Full course description
Date and Time
Wednesday 6 May (Day One) Thursday 4 June (Day Two), 2020 both 9.30 am to 3.30 pm
This learning event is right for you if you are leading a team facing new challenges that needs greater cohesion and a desire to excel even further
Through hands-on activities designed to be practical, memorable and flexible, this learning series will support you, as a leader, in developing:
• improved understanding, communication and application of individual and collaborative strengths
• key structures for ‘healthy’ and ‘smart’ organisations
• strategies to better expose, value and leverage the diversity that exists in the team you have in front of you
• strategies for uncovering, better understanding and deliberately maximising the (sometimes well disguised) positive intention of your colleagues
• knowledge and skills in identifying, reframing and redirecting behaviours and structures that are counter to collaborative gains.
With the concept of transference high on the agenda for many schools, each strategy from this series is as applicable to the relationships within your professional work team as it is to the relationship with your students.
From previous participants:
· ‘I got the leadership position and the strategies really helped me to improve the team’s relationships and results, especially with “difficult” colleagues.’
· ‘I have read (and reread) my notes and it’s really working. It’s been a winner for me.’
· an understanding of the context, intention and benefits of a positive strengths-focused leadership culture
· an understanding of a selection of your own and your colleagues’ dominant strengths
· strategies for improved collaborative interaction
· an awareness of and foundational strategies for the redirection of misunderstood, miscommunicated and/or misapplied behaviours.
With more than 20 years’ experience as a classroom teacher, educational leader and professional learning consultant, Craig Becker is passionate and skilled in the areas of collaborative capacity, student engagement, visible learning and student-focussed assessment, feedback and guidance strategies. Believing learning structures should always be visible and well-communicated, he has devoted years to embedded action-research that has helped to identify and develop clear connections between learning behaviours and academic growth. Craig has successfully led teams and curriculum initiatives in five different schools across four countries.