Developing Emotionally Literate Staff: A Practical Guide - download pdf or read online

By Elizabeth Morris, Julie Casey

ISBN-10: 1412910390

ISBN-13: 9781412910392

ISBN-10: 1412910404

ISBN-13: 9781412910408

ISBN-10: 1847878202

ISBN-13: 9781847878205

`my feeling is this is what a few suffering associations desire' - TES additional for targeted wishes do you need to grasp tips on how to positioned emotional literacy into perform on your institution? Emotionally literate faculties convey higher studying results for kids, better attendance, diminished behavioural demanding situations, strong relationships, superior recruitment and retention and feature a well-motivated, potent and not more under pressure crew. during this useful booklet, Elizabeth Morris and Julie Casey offer every little thing you want to start to create an emotionally literate ethos inside of your university, and provides you instruments to boost emotionally literate employees and practices on your tuition over the process a 12 months. it really is choked with useful instruments to aid: - you examine and degree the present `emotional temperature' of your surroundings, and overview development - all employees on your surroundings improve the wisdom, self belief and key talents worthwhile for helping kid's social, emotional and behavioural improvement. It encompasses a diversity of versatile education modules that you can create a programme of CPD via employees conferences and INSET that precisely meet your school's wishes. college administration groups, PHSE co-ordinators, SENCOs, type academics, LEA behaviour carrier managers and specialists, and academic psychologists trying to find functional how you can make faculties extra emotionally literate will locate all of the suggestions they want during this ebook.

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Extra resources for Developing Emotionally Literate Staff: A Practical Guide

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How might it provide a framework for any ongoing or planned initiatives, reduce current demands on capacity? Adapted from Fullan, 1991 13 Who? Time needed? Key outcomes Exploring SLT feasibility. ) Research and summarizing – variable period of time ■ The coordinator is familiar with all aspects of the programme and can summarize these at different levels for a variety of key stakeholders Threats and opportunities Agreed action points, deadlines, dates and responsibilities Decision as to whether to implement now/delay or not to undertake Key tasks are timetabled, time, funding and resources allocated (in the light of current priorities) ■ Monitoring and evaluation systems are considered An appropriately placed coordinator with a clarity of role and tasks Exploring the Coordinator of SLT current context: Variable time A Mapping demands what is in already place A ‘rich picture’ of current provision for developing children’s SEBS is constructed that shows what, for whom, and how often and the effectiveness of each element has been considered ■ This page can be photocopied.

Sheets can be given in and collated for overall temperature. 4 3 2 1 Comments 1 I feel empowered and motivated by the school management 2 My views and expertise are sought out and valued 3 I feel able to express my opinions even if they may lead to disagreements 4 I believe that my emotional health and well-being are important to the school 5 I feel able to risk making a mistake – this would be seen as part of the learning process 6 Relationships are generally good between pupils 7 Relationships are generally good between staff and pupils 9 Relationships among the staff are generally good 10 The values and beliefs of the school include the importance of promoting social and emotional learning 11 I believe that most staff share the school’s beliefs and values 12 Pupils are supported in developing self-direction and responsibility for their learning and behaviour 13 The school environment is welcoming to all, celebrating cultural diversity 21 This page can be photocopied.

0000000000 8 See challenging behaviour as an expression of consciously held resentment and obstinacy? 9 Strongly link cognitive intelligence to achievement? 0000000000 More responsive to democratic approaches for involvement and commitment? Operate continuous improvement processes that depend on staff coaching and mentoring as an important part of their development? Emphasize the importance of the personal well-being of every individual in the school to the success of the school as a whole? See the fostering of individuality and creativity within each person in the school to be the driver of the processes within the school?

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Developing Emotionally Literate Staff: A Practical Guide by Elizabeth Morris, Julie Casey


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