Presentation on theme: "It becomes your destiny"— Presentation transcript:
1It becomes your destiny 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
2Something to keep in mind Follow Your CuriosityI have no special talent.I am only passionately curious.
3Perseverance is Priceless “It's not that I'm so smart;it's just that I stay with problems longer.”
4Make MistakesDiscover 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.
5Knowledge 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.”
7I lead forth, I take out, I raise up Definitions Derived from the Latin word educo which translates toI lead forth,I take out,I raise up
8What do we want?If we want pupils to be successful, responsible and confident learners they need to come across inspirational teachersOur expectations need to be high enough to allow the learners to take more responsibility for their own learningWe need to believe that deep learning is better than coverage
9Our pupils need toBe challenged and get it wrong…….and then get over it!Recognise when they have a problems and take responsibility for dealing with itEmpathise and notice success in othersKeep focused and manage distractionsWork collaboratively so they can influence each other
15spirited; (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)
16Where do you get yours from? What is ambition?Where do you get yours from?
17circumference; circuit. boundary; limit.a sphere of operation or influence; range; scope: the ambit of such an action.
18What do you want your sphere of influence to be? What is your ambition?What do you want your sphere of influence to be?
19When were you last encouraged ? When did you last encouragesomeone else?
20When were you last motivated ? When did you last motivate someone ?
21When were you last inspired? When did you last inspire someone?
25What is your job in the school? the achievement of pupils at the schoolthe quality of teaching in the schoolthe behaviour and safety of pupils at the school.the quality of leadership in and management of the school
26Also…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 2010pupils who have special educational needs.
27Line ManagementLine management is fundamentally about accountability achieved through effective support and challenge.
28It is the process by which the vision, policies and strategic plans determined by the head and governors are turned into action.
34Where 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.
35Activity 1:PremiseIn 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.
36Activity 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.
37Activity 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?
38What do the following words mean ValuesAttitudeshabits
39What are your prime habits and attitudes That enable you to be courageous encourage others and lead them in the ‘right’ direction?
44Some ideas…..monitoring the work of the team member and progress on the actions agreed in the RAP, using the available dataholding staff to account for standardsbuilding 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 reversea chance for the team members to test ideas and receive feedback and challengeproviding professional development through mentoring and coaching activity during the meeting.
45Activity 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.
46Dealing with ConflictActivity 3 Make a list of things that give rise to conflict that may surface at meetings, share this with the rest of your group.
50TaskIndividually 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.
51Plenary: What are the 2 or 3 learning points that have emerged? Some principles:
52Leadership for Learning Setting direction Total commitment to enable every learner to reach their potential Ability to translate vision into whole school programmesManaging Teaching and LearningEnsure every child is inspired and challenged through personalized learningDevelop a high degree of clarity about and consistency of teaching qualityDeveloping people Enable students to become more active learnersDevelop schools as professional learning communitiesDeveloping the organization Create an evidence-based schoolExtend an organization’s vision of learning to involve networks
53Performance management As part of school improvment
54Think, 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
55Fixed mind setIntelligence is setGrowth mind setIntelligence can growLeads to a desire to look smartLeads to a desire to learnAviod challengeCopes with challengeBounces back from mistakesGive up easilyIts the outcome that countsMore effort more successMoans about or ignores critisismLearns from criticismThreatened by otherpeoples successInspired by other peoples success
56"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