| Course Dates : |
Course Location : |
Course Fees : |
Course Codes : |
| 11 July- 17 July 2010 |
The University of Kent at Canterbury |
£485 |
TLL 29 |
Target Audience
 |
|
| • |
Teachers of English, especially from Secondary
Level and above. |
| • |
Teacher Trainers. |
| • |
Academic Managers. |
| • |
School owners and principals. |
|
|
You will need an advanced level of English to participate on this course
Course Summary
This intensive and experiential programme has been specially designed to enable you to explore the newly emerging “post heroic” styles of leadership, to review the ways you influence others through all your daily activities, whether your style is behind-the-scenes networking or leading from the front, and to develop your repertoire of personal leadership interventions both in and out of the classroom. Post-heroic approaches are characteristically life-enhancing in that they draw out the best from people, help them to face problems, make use of the intelligence in the team or school, and use the diversity present in any group as a core resource
Such leadership styles are rooted in a learning approach to people and situations and involve power with people rather than power over people. They rely on relationship and connection rather than hierarchy and distance, and aspire to serve human flourishing rather than the interests of a few.
While teachers may not have been attracted to traditional models of leadership, post heroic styles have special relevance and immediate practicality to educators who wish to make a difference in these complex, connected up and uncertain times.
The aim of this programme is to help you transform your work and the ways you affect and influence
Programme of the training activities
|
|
| • |
Build in a structured way on your personal experience of leadership and followership, what works, what doesn’t, and what could… |
| • |
Understand new leadership practices including organisations that learn, women’s leadership, the role of personal presence and authenticity, and action inquiry as a learning tool. |
| • |
Liberating intelligence that already exists in your team, class, staff room, or school. |
| • |
Develop your personal leadership styles that embody your own deep values and bring purpose and joy to your work. |
| • |
Practise this during the programme and afterwards through personalised action experiments developed during the workshop for use back at work. |
Description of training content:
Preparation
Each applicant to send in action plan 4 weeks before the course outlining hopes and objectives for achievement as a result of attending this course.
Objectives
The course enables educators to develop their thinking and their practice of current concepts of both formal and informal leadership.
Expected results
Greater confidence and competence in experimenting with new forms of leadership practice, in and out of class, and the intentional development of the same in others.
Is this the right course for me?
|
|
| • |
Yes – if you are committed to making a difference |
| • |
Yes - if you want to do this through your work |
| • |
Yes – if you want to re-connect your work with your life purpose. |
If this is not the course for you, please consider one of the following:
|
|
| • |
NLP for Teachers – if you want to focus more specifically on this exciting and challenging “Study of excellence” (a two week course) |
| • |
Building Positive Group Dynamics if you want to become more proficient in facilitating and maintaining groups (a one week course) |
Programme of the training activities day by day:
Please note this is an example of a daily programme. Course content may often be usefully adapted to incorporate the needs of each specific group.
Week 1
| |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| AM 9.00-10.30 |
Introductions,
Leadership and the birth of this group
Group ground rules
|
Newly emerging “post heroic” models of leadership |
Sense making the first 2 days
Servant leadership, authenticity and personal presence
|
Your personal values
Mindmap your own emerging leadership theory
|
Presenting your leadership project + structured responses and sense making, support, challenge, and feedback |
| 11.00-12.30 |
Learning from experience…
Your stories of Leadership
|
Narrative as leaderly action.. Stories of power and lack of power |
“The Yellow Emperor”
Complexity and Seeing the System. Action enquiry as a leadership tool
|
The learning organisation
Adaptive leadership work
Leadership V Management
|
Developing post course action plans. |
| PM 14.00-15.30 |
The new paradigms of leadership
Personal leadership project
|
Women’s leadership, self- knowledge and personal maturity |
Freefall writing
Personal shopping basket
Personal project
|
Values, Vision, Mission exercise |
Feedback on Learning
Course review, including evaluation and farewells
|
Recommended reading: Please note it is not necessary to buy or bring these books to the course.
|
|
| • |
“Learning to Lead” W. Bennis & J. Goldsmith (Nicholas Brearly) 1997 |
| • |
“A Very Short, Fairly Interesting and Reasonably Cheap Book about Studying Leadership” Jackson and Parry (Sage) 2008 |
| • |
“Action Inquiry: The Secret of Timely and Transforming Leadership” (Berret Koehler) 2004 |
| • |
“Leadership and the New Science” M. Wheatley (Berret Koehler) 1992 |
|
|
