Concept by: Thomas Frick
Working with the participants’ personal experiences of leading and managing in schools, this course will inspire them to reflect on how they fulfill their roles as (hierarchical) superiors. Expanding their leadership and management toolbox first in theory, they will then have the opportunity to try out what they have learned, experience how it has worked for them, and incorporate it into their own leadership style.
By receiving feedback from the other participants and the trainer, they will realize their leadership strengths as well as implement ideas of how to further their own leadership competencies.
In addition, participants can bring in their personal issues as superiors in order to explore realistic solution strategies with the support of the group.
At the same time, they will practice dealing appropriately with difficult situations at work, thereby training their skills to listen and to intervene assertively when necessary.
Overall the course will help participants to develop and identify with their professional role as leaders and/or managers.
This course will help participants to further their leadership and management competencies:
- By being equipped with management and communication tools necessary to successfully lead a school and/or a team within the school;
- By practicing these tools to facilitate their implementation in everyday work life;
- By developing their leadership roles along with their own appropriate leadership styles.
The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.
Day 1 – Course introduction, contracting & appropriate communication as leader
- Setting the frame: Expectations, goals, rules, roles;
- Leading with role awareness;
- Leadership roles & leadership styles;
- Appropriate value-based leadership;
- Productive and role-integrated communication (Transactional Analysis);
- Presentations of the participants’ schools.
Day 2 – Listening actively with emotional intelligence & setting goals
- Deep active listening with emotional intelligence. Discovering one’s own and other people’s needs;
- Exploring personality styles;
- Setting good goals. From vision to action.
Day 3 – Time and self management & motivation
- Self-analysis of own behavior at work. Strengths and weaknesses of dealing with oneself and others;
- Time management;
- Setting priorities;
- From reactive to proactive management;
- Supporting one’s own and others’ life balance;
- Motivating oneself and others;
- Motivating staff – what can be done?;
- Enabling intrinsic motivation;
Day 4 – Conflict management, feedback & delegation
- (Proactively) Dealing with disturbances and conflicts;
- Group dynamics (team development);
- Ensuring a productive work environment with assertiveness (I-language);
- Negotiating win-win solutions;
- Mediating conflictual situations;
- Giving and receiving feedback;
- Delegating tasks and projects (goals);
- Peer counseling & coaching.
Day 5 – Moderation of meetings and conferences & solving professional issues
- Moderating efficient and effective meetings;
- Moderation toolbox;
- Conducting an exemplary meeting;
- Solving “burning” issues of participants;
- Peer counseling & coaching;
- Personality and Leadership;
- Productively dealing with own and others‘ strengths and weaknesses.
Day 6 – Excursion & course closure
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
- Teachers & school staff: primary level;
- Teachers & school staff: secondary level;
- Headteachers, principals, and managers of schools.