Day one Afternoon

First task looking at key players and identifying their key features:

Learning coach:

• Experience
• Enabling skills
• Responsive to needs
• Capable of effective evaluation
• Capable of being an effective coach
• Review the bigger picture and make sure the participant is focused and on task
• Don't give all the answers
• Good listener
• Time to do the role
• Experienced confidential voice
• Critical friend, honest with feedback
• Flexible in an assessment scenario
• Willingness to engage with the program
• Knowledgeable about the program

Participants:

• Being a middle leader or an aspirant middle leader
• Open to change
• Ability to follow a program
• Utilise reflective time effectively
• Effective time management
• Capable of constructive evaluation
• Data literate
• Completer finisher

Facilitator:

• Effective coaches
• Successful enablers
• sustaining dialogue between all stakeholders
• An appreciation that the journey is about learning
• Confident in all aspects of the program
• Flexibility of approach to individual situations
• Clear communications
• Commitment to the role
• Building the trust within the group

Head teacher:

• Kept in the loop
• Identify work within the SIDP for middle leader
• Working knowledge of the program
• Promote value of the program
• Release information relevant to the program
• Delegate authority

Looking at Facilitation:
What do you understand to be the key characteristics of effective facilitation to enable learning?
Use the competency framework to self evaluate on a regular basis

1.  National College definition of facilitation

Facilitation creates a dynamic, personalised process that empowers and challenges individuals and groups to engage in significant learning. This learning leads to meaningful change in behaviour in relation to professional practice. The key features of facilitation include:

• Reflection
• Mutual learning 
• Probing
• Scanning
• Modelling
• Dialogue
• Interventions
• Co-facilitation

2.  Overview of the Facilitation Competency Framework

The definition of the term competency used in this framework is based upon an adapted version of that which was developed by David McClelland: ‘a competency is a personal characteristic, evidenced in (patterns of) behaviour(s) that differentiate levels of performance in a given, job, role, organisation or culture’. Daniel Goleman built on McClelland’s work by identifying a particular set of competencies for Emotional Intelligence that underpin effective performance in roles that involve relationships and leadership.

Facilitators delivering National College provision are expected to perform highly against 11 core competencies. These derive from competencies across the four Emotional Intelligence domains and from updated research by Daniel Goleman and colleagues on Social Intelligence. The framework explains the importance of the each of the competencies and provides behavioural indicators for four ‘levels’ of performance. The competencies are supported by skills, knowledge and understanding as shown in the diagram 1: Overview of the competency Framework on the following page.

The emotionaly intelligent learner
"The capacity for recognising our own feelings and those of others, for motivating ourselfs and managing our emotions well in ourselves and our relationships."

linked to the competency page
Iceberg analogy; above water line regularly seen (Skill and Knowledge), below the waterline (Social role, self image, trait, Motive)

looked at various traits and simply attempted to fit ourselves into them, reflected upon.
Need to be aware that different people have different traits and that i dont enforce mine!
Need to be constructive and share traits with co facilitator to allow harmonius delivery and prevent possible clashes!

Introduction to stage 1 (overnight task)

• Key priorities for the session
• Key learning outcomes
• Key tasks
• Rationale for your design

This task will be linked to stage 1 only from the handout this is a 15 minute presentation