aspiring leaders for teaching and learning session 1: launch day 2013-14 cohort jacky king october...

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Aspiring Leaders for Teaching and Learning Session 1: Launch Day 2013-14 Cohort Jacky King October 21 st 2013 1 Slide 2 Welcome Welcome to the programme and the venue House keeping Fire and Evacuation procedures Agenda for the day 2 Slide 3 Getting to know each other Please choose a gemstone that in some way represents why you are here today... Choose carefully as it will be yours for the rest of the programme unless you choose to trade it in. Please then be prepared to say: Who you are The school you are from Your role in school Why you chose the gemstone you did Why you are here today 3 Slide 4 Overview of the Programme Session 1 (full day): Launch Day for all aspiring leaders (AL) and coaches (C) Facilitator: Jacky King, Venue: Long Sutton Golf Club Date: Monday 21.10.13 (9.30am 4.30pm) Session 2 (afternoon) Leading Change and developing the team and individual Facilitator: Jacky King, Venue: Selworthy School Date: Wednesday 27.11.13 (1.30pm 4.30pm) Session 3 (afternoon): Managing and monitoring the performance of the team and individual Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre Date: Monday 27.01.14 (1.30pm 4.30pm) 4 Slide 5 Overview of the Programme Session 4 (afternoon): How to get AfL & Inclusion to make the difference to Personalised Learning Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre Date: Wednesday 19.03.14 (1.30pm 4.30pm) Session 5 (afternoon): Linking Data to High Performance (CASPA, Performance Guidance and Target Setting) Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre Date: Monday 19.05.14 (1.30pm 4.30pm) Session 6 (Whole day): Moving to mostly good and outstanding (please note that the content of this day will be driven by the earlier sessions) Facilitator: Jacky King, Venue: Long Sutton Golf Club Date: Wednesday 02.07.14 (9.30am 4.30pm) 5 Slide 6 Learning Objectives By the end of the session Aspiring Leaders and Coaches will have: Been introduced to the Aspiring Leaders for Teaching and Learning Programme Been introduced to the use of the Reflective Practice: Reflective diary, CPD plan and Learning Journal Developed an understanding of Community of Learners Been introduced to core skills and qualities in coaching Had the opportunity to try out some coaching skills Had the opportunity to meet in pairs & discuss the focus for the first term based on key areas for development as identified with headteacher 6 Slide 7 Contract for Professional Learning You have a copy of the Contract for Professional Learning. There are some highlighters available. On your own please read through the list and highlight those you feel about to sign up to right now. Then have a conversation with your coach or the person next to you about the list. We'll then share any comments that people might want to make. 7 Slide 8 Contract for Professional Learning I am responsible for directing my own professional learning. I will diagnose my own professional learning needs and develop a personal agenda for learning. I expect to use data and reflect on observation or videos of my practice to inform my continuous development. My professional learning both builds on what I already know and seeks to fill gaps in my expertise. I will be proactive in seeking out colleagues with the knowledge and expertise to support my professional learning. I will seek knowledge and information pertaining to my own learning foci. I will ensure that my personal professional learning supports departmental and school goals. If I ask for help I will expect to be supported in my own learning rather than given solutions. I expect to stay informed about new local and national initiatives. I understand the benefits of coaching, mentoring and collaboration within school as well as externally provided CPD. I understand the importance of sharing successes and learning from mistakes. I am willing to support others both informally and via collaboration, and coaching or mentoring) relationships. 8 Slide 9 The Reflective Journal The Reflective Journal: Documents your Personal, Professional and Academic development as you reflect upon the learning journey that you make. To do this effectively you reflect on your original intentions, your achievements, the impact of your achievements and you set yourself Targets for the future. Reflective practice as supported by The Reflective Journal is key to Personal, Professional and Career development. 9 Slide 10 The Reflective Journal We have taken the opportunity to put some materials that you might find helpful for your personal and professional development into the Reflective Journal: 10 CV Proforma Intentional Change Agenda Record Coaching Skills My CPD Record Personal SWOT Analysis My CPD Plan Initial Action Plan Learning Log Initial Personal Profile Slide 11 The Reflective Diary The Reflective Diary: This is your individual and private account of the personal challenges that you might be presented with as a result working with this programme. We need to be aware of the assumptions that frame how we think and act. We need to know ourselves well and be honest with ourselves! You can record your thoughts, feelings and emotions in your Reflective Diary at any time. Keep it with you always. 11 Slide 12 The Art of Reflection We do not learn from experience We learn from reflecting on experience. Dewey (1933) Please take 5 minutes now to record in your reflective diary how you are feeling right now about this programme 12 Slide 13 Reflection and its role in Learning Moon (2004) describes a model: 1. Noticing 2. Making sense 3. Making meaning 4. Working with meaning 5. Transformative learning This is real experiential learning real activity with real consequences. 13 Slide 14 Boyatzis Intentional Change Theory 14 Slide 15 Only one person likes change... 15 Slide 16 The Boiling Frog 16 Slide 17 Personal SWOT Analysis StrengthsWeaknesses OpportunitiesThreats Job Title/Position Starting the Process of Intentional Change 17 Slide 18 Johari Window Known to meNot Known to me Known to Others Public/Open Known to others and to me Blind Known to others but not to me Not Known to Others Closed Known to me but not known by others Hidden Unknown by me and others 18 How can I open up the public window so that the other quadrants are made as small as possible? Slide 19 Thinking about the Johari Window The 56 Johari adjectives: 19 able accepting adaptable bold brave calm caring cheerful clever complex confident dependable dignified energetic extroverted friendly giving happy helpful idealistic independent ingenious intelligent introverted kind knowledgeable logical loving mature modest nervous observant organized patient powerful proud quiet reflective relaxed religious responsive searching self-assertive self-conscious sensible sentimental shy silly witty smart spontaneous sympathetic tense trustworthy warm wise Slide 20 Thinking about the Johari Window Please take some time to reflect on the Johari window. You have a page in your Reflective Journal that you may choose to use. Please write down anything that comes to mind. We will then share any thoughts that people may want to with the group. 20 Slide 21 Thinking about the Johari Window Level 4 - Unconscious Competence (You Don't Know that You Know - It Just Seems Easy!) Level 3 - Conscious Competence (You Know that You Know) Level 2 - Conscious Incompetence (You Know that You Don't Know) Level 1 - Unconscious Incompetence (You Don't Know that You Don't Know) 21 Slide 22 The Fixed Mindset Characteristics of a Fixed MindsetRepercussions My intelligence is a fixed trait I have a certain amount of it and thats that. I worry about how much intelligence I have and it makes me interested in looking and feeling as if I have enough. I must look clever and, at all costs, not look stupid. I feel clever when things are easy, where I put in little effort and I outperform my peers. Effort, difficulty, setbacks or higher performing peers call my intelligence into question, even if I have high confidence in my intelligence, so I feel stupid. I need easy success to feel clever. Challenges are a threat to my self-esteem so I wont engage in them. I dont want to have my inadequacies and errors revealed. I will withdraw from valuable learning opportunities if I think this might happen. Even if Im doing well initially, I wont be able to cope with a problem or obstacle. I readily disengage from tasks when obstacles occur. 22 You might like to use a highlighter to help you think about this. Slide 23 Fixed mindset 23 You might like to use a highlighter to help you think about this. Slide 24 The Growth Mindset Characteristics of a growth mindsetRepercussions Intelligence is something I can increase through my own efforts. I am keen to work hard and learn as much as I can. I acknowledge that there are differences between people in how much they know and how quickly they master things. I believe that everyone, with effort and guidance, can increase their intellectual abilities. I love to learn something new.I will readily sacrifice opportunities to look clever in favour of opportunities to learn something new. I am excited by challenge.Even if I have low confidence in my intelligence, I throw myself into difficult tasks and stick with them. I set myself goals and make sure I have strategies to reach them. I feel clever when I am fully engaged with a new task, exerting effort to master something, stretching my skills and putting my knowledge to good use (e.g. helping other pupils learn). 24 You might like to use a highlighter to help you think about this. Slide 25 Growth mindset 25 You might like to use a highlighter to help you think about this. Slide 26 Beliefs are ideas we no longer question. They are the thought programs running in the background of our minds, moving between our conscious and unconscious. Each belief summarises an exper