aspiring leaders for teaching and learning session 1: launch day 2014-15 cohort jacky king october...
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Aspiring Leaders for Teaching and Learning
Session 1: Launch Day2014-15 CohortJacky KingOctober 20th 2014*
Welcome to the programme and the venue
Fire and Evacuation procedures
Getting to know each otherPlease choose a pebble 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 areThe school you are fromYour role in school Why you chose the pebble you didWhy you are here today*
How do you feel about being called a leader?
As you start this Aspiring Leaders programme please take a moment to reflect on how you feel about being called a leader.
Please write how you are feeling on a Post-it.
Please write your name on the post-it or have some way of recognising it as your own.
We will then share our thoughts.
Overview of the ProgrammeSession 1 (full day): Launch Day for all aspiring leaders (AL) and coaches (C)Facilitator: Jacky King, Venue: Lyngford House, TauntonDate: Monday 20.10.14 (9.30am 4.30pm)
Session 2 (afternoon) Leading Change and developing the team and individual Facilitator: Jacky King, Venue: Lyngford House, TauntonDate: Wednesday 27.11.14(1.30pm 4.30pm)
Session 3 (afternoon): Managing and monitoring the performance of the team and individual Facilitator: Jacky King, Venue: Lyngford House, TauntonDate: Monday 26.01.15(1.30pm 4.30pm)
Overview of the ProgrammeSession 4 (afternoon): How to get AfL & Inclusion to make the difference to Personalised Learning Facilitator: Jacky King, Venue: Lyngford House, TauntonDate: Wednesday 18.03.15(1.30pm 4.30pm)
Session 5 (afternoon): Linking Data to High Performance (CASPA, Performance Guidance and Target Setting)Facilitator: Jacky King, Venue: Lyngford House, TauntonDate: Monday 18.05.15 (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: Lyngford House, TauntonDate: Wednesday 02.07.15 (9.30am 4.30pm)
ObjectivesBy 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
Contract for Professional LearningYou 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.*
The Reflective JournalThe 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.
The Reflective JournalWe have taken the opportunity to put some materials that you might find helpful for your personal and professional development into the Reflective Journal:
*CV Proforma Intentional Change Agenda
Record Coaching SkillsMy CPD RecordPersonal SWOT Analysis
My CPD PlanInitial Action Plan
Initial Personal Profile
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.
The Art of ReflectionWe do not learn from experience
We learn from reflecting on experience.
Please take 2 minutes now to record in your reflective diary how you are feeling right now about this programme
How do you feel about being called a leader?
Please now retrieve your Post-it and put it in your Reflective diary.
A glue stick is available!
Reflection and its role in LearningMoon (2004) describes a model:
Working with meaning
This is real experiential learning real activity with real consequences.
Boyatzis Intentional Change Theory
Only one person likes change...*
The Boiling Froghttp://www.boilingfrogstory.com/*
Personal SWOT Analysis
Starting the Process of Intentional Change*SOAR: strengths, opportunities, aspirations, results.
Johari Window*How can I open up the public window so that the other quadrants are made as small as possible?
Known to meNot Known to meKnown to OthersPublic/OpenKnown to others and to me
BlindKnown to others but not to meNot Known to OthersClosedKnown to me but not known by others
HiddenUnknown by me and others
Thinking about the Johari WindowThe 56 Johari adjectives:
Thinking about the Johari WindowPlease 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.*
Thinking about the Johari WindowLevel 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) *
The Fixed Mindset*You might like to use a highlighter to help you think about this.
Characteristics of a Fixed MindsetRepercussionsMy 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 performingpeers 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 Iwont engage in them.I dont want to have my inadequacies and errors revealed.I will withdraw from valuable learningopportunities 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 obstaclesoccur.
Fixed mindset*You might like to use a highlighter to help you think about this.
The Growth Mindset*You might like to use a highlighter to help you think about this.
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 quicklythey 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 havestrategies 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. helpingother pupils learn).
Growth mindset*You might like to use a highlighter to help you think about this.
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 experience from our past, a generalisation in a given situation, a way of achieving something or avoiding it. Each belief provides a shorthand instruction for how to behave.Some of our beliefs move us forward in ways we want to go.
Do your beliefs hold you back in what you learn and achieve?
How can you re-frame the