SEAL Social, Emotional, Aspects of Leadership

1. 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

2. 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

3. SocialInclusion • Early Intervention • Prevention • Improved capacity to manage behaviour Immediate issue of high exclusions, poor attendance and underachievment Multi-agency Partnerships EiC Outcomes

6. 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

7. 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

8. Organisations Things are the way they are because they got that way. Unless things change, they are likely to remain the same.

9. Systems Seeing the forest … not just the trees.

10. People • Achieving a Common Understanding • Reculturing not Restructuring “Change would be easy if it weren’t for all the people.”

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

12. The Terrain

13. January 2007 onwards LA Collaborative Partnerships

14. 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

15. 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)

16. 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

17. 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

18. 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

19. 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

20. 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

21. The National Programme for Specialist Leaders of Behaviour and Attendance The Training Model department for education and skills Creating opportunity, releasing potential, achieving excellence

22. 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

23. Five stage model Learners who learn a theory How many (%) will transfer a new skill into their practice? Answer: 5%

24. Five stage model Learners who learn a theory & see a demonstration How many (%) will transfer a new skill into their practice? Answer: 10%

25. 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%

26. 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%

27. 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%

28. 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

29. The National Programme for Specialist Leaders of Behaviour and Attendance The Programme department for education and skills Creating opportunity, releasing potential, achieving excellence

30. 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

31. 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

32. 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

33. Developing leadership skills Reflective learning Group support Work based evidence Impact on young people Programme ethos

34. 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

35. 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

36. 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

37. 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

38. Focus on the journey, not the destination. Joy is found not in finishing an activity but in doing it. Greg Anderson 1964 and finally …

39. Dennis Carty d.carty@dfes.npslba.reading.ac.uk 0786 128 9336 (Mobile) 0121 772 8176 (Work) West Midlands Regional Coordinator