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Dr. Baldev Singh Imagine Education (UK)

Dr. Baldev Singh Imagine Education (UK). Goal-Setting for Success. Objectives To understand what goal-setting is To understand why goal-setting is important To understand how to use the 5-step process for goal-setting To practice the 5-step goal-setting process

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Dr. Baldev Singh Imagine Education (UK)

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  1. Dr. Baldev SinghImagine Education (UK)

  2. Goal-Setting for Success Objectives • To understand what goal-setting is • To understand why goal-setting is important • To understand how to use the 5-step process for goal-setting • To practice the 5-step goal-setting process • To reflect on the opportunities to use the 5-step process with other colleagues in the school

  3. What is goal-setting? • You might think of goals as elements (signposts) along the way towards your vision. • We are going to look at a great way of setting goals for ourselves. • There are just 5 stages to this goal-setting process. • The most amazing thing about it is that it works!

  4. Why set goals? Setting goals allow us to focus on what we really want to achieve – even when we are not consciously thinking about them. The RAS (Reticular Activating System) part of the brain will be on the look-out for opportunities that allow us to achieve our goals once it has been alerted to it. The 5-step process here will enable you to have great clarity about the goal – and enable your RAS to support you in ensuring success. Great leaders have clarity about their goals.

  5. How to goal-set.The 5-stage goal-setting process Stage 1 Your overall goal Stage 2 Your step-by-step plan. This involves the 5 sub-goals. Stage 3 The benefits. Give 3 important benefits that are clear benefits of the desired future goal and not the escape from negative aspects of the current situation. Stage 4 The barriers. Give 3 barriers that you need to overcome to achieve your overall goal and the 5 sub-goals. Stage 5 Steps to overcome the barriers. Give the steps you will take to overcome the barriers. Your goal will now become a reality!

  6. The SMARTER criteria Each of the 5 sub-goals must satisfy the SMARTER criteria. These are: S Specific M Measurable A Achievable (about belief) R Realistic (about evidence) T Time related E Energising R Reward

  7. Activity 1. Practicing using the 5-stage model In your PRM you will find a proforma that will allow you to practice using the 5-stage model of setting a goal. Using this model a goal can become a reality rather than mere “wishful thinking”. Yes, it requires a little bit of effort but the results are definitely worth it. Choose a goal that you have that is either personal or professional.

  8. Sharing the process Once you have seen for yourself how the process works you can share this with other colleagues in your school – maybe those on the leadership team to begin with. As well as using the model on an individual basis you can use this in teams with goals that the whole team (or whole school) is seeking to achieve. So you can use the model for: • Individual personal goals • Individual professional goals • Team goals • Whole school schools

  9. Plenary What action will you now take based on what you have learnt in this unit?

  10. The power of coaching

  11. Leading on Effective Behaviour Management Objectives • To understand what coaching is and isn’t • To understand how coaching can be used as a powerful leadership tool • To understand how coaching can be used with colleagues and with students • To have practiced using the GROW model of coaching

  12. Where did the idea of coaching come from? Coaching has origins in sports psychology. “ The opponent within one’s own head is more formidable than the one on the other side of the net” Tim Gallwey – The Inner game of Tennis

  13. Some Principles of Coaching • People should be empowered to come up with their own solutions • People have greater commitment to something they have shaped themselves • People need both support and challenge • Coaching fits well with a shared leadership approach

  14. Definition of Insanity “Doing the same thing over and over and expecting a different result.”

  15. Coaching definition 1 “Coaching is the art of facilitating the performance, learning and development of another.” Myles Downey Effective Coaching

  16. Coaching definition 2 “A relationship and process by which a coach facilitates the success of others through a belief in that person’s/team’s ability to find their own solutions and to enhance performance. Coaching seeks to maintain a positive, strength-focused state of mind.” Thomas and Smith 2004

  17. Coaching definition 3 “Unlocking a person’s potential to maximise their performance. It is about helping them learn rather than teaching them.” John Whitmore 1992

  18. Coaching definition 4 “Inherent in coaching is the intrinsic belief that the answers lie within each and every one of us and that everyone has the potential to be brilliant.” Suggett (2008)

  19. Activity 1 • Do you see in these statements anything that may be different from what may go on in schools in general? • What are some of the key principles of coaching that are apparent from the statements?

  20. Summarising Coaching? Coaching is a process of helping another individual realize their inner potential, delivering fulfillment to both the individual and the related organization. • Motivation • Excellence • Achievement • Intrinsic learning • Intense satisfaction

  21. Coaching is NOT… • Leading • Managing • Instructing • Giving advice • Offering opinions

  22. A Coach Does Not Need… • To be the expert • To know the “right” answer • To be in control • To “fix” it • To heal it or make it better

  23. The Key Elements of Coaching • Non directive • Non judgemental • Person centred

  24. Coaching vs Mentoring MENTORING is one person advising and informing another person about what they know. COACHING is one person working with another to enable this person to arrive at the solutions that come from within themselves and that suit them.

  25. The support spectrum

  26. The 3 BIG Coaching Skills 1. Listening 3. Reviewing 2. Questioning

  27. Additional Coaching Skills • Developing trust • Fairness • Encouragement • Building rapport • Giving and receiving feedback

  28. Listening – Some dangers • Hear only what we want to hear • Fail to put ourselves in other peoples’ shoes • Think we know what other people are talking about • Listen to the words but miss the ‘music’ (ie: emotions) • ‘Already heard’ – Made up our minds

  29. Listening - Aims • Talk less and listen more • Be comfortable with silence (thinking time) • Let go of your solution (inner voice) • Maintain full attention and show interest (listen to words, pick up emotions) • Reflect back what you think is being said (testing understanding and summarising) • Be aware of what isn’t being said • Listen with the curiosity of a fascinated stranger

  30. Chinese Symbol for ‘listening’ This is the Chinese character which means LISTEN The section on the left denotes the ear There are four sections on the right: the top one says you beneath that comes the eyes next is undivided attention at the bottom is heart

  31. Activity 2 Poor listening

  32. Activity 3 Great listening

  33. Questioning • Don’t use: • Why Use: • What • When • Where • Who • How

  34. The GROW Model Goal Reality Options Will do

  35. Activity 4. Teachers TV – Primary NQT Please find the video in the in the Unit 5 folder in the sharefile

  36. Activity 5. Triads

  37. Plenary What action will you now take to use the skills of coaching both in your own school and in the CC project?

  38. The Benefits of the International Dimension

  39. The Benefits of the International Dimension Objectives To reflect on: • What is meant by the International Dimension • What the benefits to the school are of having an International Dimension • How the International Dimension is demonstrated in schools • What a Global Citizen looks like • How schools may develop their International Dimension and Global Citizenship Also: • Carrying out a SWOT analysis of the International Dimension • Creating an elevator pitch for the International Dimension • Considering the importance of each of the 8 dimensions of the Global Education in schools

  40. What is connecting classrooms • Connecting Classrooms is a global education programme for schools. It is designed to help young people learn about global themes and become responsible global citizens, as well as give them the skills to work in a worldwide economy. The programme works in over 50 countries and offers school partnerships, professional development courses, accreditation and the chance to share best practice with international counterparts.

  41. Connecting Classrooms – outputs & targets • School Partnerships:More schools across the UK and overseas have productive and lasting school partnerships 2) Teacher Professional Development:More teachers across the UK and overseas improve their teaching of global citizenship and other curriculum areas 3) School Leadership (includes International School Award):Participant schools strengthen their leaders’ skills and their curriculum’s focus on international dimension and global citizenship - 4) Policy Dialogue:Policy makers and senior practitioners develop enhanced understanding of international best practice

  42. School Partnerships Connecting Classrooms supports partnerships that work collaboratively towards: • Increasing Global Citizenship • Enriching Education • Building an Equitable and Sustainable Partnership. • Eligible partnerships can: • access free resources for partnership working (www.britishcouncil.org/schoolsonline).

  43. Teacher Professional Development

  44. 5 online courses • ‘International learning – get started’: For teachers new to international practice. This complements ‘Introduction to international learning’. • ‘Intercultural and global awareness’: This complements ‘Intercultural practice – taking it further’. • ‘Education for global citizenship’: This complements ‘Deeper understanding of global citizenship’. • ‘Sustainable partnerships’: This complements ‘Our partnership journey’. • ‘English language for international exchange’: This course provides basic English language skills to support international practice.

  45. 5 Online courses www.connectingclassroom-learning.britishcouncil.org Self certification

  46. The International School Award

  47. Did you know?

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