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The National Programme for Specialist Leaders. of Behaviour and Attendance. SEAL Social, Emotional, Aspects of Leadership. department for education and skills Creating opportunity, releasing potential, achieving excellence. The Context in which we work. Every child matters

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slide1

The National Programme for Specialist Leaders

of Behaviour and Attendance

SEALSocial, Emotional, Aspects of Leadership

department for

education and skills

Creating opportunity, releasing potential, achieving excellence

slide2

The Context in which we work

Every child matters

Joint children’s services

Workforce remodelling

Career structures

Training,

developing a

professional workforce

Inclusion,Supporting

vulnerable youngsters

slide3

SocialInclusion

  • Early Intervention
  • Prevention
  • Improved capacity to manage behaviour

Immediate issue of high

exclusions,

poor attendance

and underachievment

Multi-agency Partnerships

EiC Outcomes

slide6

Prochaska & DiClemente’s 6 stages of change

6

1

Relapse

We need help to feel we can make a new plan work

  • Precontemplation
  • We need:
  • Clear understanding of problem
  • Concern about impact of problem

5

2

Maintenance

We need help to continue any programme of change

Contemplation

We need to weigh up pros and cons of change

  • Determination
  • We need help:
  • Making a plan
  • Setting targets
  • Feeling confident
  • Action
  • We need help:
  • Implementing plan
  • Staying motivated
  • persisting

3

4

slide7

In the same way that crash diets don’t work, we must abandon the search for a quick fix.

Emotion and Hope: Constructive Concepts for Complex Times, Micheal Fullan

Rethinking Educational Change With Heart and Mind

slide8

Organisations

Things are the way they are because they got that way.

Unless things change, they are likely to remain the same.

slide9

Systems

Seeing the forest …

not just the trees.

slide10

People

  • Achieving a Common Understanding
    • Reculturing not Restructuring

“Change would be easy if it weren’t for all the people.”

slide11

Ourselves

  • Self regard
  • Resilience
  • Regard for others
  • Goal directness
  • Flexibility
  • Intrapersonal intelligence
  • Interpersonal intelligence
slide13

January 2007 onwards

LA Collaborative Partnerships

slide14
Emotional intelligence refers to the ability to recognise the meanings of emotions and their relationships, and to reason and problem solve on the basis of them.

Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions and manage them.

(Mayer, Caruso and Salovey, 1999)

Emotional Intelligence

slide15

Emotional Intelligence

  • Goleman identifies five key areas of emotional intelligence:
  • Self-awareness - a capacity to recognizeyour feelings as they occur (the cornerstone of emotional intelligence)
  • Self-regulation - an ability to manage youremotional reactions, control impulse, and to recover from life's upsets (Resilience)
slide16

Emotional Intelligence

  • Self-motivation - skill at using your emotions in the service of a goal, staying hopeful despite setbacks
  • Social awareness - empathy, emotional sensitivity to others; a talent for tuning into others' feelings, and reading their unspoken messages
  • Social skills - handling relationships, grace in dealing with others - strong social skills that are the key to popularity, leadership, andinterpersonal effectiveness
emotionally intelligent leadership competencies
Self-Awareness

Emotional Self-Awareness - The ability to read your own emotions and to appreciate their impact on your actions, reactions, and decisions

Accurate Self-Assessment - The ability to know your own strengths and weaknesses

Self-Confidence - Having a reasonable sense of self-worth and abilities

Emotionally Intelligent Leadership Competencies
emotionally intelligent leadership competencies18
Self-Management

Emotional Self-Control - The ability to control emotions that are inappropriate

Transparency - Being honest and trustworthy, and having integrity

Adaptability - The ability to be flexible in changing situations

Achievement - The drive to meet inner standards of excellence

Initiative - Being ready to act and seize opportunities

Optimism - The ability to see the positive in events

Emotionally Intelligent Leadership Competencies
emotionally intelligent leadership competencies19
Social Awareness

Empathy - The ability to sense others' emotions and to understand their perspective

Organizational Awareness - The ability to sense the politics and networks of the organization

ServiceOrientation- The ability to understand and fulfil the needs of clients and followers

Emotionally Intelligent Leadership Competencies
emotionally intelligent leadership competencies20
Relationship Management

Developing Others - Building others' abilities

Inspirational Leadership - Having a compelling vision to lead with

Change Catalyst - The ability to initiate, manage, and lead in a new direction

Influence - The ability to utilise persuasion

Conflict Management - The ability to resolve disagreements

Teamwork and Collaboration - The ability to build and guide teams

Emotionally Intelligent Leadership Competencies
slide21

The National Programme for Specialist Leaders

of Behaviour and Attendance

The Training Model

department for

education and skills

Creating opportunity, releasing potential, achieving excellence

slide22

Five stage model

  • The training process is based on a model of effective training that follows five stages:
  • Acquisition of knowledge
  • Modelling of good practice
  • Practice application
  • Feedback and reflection
  • Embedding the experience
slide23

Five stage model

Learners who

learn a theory

How many (%) will transfer a new skill into their practice?

Answer: 5%

slide24

Five stage model

Learners who

learn a theory & see a demonstration

How many (%) will transfer a new skill into their practice?

Answer: 10%

slide25

Five stage model

Learners who

learn a theory

see a demonstration &

practise during training

How many (%) will transfer a new skill into their practice?

Answer: 20%

slide26

Five stage model

Learners who

learn a theory

see a demonstration &

practise & corrective feedback during training

How many (%) will transfer a new skill into their practice?

Answer: 25%

slide27

Five stage model

Learners who

learn a theory

see a demonstration &

in-situation coaching

How many (%) will transfer a new skill into their practice?

Answer: 90%

slide28

Five stage model

  • The training process is based on a model of effective training that follows five stages:
  • Acquisition of knowledge
  • Modelling of good practice
  • Practice application
  • Feedback and reflection
  • Embedding the experience
slide29

The National Programme for Specialist Leaders

of Behaviour and Attendance

The Programme

department for

education and skills

Creating opportunity, releasing potential, achieving excellence

current workforce
There has been a dramatic increase in the number of staff involved with behaviour and attendance management

Currently about 30,000 nationally and growing:

Inclusion managers, Lead Behaviour Professionals,LSU staff, Behaviour Support staff, EBD staff, Learning Mentors, Teaching Assistants, Connexions staff, KS3 B&A Consultants, Primary Consultants, Primary Leading teachers, BIP co-ordinators, BEST members,Educational Psychologists,CAMHS staff, Health workers,EWOs, Police Liaison Officers, Home school liaison workers

Current workforce
every member of staff matters
What do we want for the ECM workforce?

Be healthy

Stay safe

Enjoy and achieve

Make a positive contribution

Achieve economic well being

Supported by the common core curriculum for training

“Staff training and development to promote the culture change required for effective multi disciplinary working is essential“

Change for Children

Every member of staff matters
npsl ba programme aims
NPSL-BA Programme Aims
  • Deepen knowledge and understanding of leadership for all staff working in the field of behaviour and attendance
  • Enhance self confidence and competence
  • Increase ability to lead innovation and change in the workplace supporting national strategies
  • Enable staff to undertake personal and professional development through a variety of approaches
programme ethos
Developing leadership skills

Reflective learning

Group support

Work based evidence

Impact on young people

Programme ethos
slide34

The elements

The NPSL-BA Programme

Qualification

Units of assessment

Study Day 1

Intersessional Activities of varying lengths

Study Materials

Sessions 1-3

Learning Outcomes

Study Day 2

Study Materials

Sessions 4-10

Reflective log

Producing evidence for portfolio

Study Day 3

ACTIVITY

ACCREDITATION

STIMULUS

pathways to qualification

Certificate

City & Guilds

7301

Diploma

UWE Post

graduate

Diploma

Cluster group meetings

Masters

Intersessional activities

Reflective Log

Study Materials

Pathways to qualification

Certificate

SD1

SD3

SD2

DfES

certificate

slide36

Future Opportunities

Make a positive contribution in the development of the integrated Children’s Services (i.e. Lessons Learnt).

Expand and broaden multi-agency work, to embrace five outcomes of ECM agenda.

Opportunity to be creative, unique and developing new working practices.

Develop a vibrant and motivated work force who share a common understanding, common working practices and common goals

social emotional aspects of leadership
Emotional Intelligent leadership demands the capacity to listen

EI leaders create; managers curate

EI leaders seek opportunities for feedback

EI leaders reflect upon their experiences to draw out predictive patterns for success

EI leaders are learners

Social, Emotional, Aspects of Leadership
and finally
Focus on the journey,

not the destination.

Joy is found not in finishing an activity

but in doing it.

Greg Anderson 1964

and finally …
west midlands regional coordinator
Dennis Carty

d.carty@dfes.npslba.reading.ac.uk

0786 128 9336 (Mobile)

0121 772 8176 (Work)

West Midlands Regional Coordinator