1. Competence 2
Competence 3
Competence 4
Competence 5
Competence 6
Competence 7
Competence 1

2. Activity to develop a performance wheel
You need flip chart paper, post-its, pens
Ask the question “What are the key competencies we need to be really good at in our work, to best improve outcomes for the children and families we work with?
Each member of the team writes on post-its, the key competencies they feel are most important, a separate post-it for each competency (5 mins)
Each person in turn puts their post-its on flip chart paper on the table, reading them out as they do. If there is already a similar competence there, it is grouped with it. (10-20 mins)
Have a discussion about what label to give each group of post-its with similar meanings (5-10 mins)
Each member of the team has 5 votes. They distribute their votes on the competence or group of competencies they feel are most important by ticking them, they can put more than one tick on a competence if they wish, but can only put 5 ticks down (5 mins)
Choose the 7 competencies with the most ticks for your wheel.

3. Coaching skills wheel
Self awareness of my emotions and those of coachee
Ability to listen deeply and be attentive
Questioning and enquiry skills
Willingness to receive and listen to feedback
The fit between coaching and my values
Ensuring a focus on actions
Ability to build trusting relationships

4. Social work manager wheel
Leveraging and managing resources
Communication and advocacy
Planning, goal setting and assigning work
Monitoring quality/ effectiveness of work
Growing and building relationships up, down, with peers and externally
Motivating and building the team
Coaching and supervising
Self-awareness and reflection

5. School leadership wheel
Establishing goals
Resourcing strategically
Planning and evaluating
Promoting and participating in teacher learning
Ensuring an orderly supportive environment
Engaging in constructive problem talk
Creating educationally powerful connections

6. Adolescent resilience wheel
Identify and name emotions in self and others
Set clear goals
Use strategies to control anger and anxiety
Reduce negative and reinforce positive thoughts
Grow and maintain relationships
Use problem solving skills
Believe that learning and effort makes people smarter

7. Classroom management wheel
Rules and routines internalised by students
Responses to disruption are timely, efficient and unobtrusive
Time is used well with smooth transitions
There is a collaborative, encouraging working alliance
Conflicts between students quickly and constructively resolved
The teaching goals are clear to students and are monitored
Each student and the class is engaged and involved