Proposal for Developing Behaviour for Learning in your School
How we can help you proceed with your own behaviour plans in your school.
There are four potential elements of support that Behaviour & Learning Management can provide for this aspect of your School Improvement Planning. All of these activities we can provide in-school, should you choose, and just one of the days will require a school closure but there will be cover implications, of course, for some of the training days –
1. Observations of practice and systems – One of us visiting school to carry out an audit of teacher current practice, using the new Assertive Discipline® method as the framework. This could provide some element of a pre- and post-intervention measure. We would need to allow 1 or 2 days now and 1 or 2 days at the end of the process to complete this. We can usually get enough data from 2 classes per period over one or two days, depending on school size. A report of these observations and conclusions for action will help in the planning of your school's next steps.
2. Mentor Training – Working with a group of selected staff, in order to skill them for the ongoing work of coaching, supporting and maintaining the development of school behaviour plans and practice, in conjunction with SMT and Middle Managers. This involves in-depth training for a cadre of within-school coaches in the new Assertive Discipline® method who will subsequently support colleagues in using the programme. We usually recommend that you need one mentor for between every 8 - 10 teachers. In a school of 80 staff you will need 8 - 10 mentors. This element takes mentors through our 2 day Assertive Discipline Master Class looking in detail at the theory and practice of quality Assertive Discipline®. Then leaders need a period to practice these skills in their own lessons before a subsequent 1 or 2 days a few weeks later to review their Assertive Discipline knowledge and now to focus on the leadership and coaching processes needed to support others. Mentors don’t need to be managers – but they do need to be committed and to be prepared to coach others once they reach a comfortable level of competence.
3. Staff presentation - This is typically the one day INSET either reviewing or presenting to all staff the proper behaviour management practices of Assertive Discipline®. We don't expect on one day all staff to become proficient exponents! But to ensure they have all received the same message we recommend this step. This training day may be led by your own AD mentor team or by one of us.
4. Situational Leadership® II training - providing training for designated managers in the leadership of your school improvement plans for behaviour, and in the quality control of its practice (and, as needed, further “troubleshooting” to consult over local issues in terms of either classroom or school-wide practice). We find that the philosophy and practice of the Assertive Discipline® approach not only relates to teacher communication in the classroom but also points out the way adults can communicate with each other in a more effective, respectful and positive manner - “What works in the classroom works in the staff room” … “Walk your talk” …etc. We find that the Situational Leadership®II approach to supporting adults follows the same philosophy and method as Assertive Discipline, and provides a practical methodology to promote CPD work in schools. This Situational Leadership® II programme requires 2 days to complete. (Note, we are the only educational consultancy with qualified trainers accredited by the Blanchard Organisation to offer Situational Leadership® II training in UK schools.)
Costs
Our training fees are are determined by the size of the school, and for longer term work we discount accordingly. So costs will depend upon how many staff and how long we are involved.
Time scale
- Behaviour Audit - Pre- and post-intervention observations - 2 - 4 days observations
- Mentor training – Mentor training for selected staff : 2 + 1 days
- Whole staff training - 1 day (5 hrs minimum instruction) or 4 twilight sessions
- Situational Leadership® II - Leadership training for senior managers (or other leadership group) : 2 days
The goal of such of a project is to provide you with a self-supporting Assertive Discipline® system, in which you are able to manage and maintain the quality of provision for yourselves.
We can also discuss with you further additional related activities we could provide such as working with non-teaching staff, support for parents, developing pupil peer mentoring, pupil training for lesson observation, pupil leadership training, one to one coaching, use of video for coaching.