the national programme for specialist leaders of behaviour and attendance seal social, emotional,...

The National Programme for Specialist Leaders of Behaviour and Attendance

SEAL

Social, Emotional, Aspects of Leadership


department for

education and skillsCreating opportunity, releasing potential, achieving excellence


Workforce remodelling Career structures

Training, developing a

professional workforce

Every child mattersJoint children’s services

Inclusion,Supporting vulnerable youngsters

The Context in which we work


EiC Outcomes

Multi-agency Partnerships

Immediate issue of high exclusions,

poor attendance and underachievment

•Social Inclusion

•Early Intervention

•Prevention

•Improved capacity to manage behaviour


Precontemplation

We need:

• Clear understanding of problem

• Concern about impact of problem

Contemplation

We need to weigh up pros and cons of change

Relapse

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

Maintenance

We need help to continue any programme of change

Action

We need help:

•Implementing plan

•Staying motivated

•persisting

Determination

We need help:

•Making a plan

•Setting targets

•Feeling confident

1

2

34

5

6

Prochaska & DiClemente’s 6 stages of change


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


Organisations

Things are the way they are because they got that

way.

Unless things change, they are likely to remain the

same.


Systems

Seeing the forest … not just the trees.


People

•Achieving a Common Understanding

•Reculturing not Restructuring

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

people.”


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

Ourselves


The Terrain


January 2007 onwards

LA Collaborative Partnerships


Emotional Intelligence

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)



Goleman identifies five key areas of emotional intelligence:•Self-awareness - a capacity to recognize your feelings as they occur (the cornerstone of emotional intelligence)

•Self-regulation - an ability to manage your emotional reactions, control impulse, and to recover from life's upsets

(Resilience)



•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, and interpersonal 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



• 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



• 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

– Service Orientation- The ability to understand and fulfil the needs of clients and followers



• 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


The Training Model


department for



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


Five stage model

Learners who

learn a theoryHow many (%) will transfer a new skill

into their practice?

Answer: 5%


Five stage model

Learners who

learn a theory & see a demonstration

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

Answer: 10%


Five stage model

Learners who

learn a theory

see a demonstration &

practise during training


Answer: 20%


Five stage model

Learners who

learn a theory


practise & corrective feedback during trainingHow many (%) will transfer a new skill into their practice?

Answer: 25%


Five stage model

Learners who

learn a theory


in-situation coaching


Answer: 90%


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


The Programme


department for



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


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


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


The NPSL-BA Programme

Study Day 2

Study Materials

Sessions 4-10

Study Day 3

Study Materials

Sessions 1-3

Study Day 1

Intersessional Activities of

varying lengths

Reflective log

ACTIVITY

Qualification

Units of assessment

Learning Outcomes

ACCREDITATION

Producing evidence

for portfolioSTIMULUS

The elements


Pathways to qualification

SD1

Cluster group

meetings

Study Materials Intersessional

activities

SD3

Certificate

Diploma

Reflective Log

DfEScertificate

Diploma

Masters

Certificate

City & Guilds

7301

UWE Post

graduate

SD2


•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

Future Opportunities


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


and finally …

Focus on the journey,

not the destination.

Joy is found not in finishing an activity

but in doing it.

Greg Anderson 1964


West Midlands Regional Coordinator

Dennis Carty

[email protected]

0786 128 9336 (Mobile)0121 772 8176 (Work)

the national programme for specialist leaders of behaviour and attendance seal social, emotional,...

Documents

emotional reactions

emotional sensitivity

meanings of emotions

weaknesses selfconfidence

stages of change

emotionrelated feelings

control impulse

strong social skills