Leadership Skills for Teachers

Course Summary

This highly interactive course provides an overview of team leadership and team building, drawing on years’ of experience delivering leadership and management training within the corporate and educational fields.

Fast Facts

Course dates:01 - 05 July 2019
15 - 19 July 2019
12 – 16 August 2019
07 – 11 October 2019
Max. group size:12
Entry level:B1
Min. age:23
Course materials:Included
Hours/week:21
Price:£395
Booking fee£50
Terms and conditions

Target Audience

This course is for managers and aspiring managers of language centres who wish to develop their leadership skills. It is also suitable for teachers wanting to improve their management skills in the teaching environment.

Preparation

After registration, participants on this course programme will receive:

  • a pre-course questionnaire which will enable trainers to learn about the participants’ teaching backgrounds
  • information about the Europass Mobility Certificate
  • a recommended reading list to prepare participants for various aspects of the course
  • information about York to prepare teachers for their cultural experience

Objectives

By the end of the course participants will:

  • be able to define leadership and management
  • have a knowledge of key leadership models and approaches
  • be able to understand, explain, and develop the skills, knowledge and attitude needed to be an effective leader
  • have developed an understanding of how to get the best out of your team/students

Methodology

Sessions demonstrate and train Leadership Skills for Teachers and the different approaches, methodologies, techniques and knowledge. An interactive communicative approach is applied, which provides participants with their own experiential learning of the activities and methodologies. Input sessions are in the form of hands-on workshops and involve brainstorming, analysis, problem-solving, and role-play, both in pair work and group work. Participants are actively involved in the sessions to maximize their learning and to experience activities from their learners’ point of view.

Teachers are asked to reflect on the activities, inviting discussion with regard to their own knowledge and experience, teaching methods and contexts, and on adaptation of activities to their own teaching and learning situations. Participants are also introduced to key resources related to the further development of their teaching skills and personal professional development. Both theory and practice are explored, analyzed and discussed, further enabling the participants’ use and development of their teaching and classroom management skills regarding Leadership Skills for Teachers.

Follow Up

The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.

Sample Course Programme

 Session OneSession TwoSession Three
MONDAYWelcome & introductions
Ice-breaker

Introduction to the course: objectives and methodology


What is leadership?
Difference between management & leadership;
qualities needed in personal leadership

Group activity
How to lead others
Self-awareness; developing competencies; developing others


Personal activity
TUESDAYWhat is your leadership style?

Situational Leadership:
developing people over time


Case study
Developing competence
Directing work tasks;
setting clear goals;
monitoring



Group activity
Developing commitment
Understanding what motivates people;
Directing work tasks and setting clear goals

Group activity
WEDNESDAYLeading a team

Understanding team dynamics;
understanding team roles; aligning people to tasks

Group activity
Building team spirit
Developing communication networks;
effective listening;
building consensus


Case study
Reaching high performance
Understanding what motivates people;
Directing work tasks


Group activity

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