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Leaders as Learners: Meeting the Needs of your Staff and Students

Table of Contents

Specifics

  • Activities: Our courses usually include two cultural activities. Further information is available on the page of each location.
  • Certificate: Certificate of Attendance guaranteed for participants who attend at least 80% of the course.
  • Lessons: Classes take place in the Morning (9:00 – 14:00) or in the Afternoon (14:00 – 19:00).
  • OID: Discover our OIDs
  • Price: 480 €

Description

Have you ever considered how important it is for learning environments to have leaders who plan effective learning interventions?

Good school leaders recognize that they play a key role in the design of professional learning in their schools. But research has shown that the most effective school leaders actually participate in Professional Development activities. When leaders demonstrate a willingness to lead by example and be an engaged participant rather than an observer, the whole school feels the impact.

Together in this course, we will explore the importance of leaders being at the heart of Professional Learning in their schools as Learners. We will recognize the potential impact on learning in the whole school that is measurably increased when Leaders are Learners.

We will carry out a collaborative inquiry, as well as share research, case studies, and real experiences of what happens when school leaders take an active part in Professional Learning, rather than just assigning it to their teachers.

Issues including leadership skills and styles, the impact of professional learning on the whole school (especially on students), and planning for impactful learning interventions will be unpacked and evaluated.

Last but not least, participants will identify application opportunities for themselves and their own schools. They will plan for effective, equitable, and differentiated Professional Learning activities, based on the whole staff and students’ actual needs.

Participants in this course will leave with a set of specific goals, and a professional learning programme they will facilitate at their school site. They will also take away their BIO (biography) statement of themselves as a “Leader Who Learns”, to describe their own leadership style, leadership skills, and leadership responsibilities.

Concept by: Natalie Croome

Learning outcomes

The course will help the participants to:

  • Appreciate the impact of Leaders being at the center of Professional Learning;
  • Examine and compare skills involved in Leading and Learning;
  • Identify, describe and create impactful strategies for Leaders Who Learn;
  • Set realistic and achievable goals (KASABs) when planning for impactful Professional Learning;
  • Determine measurement strategies and outcomes for future professional learning;
  • Design for impactful Professional Learning at their school, for everyone.

Tentative schedule

Day 1 – Why “Leaders as Learners”?

  • Introduction to the course, the school, and the external week activities;
  • Icebreaker activities;
  • Presentations of the participants’ schools;
  • Why “Leaders as Learners”?
  • Who are your stand-out leaders and why? How would you describe their impact on your life and approach to learning?

Day 2 – Managers, Leaders, Learners…What’s The Difference?

  • Compare the skills and responsibilities of being a manager, administrator, leader, and learner;
  • Examine and analyze how you currently spend your time;
  • Examine and compare skills involved in Leading and Learning;
  • Discuss “What does lifelong learning really mean?”;
  • Appreciate the importance of being authentic and sincere in leading learning;
  • Explore leadership styles – What is YOUR style?
  • Write your own “I am a Leader Who Learns” BIO statement;
  • Plan for finding a balance between your different roles. ”What are your priorities?”
  • Consider “Who are the Professional Learners you are leading?”

Day 3 – Impact and The Power of Leaders Being Learners

  • The purposes of Professional Learning…Why do you do it?
  • Appreciate the impact of Leaders being at the center of Professional Learning;
  • Recognize the key role of leaders in leading the design and facilitation of professional learning;
  • Determine the kind of impact you want to happen in your school as a result of professional learning; what kind of change/s do you want to observe?
  • Examine a case study of an impactful Professional Learning Programme;
  • Reflect on and analyze the impact of recent Professional Learning in your school;
  • Identify YOUR goals for the kind of impact you want Professional Learning to have in your school;
  • How is learning connected at all levels in your school; student learning, teacher learning, leadership learning, parent learning?

Day 4 – Data and Professional Learning Standards

  • What data do you use to guide decisions about areas for professional learning?
  • What standards do you use to design, implement and evaluate the professional learning that you and your staff team engage in?
  • Setting goals for impactful professional learning: The KASABs for creating change;
  • Planning for measuring the impact of professional learning across the whole school;
  • Equity and differentiation in Professional Learning; is everyone getting what they need when they need it?
  • Timing and pacing…it’s not a one-off deal;
  • Collaborate to design your own Professional Learning Programme.

Day 5 – Sharing and Refining Planning for Professional Learning

  • Share your planned framework;
  • Collaborative problem-solving – Clinical Protocol;
  • Give and receive constructive feedback on your planned framework;
  • Make changes and re-share planned frameworks.

Day 6 – Course closure & excursion

  • Course evaluation: round-up of acquired competencies, feedback, and discussion;
  • Awarding of the course Certificate of Attendance;
  • Excursion and other external cultural activities.

Please note:

The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.

If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.

The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.

Next Courses

= Confirmed date

  • 20-25 Sep 2021
  • 18-23 Oct 2021
  • 15-20 Nov 2021
  • 17-22 Jan 2022
  • 21-26 Feb 2022
  • 21-26 Mar 2022
  • 18-23 Apr 2022
  • 16-21 May 2022
  • 20-25 Jun 2022
  • 18-23 Jul 2022
  • 15-20 Aug 2022
  • 27 Sep - 2 Oct 2021
  • 25-30 Oct 2021
  • 22-27 Nov 2021
  • 27 Dec - 1 Jan 2022
  • 24-29 Jan 2022
  • 28 Feb - 5 Mar 2022
  • 28 Mar - 2 Apr 2022
  • 25-30 Apr 2022
  • 23-28 May 2022
  • 27 Jun - 2 Jul 2022
  • 25-30 Jul 2022
  • 22-27 Aug 2022
  • 13-18 Sep 2021
  • 11-16 Oct 2021
  • 8-13 Nov 2021
  • 29 Nov - 4 Dec 2021
  • 13-18 Dec 2021
  • 10-15 Jan 2022
  • 31 Jan - 5 Feb 2022
  • 14-19 Feb 2022
  • 14-19 Mar 2022
  • 11-16 Apr 2022
  • 9-14 May 2022
  • 30 May - 4 Jun 2022
Check the confirmed dates

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