COD 2014 - M281
Leadership Seminar (Advanced level)
Educators already holding management positions or leading groups of teachers. "Participants will receive a certificate from the British Council on completion of the full seminar." "Please note this is a paid course. Check the course link to find out about your respective fee."
2
sessions, start: 12-Feb
The course chosen does not allow any new enrolment
Course detail
Year: 2014
Level: Management
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ann Burgess
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
Free of charge
Free of charge
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 12 February 2014 | 09:30 am | 04:30 pm |
| 2 | 13 February 2014 | 09:30 am | 04:30 pm |
Facilitator/s
Ann Burgess
Educators already holding management positions or leading groups of teachers.
"Participants will receive a certificate from the British Council on completion of the full seminar."
"Please note this is a paid course. Check the course link to find out about your respective fee."
"Participants will receive a certificate from the British Council on completion of the full seminar."
"Please note this is a paid course. Check the course link to find out about your respective fee."
February 12 – 13: Brief summary of each unit
2. Building Teams
The purpose of teams, models of teams, being mindful about keeping people on board, overcoming resistance within teams and the stages of a team are all looked at. Belbin’s model and Pareto’s Principle are also introduced.
5. The Power of Coaching
This unit gives clarity about what coaching is and isn’t together with an understanding of how coaching can be used as a powerful leadership tool as well as how it can be used with students. Participants will practice using the GROW model of coaching.
9. Planning, Monitoring Evaluating and Reviewing and Self-Evaluation (PMER)
Participants will reflect on what is meant by planning, monitoring, evaluating and reviewing and reach an understanding of what self-evaluation is.
The role of PMER and self-evaluation in schools and how to develop both PMER and self-evaluation in schools is looked at.
11. Pupil Voice
The meaning of pupil voice, why pupil voice is important and examples of pupil voice are considered here. The steps needed to introduce pupil voice in schools in schools and further developments that are possible with pupil voice are then discussed.
12. Managing Change
How to manage change and the ways of dealing with resistance to change are covered here. Why resistance to change occurs, the importance of leadership and the importance of vision for successfully implementing change are also considered. The
best time to incorporate change, the factors driving change, the importance of communication in change and the 5 phases of change are considered.
July 3-4: Brief summary of each unit
14. Leadership and Time Management
The question of why we should want to manage our time well is considered. The implications of the Pareto Principle for leaders in schools, how they effectively fill their “time bucket” and using the time management matrix are addressed.
15. Leading on Happiness and Well-being in Schools
This unit seeks to arrive at an understanding of what is meant by well-being.
It then considers the actions that can lead to a better sense of well-being for young people in a school and to explore the Every Child Matters agenda as a way of thinking about well-being.
16. Goal Setting for Success
An understanding of what goal-setting is, why it is important and the 5-step process for goal-setting are covered. The 5-step goal-setting process is practiced and the opportunities to use the 5-step process with other colleagues in the school is considered.
17. Understanding Staff Motivation
The importance of motivation, the cycle that can lead to demotivation and the options a leader can take when staff are demotivated are considered. The unit then looks at the Maslow pyramid and its relevance in school, allows reflection on the implications of the Hawthorne Experiments and presents the 9 beliefs of great leaders. Ways of supporting the motivation of middle leaders is specifically addressed.
18. Leading on Effective Behaviour Management
Leading from the macro to the micro in behaviour management together with examples of School Behaviour Management Policies, Behaviour Management Plans for teachers and personal behaviour strategies are considered. The importance of CPD in behaviour management, data, the 5 R’s (Rights, Rules, Routines, Responsibilities and Relationships) and an understanding of why children misbehave are covered. Four examples of factors that influence positive behaviour are provided.
2. Building Teams
The purpose of teams, models of teams, being mindful about keeping people on board, overcoming resistance within teams and the stages of a team are all looked at. Belbin’s model and Pareto’s Principle are also introduced.
5. The Power of Coaching
This unit gives clarity about what coaching is and isn’t together with an understanding of how coaching can be used as a powerful leadership tool as well as how it can be used with students. Participants will practice using the GROW model of coaching.
9. Planning, Monitoring Evaluating and Reviewing and Self-Evaluation (PMER)
Participants will reflect on what is meant by planning, monitoring, evaluating and reviewing and reach an understanding of what self-evaluation is.
The role of PMER and self-evaluation in schools and how to develop both PMER and self-evaluation in schools is looked at.
11. Pupil Voice
The meaning of pupil voice, why pupil voice is important and examples of pupil voice are considered here. The steps needed to introduce pupil voice in schools in schools and further developments that are possible with pupil voice are then discussed.
12. Managing Change
How to manage change and the ways of dealing with resistance to change are covered here. Why resistance to change occurs, the importance of leadership and the importance of vision for successfully implementing change are also considered. The
best time to incorporate change, the factors driving change, the importance of communication in change and the 5 phases of change are considered.
July 3-4: Brief summary of each unit
14. Leadership and Time Management
The question of why we should want to manage our time well is considered. The implications of the Pareto Principle for leaders in schools, how they effectively fill their “time bucket” and using the time management matrix are addressed.
15. Leading on Happiness and Well-being in Schools
This unit seeks to arrive at an understanding of what is meant by well-being.
It then considers the actions that can lead to a better sense of well-being for young people in a school and to explore the Every Child Matters agenda as a way of thinking about well-being.
16. Goal Setting for Success
An understanding of what goal-setting is, why it is important and the 5-step process for goal-setting are covered. The 5-step goal-setting process is practiced and the opportunities to use the 5-step process with other colleagues in the school is considered.
17. Understanding Staff Motivation
The importance of motivation, the cycle that can lead to demotivation and the options a leader can take when staff are demotivated are considered. The unit then looks at the Maslow pyramid and its relevance in school, allows reflection on the implications of the Hawthorne Experiments and presents the 9 beliefs of great leaders. Ways of supporting the motivation of middle leaders is specifically addressed.
18. Leading on Effective Behaviour Management
Leading from the macro to the micro in behaviour management together with examples of School Behaviour Management Policies, Behaviour Management Plans for teachers and personal behaviour strategies are considered. The importance of CPD in behaviour management, data, the 5 R’s (Rights, Rules, Routines, Responsibilities and Relationships) and an understanding of why children misbehave are covered. Four examples of factors that influence positive behaviour are provided.
Members/ affiliates y distant aff. $ 1200
Exam centres: $ 1440
Non members: $ 1600
Exam centres: $ 1440
Non members: $ 1600