Leaders for the Future modules

Leading yourself

Before you are able to lead and manage others, you need to know and manage yourself effectively. This means developing emotional intelligence; understanding your own personality and seeking to understand others, considering how you communicate and how you are perceived by others.

Aims of the session

  • To consider the importance of emotional intelligence for self-leadership and leadership of others
  • To reflect on your own personality and consider how this impacts on both your own leadership and those you lead
  • To understand and recognise different personality traits
  • To explore a range of communication styles and consider the implications for leadership
  • To reflect on the impact your behaviours and actions have on others and how you are perceived.

Leading for impact

This module explores the component parts of ‘vision’; how to explain a personal vision and consider its impact upon the individual, the team and the school. You will also explore the key elements of building an effective team and evaluate the strengths and weaknesses of particular teams in delivering successful outcomes.

An examination of the aspects of project management will provide a structure through which a project or plan can be achieved.

Aims of the session

  • To examine the concept of vision
  • To develop your own vision and apply it to your situation
  • To formulate the key elements of building an effective team
  • To construct a project management plan.

Leading and influencing others

Teachers in the early stages of their careers are often given departmental projects and whole-school initiatives to lead on, where they have no formal authority and therefore need to access a wide range of interpersonal skills and influencing styles to achieve success.

Leaders for the Future modules will tend to regularly have ideas for improving your school which you want to implement but struggle to get the buy-in of more senior colleagues.

Aims of the session

  • To enable participants to take a rational and analytical approach to understanding the needs and agendas of those around them
  • To help them to be strategic in influencing a range of different stakeholders.

Leading yourself for the long term

Teaching requires both long-term and short-term strategies to ensure that teachers stay motivated, healthy and on top of their responsibilities. This module aims to help to think about how they can be effective now and how they can ensure they make the best personal choices about how they want to develop in the future.

Aims of the session

  • To become more efficient with their time
  • To understand stress
  • To be able to consider different career paths.

Leading through coaching and mentoring

This session explores the different approaches that should be considered when supporting a colleague or leading a team. The session helps delegates to understand when best to use these approaches, strategies to implement and identify the potential risks.

Aims of the session

  • To identify coaching, collaborative and mentoring techniques, applying them to workplace situations as appropriate
  • To know and be able to select appropriately from a range of strategies on how to support and collaborate with colleagues
  • To apply effective communication skills when working with colleagues to achieve a goal.

Leading vision and culture

New for 2019
This module explores the importance of establishing a clear vision and developing a culture to support learning. The session helps delegates to understand the fusion between vision and culture and the successful team behind its delivery.

Aims of the session

  • To explore, formulate and communicate a clear vision
  • To articulate a personal vision and consider its impact upon the individual, the team and the school
  • To create the right culture and embed it across the school
  • To explore the key elements of building an effective team and their roles in leading a vision and culture.

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Leading vision and culture
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Leading teaching and learning

New for 2019

This module explores the core principles of curriculum design and the impact of great teaching and assessment on a successful school community. The session will help delegates to understand the importance of delivering a curriculum and learning experience that benefits learners.

Aims of the session

  • To develop a firm understanding of the principles underpinning assessment and evidence-based pedagogy
  • To understand strategies to improve progress for all pupils using the EEF Toolkit
  • To develop an understanding of the principles underpinning curriculum design.

Leading a team

New for 2019

This module explores the important qualities of building successful and effective teams. The session will also focus on the core principles of developing and delivering a successful whole-school project that will benefit the school community.

Aims of the session

  • To explore the key elements of building an effective team
  • To reflect upon the roles of effective leaders of teams
  • To construct and deliver a successful project management plan.

Leading with parents and partners

New for 2019

This module explores the importance of understanding the community that a school serves and how to develop effective partnerships with key stakeholders including parents.

Aims of the session

  • To develop an understanding of what the school community is and why it is important to engage with all stakeholders across it
  • To consider how removing barriers to stakeholder engagement can improve student outcomes, achievement and experiences
  • To explore how working with others can improve pupil progress and pupil outcomes – eg other schools and academies, organisations, agencies.

Leading for accountability

New for 2019

This module explores the important issues around accountability in schools and academies and how these measures can be managed effectively to support the balance between improving performance and the quality of learning.

Aims of the session

  • To understand the different accountability pressures facing schools and academies
  • To reflect upon the need for accountability measures
  • To consider the impact of data and other measures used upon standards and workload
  • To explore different approaches to managing the accountabilities from within and outside of schools.

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