More Related Content Similar to Fiona Dunlop: Managing to Succeed (20) 1. Managing to Succeed
Fiona Dunlop
Principal
Wimbledon School of English,London
©Eaquals Eaquals International Conference | Prague | 26-28 April 2018 #eaquals18prague
2. Timings of the day
• Session 1 managing ourselves
09.30-11.00
• Session 2 more of managing
ourselves
11.30 – 13.00
• Session 3 managing our teams
14.15 – 16.00
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3. What we hope to achieve
• Consider how we can best manage
ourselves, our well being and our
development to provide the best for our
teams and our organisation
• Explore how best to work with our
teams as a way to maintain and
enhance the quality of our
organisations
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4. We need to know our teams
But
We also need to know ourselves
Tessa Woodward “ we are “other” aware
but how self aware are we?”
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5. System Thinking
• Systems thinking has been defined as an
approach to problem solving, by viewing
"problems" as parts of an overall system, rather
than reacting to specific part, outcomes or
events and potentially contributing to further
development of unintended consequences.
Systems thinking is not one thing but a set of
habits or practices[2] within a framework that is
based on the belief that the component parts of
a system can best be understood in the context
of relationships with each other and with other
systems, rather than in isolation
6. My own CPD
New
job/new
team
Existing
team
Family and
friends
Long term
business
development
Change/stimulation
Sense of renewed
pride
Challenges
Nerves
Job satisfaction
Energy
Time (lots)
Guidance
Patience
Head space
More time
Health and
fitness
7. 8 minute task
• Work alone
• Be honest – you will not be asked to share
this
• Put you in the middle
• Add in main areas that make up your life
• Consider what you give to each and what
you get back including amount of time
• Consider the impact of moving some of
these around
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10. Checking in
• What am I doing at the
moment?
• What am I feeling?
• (How am I breathing?)
• What do I want for myself and
others in the next few minutes?
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11. Self observation
• Don’t feel silly
• Give it a go (more than once)
• Quick, easy, regular
• Noticing the moment/ our emotion
• Allows thinking time before we act/ react
• Helps with stress levels
• Count to 10 technique
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12. • With self-observation we develop more
internal clarity and can become more
open to the emotional lives of those
around us.
How to Stay Sane – Philippa Perry
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14. • Take a step back
• Take time to think and reflect
then move on
• Know more about ourselves
• Give clean reactions
• Show empathy – put ourselves in
others’ shoes
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17. How to bring reflective
practices into our
working lives as
managers
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18. 5 crucial points:
• Focus/structure/actively reflect
• Assess/ make assumptions
• Set smarter goals
• Implement/experiment and
evaluate
• Review and repeat
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20. 6 minute task
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• How can we adapt these
to provide tools for
management reflection in
our busy day to day
lives?
21. Peer partners
• Find a “critical friend”
• General discussion about aims
• Agree on structure/timings
• Short and sweet, focussed and regular
• Follow a procedure of careful
description, thoughtful listening and
questioning
• Arrange to meet up / give something
back/build on your relationship
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22. • The Critical Friends process focuses on
developing collegial relationships, encouraging
reflective practice, and rethinking leadership.
This process is based in cooperative adult
learning, which is often contrary to patterns
established in work environments. It also
addresses a situation in which many leaders find
themselves – trained to work as independent
units; certified as knowing all that is needed to
know; feeling like the continuation of
professional learning is not essential to the
creation of an exciting, rich, learning
environment; and that they are simply
supervisors in the leadership role.
• https://depts.washington.edu/ccph/pdf_files/CriticalFriends.pdf
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23. 8 minute task
A. Think of a situation at work
recently where you felt the meeting
didn’t go so well. 2 minutes
A. Describe the meeting. What you
were dissatisfied about. How would
you do it differently 3 minutes
B. Critical friend – ask objective clean
qs to gain more insight 3 minutes
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26. Journals/writing
• Write it down
• Post its/ bite sized pieces
• Make it a habit
• Preparation eg for difficult
meeting with teacher
• Staff appraisal form/self
evaluation/performance
checklists
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27. Performance checklists
Monthly check yes no
I have handled new situations easily
I have shown sensitivity in respecting teachers’ needs
I have traced reasons why a job does not get done
I have given constructive feedback and praise regularly
and fairly
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28. Recap
• Looked at our system
• Looked at ourselves
• Considered ways of reflecting in
our day to day jobs
6 minutes – what would you
experiment with/adapt and why?
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30. SWOT ourselves
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Strengths
• Good at encouraging
people/nurturing positivity
Opportunities
• Combining marketing and
training workshops
Threats
• A shift in staff dynamics
Weaknesses
• Take things personally
31. Take away task
• Over the next week think of 250
achievements you have had in your life
• How does this make you feel?
• Set yourself 20 more for the next 6
months
• Share the experience with your staff
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33. Eaquals International Conference, Riga, 27 – 29 April 2017
What is available?
• Conferences – IATEFL /Equals/
LAMSIG and other SIGs
• Local management CPD groups
/start one
• Bite sized reflective practices
• Online support – British Council
English Agenda
• Best practice focus groups – in
school /across departments and
online
• Stepping into another
department for the day/
morning
• Sharing best practice outside
the industry
• Visiting other schools
• Critical friends system
• Reading and writing article
• Informal learning practices
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34. Informal learning
• What have I learned
• What do I want to learn/ improve
upon
• How am I going to do this
• What is my time scale
• How will I know
• Who will benefit
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39. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 39
Reflecting on stress:
Write down things that make
you stressed at work
Write a list of elements that
help reduce the stress in
your role
Reflecting on time:
Write down some ways your
use of time might be
improved
Write down the obstacles
there could be to embracing
these
40. A bit of chaos
• Stand up…find someone with a
different reflective bubble
• 10 minutes to chat and share
experiences/ advice
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41. 5 minute task
Write down two mini goals you
would like to set for yourself
professionally in the next month
Or
Revisit your initial mind map,
reflect, and add to
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44. Managing our teams to succeed is about
investing in them, their well-being and
development and ensuring they feel
valued.
46. • Informal and active listening/being around/noticing
• Teacher feedback – formal and informal
• Student feedback – various forms
• Regular meetings – formal and informal
• Interaction at training sessions
• Structured classroom observation programme
• Professional Development Interviews and CPD goals
• Full staff activity/event
• Devising a mission statement/ school self evaluation
• Staff contributions in general
• Lunch with staff
48. Integrated CPD
• New teachers
• Courses
• Staff
management
• other
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Purple – overt
Blue – covert
Red - both
49. New teachers
• Full and on-going induction
• Guardian angel
• Co-planning
• DoS Observation
• On-going academic support and
monitoring
• Course selection
50. Courses
• Team teaching
• Course design (guidance provided)
• Timetable in general
• Trickle down training of courses
designed/given
• School development is staff
development- new technology/ courses/
markets
51. Teacher management
• Professional Development Interviews
• Structured observation programme- developmental and fact
finding
• Selection of peer partners
• Delivering in-house workshops
• Attendance at outside events
• Teacher training courses- attending/delivering
• Weekly drop in clinics
• Article writing
• On-going monitoring of all teachers
• Acting on student feedback
52. Other
• Product research
• Action research
• Temporary positions of responsibility
• Subscription to ELT publications
• Guidance and support for struggling
teachers
• Monthly teachers’ meetings- student
feedback analysis
53. British Council
CPD should be relevant to individual
teacher’s needs, but it should also
meet the needs of the school in which
the teacher works, and of the teacher’s
wider role in achieving the educational
objectives of the school system and
country.
Innovations in the continuing professional development of language
teachers
54. Take away task
How can you record the CPD
success stories to the benefit of
the school, students, staff?
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56. Underachieving staff
• What do we mean?
Standards/KPIs, attitude, effort,
results
• How do we know? feedback,
noticing, results, meetings
• Capability versus disciplinary?
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57. • An experienced teacher is
receiving negative full class
feedback from an Intermediate
GE class
• A new teacher is not completing
paper work despite being asked
several times
• One of your own
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58. My hints
• Don’t shy away
• Root cause
• Ask guiding questions
• Put yourself in their shoes
• Agree on a plan, implement and
monitor
• Highlight positive changes
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59. “It’s a low point that holds
the promise of a better
future”
Chip Heath and Dan Heath/ The Power of Moments
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61. School values
• Ensure our service provision in all areas is of the highest possible
quality
• Be fair, honourable, ethical, responsible and professional
• Show value and respect for everyone we deal with: students,
agents, host families, other clients, and staff
• Exemplify the core British values of democracy, individual liberty,
tolerance, and the rule of law
• Provide a secure environment for work, study and relaxation
• Be respectful of and responsive to the needs and expectations of
our customers
• Provide staff with opportunities for training and development
• Follow good professional and business practice
• Provide excellent value for money
• Maintain the commercial viability of the school
• Enhance the reputation of English language provision in the UK
•
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62. Take AwayTask
• Take 5 minutes now to start thinking
about the values of your school
• Make time in the next month to define
or review the values as a staff
• Incorporate these values into
everything you do
64. “For an individual, moments
are the thing. Moments are
what we remember and
cherish”
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66. Create an investment from the
start to the end and beyond.
Wee wows/magic moments – make
people feel valued and encourage
this as an organisational culture.
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