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Watch your thoughts, They become words, Watch your words, They become actions, Watch your actions,

Watch your thoughts, They become words, Watch your words, They become actions, Watch your actions, They become habits, Watch your habits, They become character, Watch your character, It becomes your destiny. Something to keep in mind. Follow Your Curiosity I have no special talent.

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Watch your thoughts, They become words, Watch your words, They become actions, Watch your actions,

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  1. Watch your thoughts, They become words, Watch your words, They become actions, Watch your actions, They become habits, Watch your habits, They become character, Watch your character, It becomes your destiny

  2. Something to keep in mind Follow Your Curiosity I have no special talent. I am only passionately curious.

  3. Perseverance is Priceless “It's not that I'm so smart; it's just that I stay with problems longer.”

  4. Make Mistakes Discover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount of mistakes that you make.

  5. Knowledge Comes From Experience You can discuss a task, but discussion will only give you a philosophical understanding of it; you must experience the task first hand to “know it.” “Information is not knowledge. The only source of knowledge is experience.”

  6. education What does it mean to you

  7. Definitions • Derived from the Latin word educowhich translates to • I lead forth, • I take out, • I raise up

  8. What do we want? • If we want pupils to be successful, responsible and confident learners they need to come across inspirational teachers • Our expectations need to be high enough to allow the learners to take more responsibility for their own learning • We need to believe that deep learning is better than coverage

  9. Our pupils need to • Be challenged and get it wrong…….and then get over it! • Recognise when they have a problems and take responsibility for dealing with it • Empathise and notice success in others • Keep focused and manage distractions • Work collaboratively so they can influence each other

  10. What do inspirational teachers do?

  11. Breath life into our children • The teachers we remember are the ones that leaves some of their breath inside us

  12. Talk about what you want Model what you want

  13. Directional leadership What does directional mean?

  14. Courageous leadership What does courage mean?

  15. spirited; (willing to face danger) • undaunted (resolutely courageous) • gallant(unflinching in battle or action) • resolute (firm in purpose or belief; characterized by firmness and determination) • fearless;(oblivious of dangers or perils or calmly resolute in facing them) • adventurous (willing to undertake or seeking out new and daring enterprises) • courage; (a quality of spirit that enables you to face danger or pain without showing fear) • lionhearted(extraordinarily courageous)

  16. What is ambition? Where do you get yours from?

  17. circumference; circuit. • boundary; limit. • a sphere of operation or influence; range; scope: the ambit of such an action.

  18. What is your ambition? What do you want your sphere of influence to be?

  19. When were you last encouraged ? When did you last encouragesomeone else?

  20. When were you last motivated ? When did you last motivate someone ?

  21. When were you last inspired? When did you last inspire someone?

  22. Situational Leadership Being a middle leader

  23. Andy Midwinter MEC Consultancy and Training apmidwin@gmail.com Tel: 07753185695

  24. Middle Leaders

  25. What is your job in the school? • the achievement of pupils at the school • the quality of teaching in the school • the behaviour and safety of pupils at the school. • the quality of leadership in and management of the school

  26. Also… • SMSC • the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of: • pupils who have a disability for the purposes of the Equality Act 2010 • pupils who have special educational needs.

  27. Line Management Line management is fundamentally about accountability achieved through effective support and challenge.

  28. It is the process by which the vision, policies and strategic plans determined by the head and governors are turned into action.

  29. Top down?

  30. Where line management is effective, all members of staff and other stakeholders feel part of building the school vision and culture and have a stake in establishing both. • Where line management is weaker, it loses sight of the school’s primary drive: to improve outcomes for young people.

  31. Activity 1:Premise • In order for the line management relationship to thrive and to deliver fully on its purpose the middle leader must regularly gauge and adjust the style and level of support required for each person they manage. • The consequence of ‘one size fits all’ management can be disastrous in terms of staff morale and development and on the subsequent impact on pupil outcomes.

  32. Activity 1 (15 minutes) • Read through the notes in Handout on ‘Situational leadership’ and in pairs discuss the implications for (1) relationships, (2) workload and (3) school improvement if incorrect styles of management are used. • Read through the scenarios (on the back of the sheet) and attempt questions.

  33. Activity 2 (10 minutes) • Think of the members of your staff and consider whether the style and level of management you use is appropriate and why. • Is it time to change the level? If not, why not? • Is the professional development offered not having the desired effect?

  34. What do the following words mean • Values • Attitudes • habits

  35. What are your prime habits and attitudes That enable you to be courageous encourage others and lead them in the ‘right’ direction?

  36. Holding effective meetings Resolving conflict

  37. Holding Effective Meetings and Resolving Conflict

  38. Effective Meetings • Activity 1 (10 minutes) There are a number of key functions of meetings. As a group brainstorm them.

  39. Some ideas….. • monitoring the work of the team member and progress on the actions agreed in the RAP, using the available data • holding staff to account for standards • building a shared understanding of the visions for the school and a vocabulary to express this understanding (for example, what is meant by assessment for learning in this particular school, what does a well-planned lesson look like, what are our expectations of behaviour) • transfer of information from the line manager to the team member and the reverse • a chance for the team members to test ideas and receive feedback and challenge • providing professional development through mentoring and coaching activity during the meeting.

  40. Activity 2 (10 mins) • Individually reflect on whether you have fulfilled these roles in the last 3 months as a line manager. • Discuss which have not taken place and why.

  41. Dealing with Conflict • Activity 3 Make a list of things that give rise to conflict that may surface at meetings, share this with the rest of your group.

  42. Souces of conflict might include:

  43. People regard different things as important

  44. People desire different outcomes

  45. Task • Individually think of a difficult situation or conflict that has arisen. • Which of the sources of conflict listed previously was at the root of the conflict? • What steps did you take, or could you have taken, to resolve the conflict? • Each member of the team contributes an example. As a group come to a view on the steps that could be taken to resolve or reduce each conflict. • Each group present one case study.

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