)

-          Loyalty (to the organization you work for and the people you work with)

-          Concern for others (in their working and in their personal lives)

-          Pursuit of excellent (striving for high achievements by all staff and students)

When I look at these and truly reflect on what they mean (and the importance they hold) the overwhelming feeling I have is fear. To explain, this is a permanent fear of letting down a member of the school community in some way, getting it wrong for someone, or the trust/respect in my leadership being lost. Kouzes and Posner (1999: 49) argue that “human beings don’t put their hearts into something they don’t believe in” and this is something that really resounds with me – I work with the heart more than the head at times and this can be very challenging. 

However, what I can see far more clearly now is that strong support and leadership is not always about responding immediately to others or “fixing” things for others, it is about developing strategic capabilities in others. Davies (2009), suggests that staff can be very good “knowers but not very good thinkers” and shows that this is something that effective leaders have to change to build a real learning community. Furthermore, De Pree (1993: 99) supports this view by suggesting that “Capacity is seen through the empowerment of people and their ability to take part in strategic thinking and action”. 

From these readings, I also see far more clearly that being a strong and successful leader is not about how many new initiatives you drive or the quality of the documentation you produce. However, as a Senior Leader in schools right now, these pressures are very real and we need to carefully manage these to ensure that we are meeting the needs of our very unique contexts. 

The creation and maintenance of strong relationships is at the heart of effective strategic leadership.  By appealing to the ‘heart and the head’ (Davies & Davies, 2009), effective leaders have a strategic approach to developing the leadership capacity of their staff.  As Davies & Davies argue, the abilities and talents of wider staff are used to involve all in building and committing to the strategic direction of the school.  “It is impossible fundamentally to change mission and strategy without changing culture and behaviour”  (Davies & Davies, 2009)  Further to this, Leithwood et.al (2019) point to the efficacy of distributed leadership as key to successful strategic leadership.

Strategic leaders are switched-on to current events and developments in educational thinking and policy, showing an awareness of potential future initiatives, enabling them to be one step ahead of their counterparts and to do the right things at the right time.  These strong foundations shape the actions of effective strategic leaders who focus on improving the here and now whilst simultaneously developing a long-term approach to school improvement.  As Davies (2006) argues, strategic leaders are parallel leaders, both defining long-term goals and using short-term action-planning as a means of getting there.  Strategic leaders also have certain traits or ‘Personal Leadership Resources’ (PLPs) (Leithwood et. al., 2019) which may explain their effectiveness: cognitive resources; social resources; psychological resources.  Central to these are optimism and resilience and what could be termed emotional intelligence, in relation to perceiving and managing emotions and acting in emotionally appropriate ways.

Strategic thinking is a key component of strategic leadership – it is the leader’s ability to see the big picture and to consider the complexities of their own organisation and its needs in a broader landscape that are key. Moreover, strategic thinking requires ‘heart’, analysis and creativity, and the ability to communicate the vision clearly: ‘One of the key talents of strategic leaders is that they are able to create rich pictures of the future which individuals can see and understand and so become part of the collective imagination of what is possible in the future.’ Davies & Davies (2013). During the process of change they are able to maintain the vision, through effective dialogue, a commitment to learning and by being trusted and values driven.

Strategic change is carefully considered – with a clear vision and direction - and planned, it should have a 3-5 year scope, have a ‘broad organisational wide’ impact and involve considerable organisational change Davies & Davies (2013). Furthermore, strategic change should take stock of where a school is now and consider where it wishes to be in the future, and use this to set the ‘major themes of building blocks to be achieved’ Davies & Davies (2013) in, for example, an annual planning cycle. It is worth noting, however, that all strategic planning does not conform to this neat pattern; emergent strategy, decentralised strategy and strategic intent are all far less ‘linear’ and chime with the experiences many senior leaders will have experienced during the Covid-19 pandemic. 

Finally, effective strategic leadership is arguably underpinned by a broad set of ‘personal leadership resources’ Leithwood, Harris & Hopkins which leaders draw upon, to keep them optimistic and vital - and he vision in sight - when the operation demands feel overwhelming. Strategic leaders demonstrate a passion for their vision, which connects with others, whilst creating a culture of shared values where ‘strategy is everyone’s job’ Davies & Davies (2013)

I was also particularly interested in the discussion of emergent strategy as I found myself leading in this way when implementing digital devices at a whole school level – whilst there are strengths to this style of ‘strategy’, I felt that it was challenging to manage. It’s very easy to get caught up in the detail and demands of what’s not working, and ‘quick fixes’, rather than to focus on vision. Keeping an eye on the big picture will be important when things are challenging.

When looking to implement strategic change, you need to have a clear idea of where you would like your school to be in 3-5 years and be able to plan accordingly for how you will make the vision a reality.  Strategic change should be fluid so that you can respond to obstacles as they arise.  To implement strategic change, it is important to have a strong understanding of your school, you need to look at your school in the broader context so that you can help it move forward and improve.  I agree with Mintzberg who writes of strategic thinking as seeing ahead, seeing behind and seeing it through.  

One of the aspects of the job which I particularly enjoy is engaging with, motivating, and developing staff.  I am looking forward to having strategic conversations with the team, to take the time to listen and hear them and work with them to help them understand and engage with the direction of travel that has been identified.  Combined with this, it is also important to consider the various strategic leadership approaches and to understand how they are interlinked.  Regardless of the approaches which are used, one of the factors which will help to ensure a successful strategic change initiative will be the dialogue and reflection which take places both individually and as a team.  As Davies and Davies point out “making time for reflection is difficult as short-term pressures intervene” so it will be necessary to ensure adequate time is protected for effective dialogue and reflection in the future if my SCI is to be successful.

Where strategic leadership involves long term goals, with a broad perspective, it differs greatly from the day-to-day operational leadership that occurs in relation to shorter term improvements. Strategic leaders have insight into how to look further ahead, with change being planned for over a period of three to five years (Davies and Davies 2013) and leaders are often seen as having restlessness or ‘creative tension’ (Davies and Davies 2011) seeking to inform themselves of possible trends and issues that may affect their vision being successful. However, Davies and Davies (2013: 75) cite strategically focused schools:

In other words, strategic leadership practice works in tandem with operational procedure to facilitate meaningful, sustainable, outcomes – both are important to the effective running of the school.

Mentioned in Davies and Davies (2013, 2011) and Leithwood et al (2006), are the attributes that all successful strategic school leaders will possess. In their Model for Strategic Leadership (2011: 32), Davies and Davies mention a ‘strategic’ intelligence that leaders should possess; namely having ‘people wisdom’, ‘contextual wisdom’ and thus ‘procedural wisdom’. Through people wisdom effective strategic leaders can engage, inspire, build capacity for and motivate others to become part of the vision. Being contextually wise, strategic leaders are constantly aware of the community in which the school lies; its history,  the ‘uniqueness’ (Davies and Davies 2011) and the culture it is enveloped in, as well as possible policy issues that may play a part in the effectiveness of strategic change.

By having both people and contextual wisdom, strategic leaders are committed to aligning their approaches and processes so that all stakeholders are capable and involved in bringing about meaningful change, thus have a positive impact on learners. 

Based on the current global, national, local, and school based policy issues related to the Poverty Agenda, my thinking has focused on engaging families and building up trust, to reduce stigma and provide them with the support required to ease the cost of the school day, particularly in the current climate and foreseeable future. Following lockdown, and with schools only just beginning to reengage on a more personal level with families again, the vision I have with regards to engaging and building up trust with families is going to be a long term one; there is no quick fix and timing will be tantamount to success.

One of the school’s operational goals as part of the SIP is to reengage with families through opportunities for sharing learning and building relationships. Therefore, when considering my own long-term strategic vision, I must develop my ability to think strategically, making change meaningful, with clear direction setting and optimum participation from all members of the school community; knowing who to engage and why and distributing leadership and capacity as necessary, having ‘people wisdom’ (Davies and Davies 2011). Furthermore, in order to plan approaches, I will need to be a strategic learner (Davies and Davies 2013) developing and leading learning around the knowledge of the school context, the community and the resources that can be accessed to implement change, having ‘contextual wisdom’ (Davies and Davies 2011).

By scanning the local, and national environment, policy landscape, and by engaging with literature I will have to assess and reflect on where we are now; what has been successful / unsuccessful in the past; where we would like to be; and how and with whom we will get there. 

Strategic leadership looks 3 - 5 years ahead first and identifies major building blocks  as part of a strategy or framework for action. 

Strategic leadership is best achieved by school leaders that have a proactive and transformational, rather than transactional, approach to leadership. Davies and Davies (2013) articulate this further - ‘strategic goals can only be achieved if leaders aspire to a better future, rather than maintain the status quo’. Strategic leadership is able to envision the ‘strategic leap’ that a school needs to make and act as a passionate advocate for change. This is often exhibited in the ‘creative tension’ Senge (1990) recognises Strategic leaders display. 

 

In addition to creating vision, strategic leadership exerts strategic influence by gaining commitment to that vision across the school from those who work in it. Part of this is being a talent manager - ‘the cornerstone of a strategic leader’s success’ (Davies and Davies, 2013). Building trust with all staff is another key element. A key role for the strategic leader is to give voice to staff hopes and aspirations by articulating what success would look and feel like for the school in five years' time. This is the ‘cornerstone of sustainable development’ (Davies, 2007) which underpins the long term development of the school. 

Another implication for my practice is the recognition of Strategic Leaders as being parallel leaders and not sequential leaders (Davies, 2006). This is crucial to me. As strategic leaders we are ‘change champions’ taking the school from its current situation to a changed and improved state - in personal terms this may involve me in managing conflict and living with the ambiguity of knowing what I want to achieve but not being able to move as quickly as I would like towards it. 

The concept that ‘how’ you do something is as important as ‘what’ you do for successful strategic change (Davies and Davies, 2011) resonated with me and underpins the need to give attention to strategic processes.  It reflects the view of Wilson (1997) that in order achieve strategic change, we need a change in  mission and strategy,  as well as a change in culture and behaviour. This will continue to have implications on my practice - ‘Culture eats strategy for breakfast’ (Drucker, 2006 )

A longer term implication for me  is to ensure that I balance strategic measures of success as I consider the implementation of my SCI. Defining strategic criteria of success and then measuring it is vital! In this I am aware of the need to balance quantitative and qualitative measures of success, and measure what we value, not just value what we can measure.  

Lastly the two fold challenge articulated by Davies and Davies (2013)  facing strategic leaders has implications for me. The challenge to think strategically, despite the pressure of short term initiatives and multiple innovations for schools,  and the challenge to ‘think differently’,  incrementally,  and not making ‘strategic leaps' to new ways of doing things. 

Developing strategic participation will start with a focus on inspiring and defining a ’credible vision’. The credible vision creates conditions under which others feel inspired and ‘committed to something greater than themselves’  (Brubaker 2005:6). Kouzes and Posner (199:49) articulate this further -  ‘human beings don’t put their hearts into something they don’t believe in’. 

I will start this by having strategic conversations with staff relating to my intended SCI , laying the groundwork  for strategic change. These Strategic conversations will help allow the future to be articulated. They will be a key part of establishing a common vocabulary, engaging all staff in the discussions about where the school is in this area and where it needs to go, carrying everyone forward. Where there is a high level of participation there is a sense of everyone feeling in control of the agenda. This is backed up by Leithwood et al (2006) claiming that strategic school leadership ‘has a greater influence on schools and pupils when it is widely distributed’.

Essential to the success of this will be for me to remain strategically focussed and retain my people wisdom (being able to share vision with all), contextual wisdom (seeing the school within the wider community and educational world it belongs to) and procedural wisdom (focussed on the strategic learning cycle) identified by  Davies and Davies (2011).  

I think the most pertinent implication in terms of my own context is keeping the focus on the long-term vision, despite the pressures and challenges of the short-term.

It is very challenging to manage and lead a school. The pressures, both emotional and practical, are unfathomable at times and in order to be able to survive, I know I need to take a step back, at times, and not try to solve everyone’s problems. I think as HTs we spend a lot of time firefighting. In part because we feel so disempowered, it’s one of the few ways we can reinforce morale by showing our staff team that we’re on their side.

Finding and taking time to keep the long-term aims in sight is crucial. The practicalities of how to make this work, is not so easy, but I understand the need for this to happen. 

Davies and Davies further this definition by commenting that “a strategically successful school is one that is educationally effective in the short term, but also has a clear frame work and processes to translate core moral purpose and vision into excellent education provision that is challenging and sustainable in the medium to long term” (2013). Here we can begin to see and understand one of the key themes around what strategic change involves – the idea of carefully planned progression, with consideration for what progress will look like at each stage of the transition, e.g. from the short term, into the medium and long term.

 

This above broad definitions indicate that employing a strategic element to the forward planning of change requires great depth of thinking, most likely to include consultation with a range of key stakeholders regarding the philosophical destination of the school. There are however, more specific and practical definitions that offer some detail as to what strategic thinking, and leadership entails. Eacott (2008) describes 5 key stages for implementing strategic change as Envisioning, Engaging, Articulating, Implementing and Monitoring. This definition again places an emphasis on the notion that if we are to implement a strategic change in our schools, then there must be a clear understanding that this will be a process that will involve an element of long term planning to meet high level targets, as well as maintaining and/or improving successful school level aims along the way. 

 

Davies and Davies (2011) add a further requirement to effective strategic thinking, and that is the capacity to look backwards in order to inform decisions that concern the future. They offer the suggestion that an effective strategic leader must have a sound understating of the historical issues that have had an impact on a school’s current situation. They share the views of Garratt (2003) who detailed the strategic thinker as having the requisite skill to be both future oriented as well as being historically understood (2003).

 

Davies and Davies have their own 5 key aspects that again support the idea of strategic change being a process that involves consultancy and progression over time of high level values. They name them as; direction setting, translating strategy into action, aligning the people and the organization to the strategy, determining effective intervention points and developing strategic capabilities (2011). In their analysis of developing strategic capabilities they share the view that strategic planning should be rational and linear, with clear objectives. They sum this up by using a quote that aptly offers a summary for what strategic thinking and change involves “you know where you want to go, you know how to get there, and you know how to recognize when you have arrived.”

 

Strategic Leadership is connecting the how of what we do as leaders, to the whywe do it. It links strategy with leadership. As Davies and Davies (2013) state, “it is about defining the vision and moral purpose of an organisation and then translating them into action.”  They describe this strategic thinking as ‘both future -orientated and historically understood’. Before any change can occur, Davies and Davies (2013) suggest the art of conceptualisation. This is knowing where a school has been and reflecting on it’s current position

One thing in my reading that resonated with me was when Davies (2013) discussed that, “ in a strategically focussed school the strategic leader is also the lead learner.’ It is my job as a leader to lead by example whilst also having knowledge of current research and policy, which is ever changing and adapting.  I need to sell my vision to my team and bring them with me on my journey, which will enable my team to develop themselves as well as their pupils and the school community.

I related heavily to the challenges as stated by Davies and Davies (2013) “ the first is to find the time to think strategically: the second is to think differently.” In my day to day work allocating time to think strategically is a struggle, getting the right balance between operational and strategy will be my battle. 

The readings have focused my attention on seeing the bigger picture and promptimg me to “split the organisational (operational) and strategic priorities” (Davies and Davies, 2013) This is needed in order to make long term improvements which are both “proactive and transformational”.

I look forward to receiving the results from my ESCI 360, which will allow me to reflect on my points of development in terms of my strategic journey, as I am motivated to my own personal growth as a leader.

I look forward to receiving the results from my ESCI 360, which will allow me to reflect on my points of development in terms of my strategic journey, as I am motivated to my own personal growth as a leader. I will gain a deeper understanding of my own emotional intelligence and the effect it can have on my leadership style.

Making the time to think, and become a strategic learner will be of great benefit to my leadership journey

 

‘ it is a means of building the capacity for the organisation to achieve directional shift or change in order to improve the learning outcomes for students’ (p2) 

Creating a vision, a desirable future and strategic conversations are at the heart of all strategic change. 

‘sees strategic leaders constructing a set of strategic processes which involve conceptualising, engaging, articulating and implementing’ 

Which of these areas do I need to focus more on? I believe I need to focus on examining my settings internal relationships and focussing on the engaging section to ensure a more coherent understanding of the changes to be made. 

I am also going to fully embrace the EIV360 and ask as many staff members as possible to complete this, then use the coaching model to fully explore how to further develop my own leadership and that of others.