Aspiring Leaders for Teaching and Learning Programme
2013-2014
Reflective Journaland
Personal and Professional Development Plan
Name: ______
Contents1 / Introduction
2 / Personal and Professional Development Plan and Reflective Journal
3 / Activity 1: Boyatzis’ Model of Intentional Change
4 / Activity 2: SWOT Analysis
5 / Activity 3:Initial Action Plan
6 / Activity 4: Initial Personal Profile
7 / Activity 5: My personal details
8 / Activity 6: Curriculum Vitae (CV)
9 / Activity 7: Johari Window
10 / Activity 8: Fixed Mindset
11 / Activity 9: Growth Mindset
12 / Materials to Help you with your Personal Reflection
- Learning Log Record / Reflective Review
- Questions to help with Reflection for your Learning Log/ Reflective Review
- Weekly Reflection End of Programme Reflective Review
13 / Materials to Help you with your Personal and Professional Development Planning
- Looking Back on the Activities: Bringing together Ideas and Targets
My CPD Record
- My CPD Plan
14 / Materials to Help you Understand Coaching Approaches
- Coaching Style Questions
- Examples of useful questions when using the GROW Coaching Model Questioning aide-mémoire Coaching Record Personal and Professional Development Plan and Reflective Journal
- Coaching Record
15 / Materials to Help you think about your Learning
- Kolb: VAK Learning Styles Self-Assessment Questionnaire
- Honey and Mumford - Learning Style Questionnaire (LSQ)
- Encouraging Empathic Learning
16 / Materials to Help you or Others Help you to Reflect on your Practice
- What is a Reflective Diary?
- Contract for Professional Learning
- Supporting the Role of Learning Support Assistants in Classes – Evidence of Practice :Self-Reflection
- Facilitating Learning: The Role of the Effective Teaching Assistant – Teacher Self-Assessment
- Teaching Standards 2013-14: Self-Reflection
Introduction
Reflection
Reflection is focused thought, concentrating on the ways in which you respond to, understand and develop and apply your learning in new situations.
Reflection is a way of learning from your direct experiences, rather than from the second-hand experiences of others.
This is known as ‘experiential learning’ – real activity with real consequences.
“We do not learn from experience…
we learn from reflecting on experience.” Dewey (1933)
Personal and Professional Development Plan and Reflective Journal
This Personal and Professional Development Plan and Reflective Journal allows you to consider your current self and to plan your future personal and professional development.
The Plan and the Reflective Journal take you through the Model of Intentional Change by Boyatzis.
This model suggests that you will not be able to change Personally or Professionally unless you want to.
There are 6 steps to the Model:
Step 1: Identifying Myideal self: the person and professional I truly want to be
Step 2: Recognising My real self: my current nature and how this compares to my ideal self
Step 3:Identifying My Strengths: where my Ideal Self and Real Self are Similar
Step4: Identifying My Gaps: where my Ideal Self and Real Self are Different
Step 5:Identifying My personal Learning Agenda: building on strengths whilst reducing Gaps
Step 6: Identifying and Taking Opportunities forexperimenting with andpracticing new behaviours – Experimenting as Person and as a Professional
Each step is supported by:
Trusting Relationships that help, support, challenge and encourage each step in the process as we work on changing our behaviour.
This Personal and Professional Development Plan and Reflective Journal will provide you with a range of tools and activities to help you to on this journey.
Boyatzis’ Intentional Change Theory
Activity 1
Please take the time to think about Boyatzis’ Model of Intentional Change.
Start to make notes about each section of the journey to your Ideal Self. This is Reflective Practice.
My Intentional Change Agenda
1. My ideal self: the person and professional I truly want to be
- What do I want to achieve?
- What do I really believe in?
- What are the skills, knowledge and experience I need?
- What sort of person do I need to be?
2. My real self: my current nature and how this compares to my ideal self
3. My Strengths: where my Ideal Self and Real Self are Similar
4. My Gaps: where my Ideal Self and Real Self are Different
5. My personal Learning Agenda: building on strengths while reducing Gaps
6. Opportunities forexperimenting with andpracticing new behaviours – Experimenting as Professional
7. Trusting Relationships that help, support, challenge and encourage each step in the process as we work on changing our behaviour
- Who can help me on this journey?
Activity 2: A SWOT analysis allows you to think about yourself and your Strengths, Weaknesses, Opportunities and Threats.
This is another way of supporting your self-reflection.
Try completing the SWOT analysis for yourself now.
Personal SWOT Analysis
Strengths
/ Weaknesses
Opportunities / Threats
SWOT Analysis: Initial Action Plan
Activity 3: You now have an opportunity to begin to bring together some of your thoughts about your SWOT analysis. From this you may be able to focus further on your Ideal self and how you are going to gain the skills, knowledge and experience that you are beginning to recognise that you will need.
SWOT Analysis (Strengths/Weaknesses/Opportunities/Threats)
Self evaluation:
How many comments do you have in each section?
Are they balanced?
Do you see your strengths or your Weaknesses?
Do you see things as Opportunities or as Threats?
Action required: / Target date
Initial Personal Profile
Activity 4: Before you go any further you might like to think about how you are feeling about the Programme. Your hopes – and possible fears – for the future can then all feed into your SWOT analysis.
Please take the time to focus on how you are feeling about the Programme and your learning needs.
What I hope to gain from the Programme:
Any initial concerns about the Programme, my ability to cope with it or about being an Aspiring leader:
Any particular support needs I may have:
I find that I learn best by:
I find that I do not like learning by:
SWOT Analysis (Strengths/Weaknesses/Opportunities/Threats)
Self evaluation:
Action needed:
Personal Details
Activity 5: you might like to now think about who you are in the context of your personal details. This will then help you to think about your Professional experience in the next activity where you have a chance to update your Curriculum Vitae.
Current address: / Work address:
Phone number / Phone number:
e-mail contact / e-mail contact
Current qualifications:
Context of Teaching and Learning (roles / responsibilities / situation)
Context of Leadership and Management (roles / responsibilities / situation)
Current Continuing Professional Development
Other things to note
Curriculum Vitae
Activity 6: By updating your Curriculum Vitae (CV) you will be able to reflect back on your personal and professional experience so far and to think about the future. This is another way of considering your journey to your Ideal Self.
Personal Details
Name:
Address:
Telephone – Mobile Number / Telephone – Home Number
e-mail address:
National Insurance Number:
Present Employment
Occupational History: Most recent first
Name and Address of Employer / Dates / Job Title, Key Responsibilities and Relevant Experience
Other relevant experience
Personal Statement – Skills, knowledge and experience
ACADEMIC, PROFESSIONAL AND VOCATIONAL QUALIFICATIONS
Qualifications gained and Professional Membership (most recent first) / Grade and Date Achieved / Awarding Body
Interests
Referees:
Name
Address
e-mail address
Daytime telephone no
Capacity in which I know this person
Name
Address
e-mail address
Daytime telephone no
Capacity in which I know this person
Johari Window
Activity 7: Johari Window is a technique that aims to help people better understand their relationship with themselves and with others. It is also sometimes called the Johari House where there are four rooms. Room 1 is the part of ourselves that we see and others see. Room 2 is the aspects that others see but we are not aware of. Room 3 is the most mysterious room in that the unconscious or subconscious part of us is seen by neither ourselves nor others. Room 4 is our private space, which we know but keep from others.
There are several ways of using the Johari window.
a) Try completing each of the 4 quadrants yourself. This may help you to think about how well you know yourself and what are you willing to admit to yourself.
b) Use the list of 56 Johari adjectives. Choose 5 or 6 of them that you think describe your personality. Then ask a peer to choose the adjectives they would use to describe you. What does this tell you about yourself and how others see you?
Johari Adjectives
- able
- accepting
- adaptable
- bold
- brave
- calm
- caring
- cheerful
- clever
- complex
- confident
- dependable
- dignified
- energetic
- extroverted
- friendly
- giving
- happy
- helpful
- idealistic
- independent
- ingenious
- intelligent
- introverted
- kind
- knowledgeable
- logical
- loving
- mature
- modest
- nervous
- observant
- organized
- patient
- powerful
- proud
- quiet
- reflective
- relaxed
- religious
- responsive
- searching
- self-assertive
- self-conscious
- sensible
- sentimental
- shy
- silly
- witty smart
- spontaneous
- sympathetic
- tense
- trustworthy
- warm
- wise
Johari Window
Known to me / Not Known to meKnown to Others / Public/Open
Known to others and to me / Blind
Known to others but not to me
Not Known to Others / Closed
Known to me but not known by others / Hidden
Unknown by me and others
Known to me / Not Known to me
Known to Others / Public/Open / Blind
Not Known to Others / Closed / Hidden
Fixed Mindset
Activity 8: Sometimes we are our own worst enemy in terms of having the confidence in ourselves to try new things and practise new behaviours as we move towards our ideal self. Do you recognise yourself in any of these statements? Why not highlight any that you may need to work on. These can then be added to your Personal Action Plan.
Characteristics of a Fixed’ Mindset / Repercussions
My intelligence is a fixed trait – I have a certain amount of it and that’s that. / I worry about how much intelligence I have and it makes me interested in looking and feeling as if I have enough. I must look clever and, at all costs, not look stupid.
I feel clever when things are easy, where I put in little effort and I outperform my peers. / Effort, difficulty, setbacks or higher performing peers call my intelligence into question, even if I have high confidence in my intelligence, so I feel stupid.
I need easy success to feel clever / Challenges are a threat to my self-esteem so I won’t engage in them.
I don’t want to have my inadequacies and errors revealed. / I will withdraw from valuable learning opportunities if I think this might happen
Even if I’m doing well initially, I won’t be able to cope with a problem or obstacle. / I readily disengage from tasks when obstacles occur.
Growth Mindset
Activity 9: Do you recognise yourself in any of these statements? How can you keep yourself with a positive Growth Mindset? Again these ideas could go into your Personal Action Plan.
Characteristics of a ‘growth’ mindset / Repercussions
Intelligence is something I can increase through my own efforts. / I am keen to work hard and learn as much as I can.
I acknowledge that there are differences between people in how much they know and how quicklythey master things. / I believe that everyone, with effort and guidance, can increase their intellectual abilities.
I love to learn something new. / I will readily sacrifice opportunities to look clever in favour of opportunities to learn something new.
I am excited by challenge. / Even if I have low confidence in my intelligence, I throw myself into difficult tasks and stick with them. I set myself goals and make sure I havestrategies to reach them.
I feel clever when … / I am fully engaged with a new task, exerting effort to master something, stretching my skills and putting my knowledge to good use (e.g. helpingother pupils learn).
Materials to Help you with your Personal Reflection
Learning Log Record / Reflective Review
Questions to help with Reflection for your Learning Log/ Reflective Review
Weekly Reflection
End of Programme Reflective Review
Learning Log Record / Reflective Review
Name: ______Date: ______
The main points I have learnt from this session are:
Reflection is focused thought, focusing on the ways in which you respond to, understand and develop and apply your learning in new situations.
How I can develop my own practical skills as a result of this session
Reflection is a way of learning from your direct experiences, rather than from the second-hand experiences of others.
How I could develop my knowledge and understanding as a result of this session
This is ‘experiential learning’ – real activity with real consequences.
My Individual learning Point is:
Questions to help with Reflection for your Learning Log/ Reflective Review
What did I read for this session (apart from the notes)?
What was the most interesting thing I read for this session (mark it above with an asterisk) - why was that?
What were three main things I learned from this session?
What did I previously think was true, but now know to be wrong?
What did we not cover that I expected we should?
What was new or surprising to me?
What have I changed my mind about, as a result of this session?
One thing I learned in this session that I may be able to use in future is...
I am still unsure about...
Issues that interested me a lot, and that I would like to study in more detail
Ideas for action, based on this session...
What I most liked about this session was...
What I most disliked about this session was...
Miscellaneous interesting facts I learned in this session...
Weekly Reflection
What sort of things did I do this week?
How do I feel about this week? Why?
How much of what I did this week, was about my personal well-being?
What frustrations have there been this week?
How much of what I did this week reflected my priorities for the school?
How much about what I did this week was maintenance, and how much was moving my school forward?
What should I not have done this week?
What should I have done that I didn’t do?
Who do I feel was controlling my agenda this week? (me, staff, pupils, parents, governors, local authority) Was this a good or a bad thing?
What would I have liked to have changed about how I spent my time this week?
What would I like to change about how I work/manage my time?
What can I do to implement these changes?
End of Programme Reflective Review
How have my expectations of the programme been met?
What impact has the programme had on my practice as an Aspiring Leader?
What impact has the programme had on my values?
Whatdifference has the programme made to the way in which I am thinking about my future as a school leader?
Reflective Journal ALfTLProgramme 2013-14 e-copyPage 1
Materials to Help you with your Personal and Professional Development PlanningLooking Back on the Activities: Bringing together Ideas and Targets
My CPD Record
My CPD PlanLooking Back on the Activities: Bringing together Ideas and Targets
Activity 1: Boyatzis’ Model of Intentional Change - Ideas and Targets about my journey to my Ideal Self.
Activity 2: SWOT Analysis - Ideas and Targets about my Strengths, Weaknesses, Opportunities and Threats.
Activity 3:Initial Action Plan - Ideas and Targets from my Initial Action Plan
Activity 4: Initial Personal Profile - Ideas and targets from my Initial Personal Profile
Activity 5: My personal details - Ideas and targets from my Personal Details
Activity 6: Curriculum Vitae (CV) - Ideas and targets from my CV
Activity 7: Johari Window - Ideas and Targets from Johari Window
The part of myself that I see and others see. The aspects that others see but I am not aware of. The unconscious or subconscious part of me that is seen by neither myself nor others. My private space, which I know but keep from others.
Thinking about my personality and how others see me.
Activity 8: Fixed Mindset - Ideas and targets from thinking about my Fixed Mindset
Activity 9: Growth Mindset - Ideas and targets from thinking about my Growth Mindset
Learning Log Record / Reflective Review - Ideas and targets from thinking about my Learning Log Records / Reflective Reviews
Weekly Reflection - Ideas and targets from thinking about my Weekly Reflections
End of Programme Reflective Review - Ideas and targets from thinking about my End of Programme Reflective Review
Coaching Record - Ideas and targets from thinking about my Coaching Record
Kolb: VAK Learning Styles Self-Assessment Questionnaire - Ideas and targets from thinking about my Learning Style
Honey and Mumford - Learning Style Questionnaire (LSQ) - Ideas and targets from thinking about myLearning Style
Encouraging Empathic Learning - Ideas and targets from thinking about my Empathic Learning
Supporting the Role of Learning Support Assistants in Classes – Evidence of Practice: Self-Reflection
Facilitating Learning: The Role of the Effective Teaching Assistant – Teacher Self-Assessment
Teaching Standards 2013-14: Self-Reflection
My CPD Record
Name:Time period:
Key dates / What did I do? / Why? / What did I learn from this? / How have/will I use this?
Any further action?
My CPD Plan
Name:Time period:
Planned Outcome
Where do I want to be by the end of this period? What do I want to be doing?
This may be evolutionary or ‘more of the same.’
What do I want/need to learn? / What will I do to achieve this? / What resources or support will I need? / What will my success criteria be? / Target dates for review and completion
Notes:
Reflective Journal ALfTLProgramme 2013-14 e-copyPage 1
Materials to Help you Understand Coaching Approaches