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

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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

Transcript of Watch your thoughts, They become words, Watch your words, They become actions, Watch your actions,...

Page 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 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

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Something to keep in mind

Follow Your CuriosityI have no special talent. I am only passionately

curious.

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Perseverance is Priceless

“It's not that I'm so smart; it's just that I stay with problems

longer.”

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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.

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Knowledge Comes From Experience

“Information is not knowledge. The only source of knowledge is

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.”

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education

What does it mean to you

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Definitions• Derived from the Latin word educo

which translates to

–I lead forth,– I take out,– I raise up

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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

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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

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What do inspirational teachers do?

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• Breath life into our children• The teachers we remember are the ones that

leaves some of their breath inside us

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Model what

you want

Talk about what

you want

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Directional leadership

What does directional mean?

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Courageous leadership

What does courage mean?

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• 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)

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What is ambition?

Where do you get yours

from?

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• circumference; circuit. • boundary; limit. • a sphere of operation or influence; range;

scope: the ambit of such an action.

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What do you want your sphere of

influence to be?

What is your ambition?

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When were you last encouraged ?

When did you last encouragesomeone else?

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When were you last motivated ?

When did you last motivate someone ?

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When were you last inspired?

When did you last inspire someone?

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Situational Leadership

Being a middle leader

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Andy Midwinter

MEC Consultancy and TrainingMEC Consultancy and Training

[email protected]

Tel: 07753185695

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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

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Also…

SMSCthe 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.

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Line Management

Line management is fundamentally about accountability achieved through effective

support and challenge.

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

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• 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.

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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.

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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.

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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?

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What do the following words mean

• Values• Attitudes• habits

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What are your prime habits and attitudes

That enable you to be courageous encourage others and lead them in

the ‘right’ direction?

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Holding effective meetings

Resolving conflict

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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.

Some ideas…..

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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.

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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.

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Souces of conflict might include:

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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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Plenary:

• What are the 2 or 3 learning points that have emerged?

• Some principles:

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Leadership for LearningSetting direction • Total commitment to enable every learner to reach their potential • Ability to translate vision into whole school programmes Managing Teaching and Learning• Ensure every child is inspired and challenged through personalized learning• Develop a high degree of clarity about and consistency of teaching quality Developing people • Enable students to become more active learners• Develop schools as professional learning communities Developing the organization • Create an evidence-based school• Extend an organization’s vision of learning to involve networks

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Performance management

As part of school improvment

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Think, feel, say, do…..

• Activity: What do people think, feel say and do about Performance Management in your school?

• Use one sticky note per idea. Each sticky note should be labelled T, F, S and D

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Copes with challenge

Bounces back from mistakes

More effort more success

Learns from criticism

Inspired by other peoples success

Aviod challenge

Give up easily

Its the outcome that counts

Moans about or ignores

critisism

Threatened by other peoples success

Growth mind setIntelligence can grow

Fixed mind setIntelligence is set

Leads to a desire to learn Leads to a desire to look smart

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"The miracle, or the power, that elevates the few, is to be found

in their industry, application, and perseverance under the

prompting of a brave, determined spirit."

Mark Twain