1. It becomes your destiny
Watch your thoughts,
They become words,
Watch your words,
They become actions,
Watch your actions,
They become habits,
Watch your habits,
They become character,
Watch your character,
It becomes your destiny

2. Something to keep in mind
Follow Your Curiosity
I have no special talent.
I am only passionately curious.

3. Perseverance is Priceless
“It's not that I'm so smart;
it's just that I stay with problems longer.”

4. Make Mistakes
Discover the power of making mistakes. I’ve said this before, and I’ll say it again, if you want to succeed, triple the amount of mistakes that you make.

5. Knowledge Comes From Experience
You can discuss a task, but discussion will only give you a philosophical understanding of it; you must experience the task first hand to “know it.”
“Information is not knowledge. The only source of knowledge is experience.”

6. education
What does it mean to you

7. I lead forth, I take out, I raise up Definitions
Derived from the Latin word educo which translates to
I lead forth,
I take out,
I raise up

8. What do we want?
If we want pupils to be successful, responsible and confident learners they need to come across inspirational teachers
Our expectations need to be high enough to allow the learners to take more responsibility for their own learning
We need to believe that deep learning is better than coverage

9. Our pupils need to
Be challenged and get it wrong…….and then get over it!
Recognise when they have a problems and take responsibility for dealing with it
Empathise and notice success in others
Keep focused and manage distractions
Work collaboratively so they can influence each other

10. What do inspirational teachers do?

11. Breath life into our children
The teachers we remember are the ones that leaves some of their breath inside us

12. Talk
about what
you want
Model
what
you want

13. Directional leadership
What does directional mean?

14. Courageous leadership
What does courage mean?

15. spirited; (willing to face danger)
undaunted (resolutely courageous)
gallant (unflinching in battle or action)
resolute (firm in purpose or belief; characterized by firmness and determination)
fearless;(oblivious of dangers or perils or calmly resolute in facing them)
adventurous (willing to undertake or seeking out new and daring enterprises)
courage; (a quality of spirit that enables you to face danger or pain without showing fear)
lionhearted (extraordinarily courageous)

16. Where do you get yours from?
What is ambition?
Where do you get yours from?

17. circumference; circuit.
boundary; limit.
a sphere of operation or influence; range; scope: the ambit of such an action.

18. What do you want your sphere of influence to be?
What is your ambition?
What do you want your sphere of influence to be?

19. When were you last encouraged ?
When did you last encouragesomeone else?

20. When were you last motivated ?
When did you last motivate someone ?

21. When were you last inspired? When did you last inspire someone?

22. Situational Leadership
Being a middle leader

23. Andy Midwinter MEC Consultancy and Training apmidwin@gmail.com
Tel:

24. Middle Leaders

25. What is your job in the school?
the achievement of pupils at the school
the quality of teaching in the school
the behaviour and safety of pupils at the school.
the quality of leadership in and management of the school

26. Also…
SMSC
the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of:
pupils who have a disability for the purposes of the Equality Act 2010
pupils who have special educational needs.

27. Line Management
Line management is fundamentally about accountability achieved through effective support and challenge.

28. It is the process by which the vision, policies and strategic plans determined by the head and governors are turned into action.

29. Top down?

34. Where line management is effective, all members of staff and other stakeholders feel part of building the school vision and culture and have a stake in establishing both.
Where line management is weaker, it loses sight of the school’s primary drive: to improve outcomes for young people.

35. Activity 1:Premise
In order for the line management relationship to thrive and to deliver fully on its purpose the middle leader must regularly gauge and adjust the style and level of support required for each person they manage.
The consequence of ‘one size fits all’ management can be disastrous in terms of staff morale and development and on the subsequent impact on pupil outcomes.

36. Activity 1 (15 minutes)
Read through the notes in Handout on ‘Situational leadership’ and in pairs discuss the implications for (1) relationships, (2) workload and (3) school improvement if incorrect styles of management are used.
Read through the scenarios (on the back of the sheet) and attempt questions.

37. Activity 2 (10 minutes)
Think of the members of your staff and consider whether the style and level of management you use is appropriate and why.
Is it time to change the level? If not, why not?
Is the professional development offered not having the desired effect?

38. What do the following words mean
Values
Attitudes
habits

39. What are your prime habits and attitudes
That enable you to be courageous encourage others and lead them in the ‘right’ direction?

40. Holding effective meetings
Resolving conflict

41. Holding Effective Meetings and Resolving Conflict

42. Effective Meetings Activity 1 (10 minutes)
There are a number of key functions of meetings. As a group brainstorm them.

44. Some ideas…..
monitoring the work of the team member and progress on the actions agreed in the RAP, using the available data
holding staff to account for standards
building a shared understanding of the visions for the school and a vocabulary to express this understanding (for example, what is meant by assessment for learning in this particular school, what does a well-planned lesson look like, what are our expectations of behaviour)
transfer of information from the line manager to the team member and the reverse
a chance for the team members to test ideas and receive feedback and challenge
providing professional development through mentoring and coaching activity during the meeting.

45. Activity 2 (10 mins)
Individually reflect on whether you have fulfilled these roles in the last 3 months as a line manager.
Discuss which have not taken place and why.

46. Dealing with Conflict
Activity 3 Make a list of things that give rise to conflict that may surface at meetings, share this with the rest of your group.

47. Souces of conflict might include:

48. People regard different things as important

49. People desire different outcomes

50. Task
Individually think of a difficult situation or conflict that has arisen.
Which of the sources of conflict listed previously was at the root of the conflict?
What steps did you take, or could you have taken, to resolve the conflict?
Each member of the team contributes an example. As a group come to a view on the steps that could be taken to resolve or reduce each conflict.
Each group present one case study.

51. Plenary: What are the 2 or 3 learning points that have emerged?
Some principles:

52. Leadership for Learning
Setting direction 
Total commitment to enable every learner to reach their potential 
Ability to translate vision into whole school programmes
Managing Teaching and Learning
Ensure every child is inspired and challenged through personalized learning
Develop a high degree of clarity about and consistency of teaching quality
Developing people 
Enable students to become more active learners
Develop schools as professional learning communities
Developing the organization 
Create an evidence-based school
Extend an organization’s vision of learning to involve networks

53. Performance management
As part of school improvment

54. Think, feel, say, do…..
Activity: What do people think, feel say and do about Performance Management in your school?
Use one sticky note per idea. Each sticky note should be labelled T, F, S and D

55. Fixed mind set
Intelligence is set
Growth mind set
Intelligence can grow
Leads to a desire to look smart
Leads to a desire to learn
Aviod challenge
Copes with challenge
Bounces back from mistakes
Give up easily
Its the outcome that counts
More effort more success
Moans about or ignores critisism
Learns from criticism
Threatened by other
peoples success
Inspired by other peoples success

56. "The miracle, or the power, that elevates the few, is to be found in their industry, application, and perseverance under the prompting of a brave, determined spirit."
 Mark Twain