14 April 2016

Evaluating My Emotional Intelligence

Total = 59
Score Interpretation

Self-Awareness: (Questions 1, 8, 11)
Your score is 13 out of 15
Self-Regulation: (Questions 2, 4, 7)
Your score is 11 out of 15
Motivation: (Questions 6, 10, 12)
Your score is 14 out of 15       
Empathy: (Questions 3, 13, 15)
Your score is 12 out of 15
Social Skills: (Questions 5, 9, 14)
Your score is 9 out of 15

This framework was developed by Daniel Goleman. I am not at all surprised where I came out on the framework. When I read the description below I think it gives a fairly accurate description of me and almost reflects my quadrants in the HBDI. The fact that "Social Skills" is my lowest area reinforces my goal on developing my communication skills in my leadership role.

I asked Joe, Muireann and Darran to grade me using the same tool. These scores came out in the mid sixties. I will need to talk further with them about this. 

The outline below of the framework and the test is from this site. 
  1. Self-Awareness – People with high EI are usually very self-aware . They understand their emotions, and because of this, they don't let their feelings rule them. They're confident – because they trust their intuition and don't let their emotions get out of control.
    They're also willing to take an honest look at themselves. They know their strengths and weaknesses, and they work on these areas so they can perform better. Many people believe that this self-awareness is the most important part of EI.
  2. Self-Regulation – This is the ability to control emotions  and impulses. People who self-regulate typically don't allow themselves to become too angry or jealous, and they don't make impulsive, careless decisions. They think before they act. Characteristics of self-regulation are thoughtfulness, comfort with change, integrity , and the ability to say no.
  3. Motivation – People with a high degree of EI are usually motivated . They're willing to defer immediate results for long-term success. They're highly productive, love a challenge, and are very effective in whatever they do.
  4. Empathy – This is perhaps the second-most important element of EI. Empathy  is the ability to identify with and understand the wants, needs, and viewpoints of those around you. People with empathy are good at recognising the feelings of others, even when those feelings may not be obvious. As a result, empathetic people are usually excellent at managing relationships listening , and relating to others. They avoid stereotyping and judging too quickly, and they live their lives in a very open, honest way.
  5. Social Skills – It's usually easy to talk to and like people with good social skills, another sign of high EI. Those with strong social skills are typically team players. Rather than focus on their own success first, they help others develop and shine. They can manage disputes, are excellent communicators, and are masters at building and maintaining relationships.

2 April 2016

Thinking About Effectivenes

This year, I am really thinking about my impact in our school. How effective am I as a leader? What does it actually mean to be effective in our school?

Covey suggests that it is a combination of performance and production combined with the culture, the  well-being of the collective. Individuals often drive hard for results but are often unable to sustain their performance which can ultimately impact on the well-being of the collective organisation. Alternatively, the culture and well-being of the group may well be outstanding but they fail to perform and produce what they intend to... They just simply have potential. They are not effective.

I've been re-reading about Covey's seven habits that lead to effectiveness and reflecting on my own effectiveness, or lack of it: 

Effective leaders operate in certain ways:

1. They are proactiveTherefore, what is my greatest influence and how can I work from this? This is something I am constantly seeking to develop.

2. They begin with the End in Mind:   For this to happen the beliefs and principles need to be cognitively portable. Conversations need to reflect these and practices that do not align need to be challenged. The why of what we do is the emerging culture at school.

3. They put first things first: What is urgent and what is important? Some days it is really hard to focus on leadership when it feels that there is much to manage... 

Effective leaders work with others in certain ways:

4. They think Win-Win: Only Covey says this well.... "Win/Win is a belief in the Third Alternative. It's not your way or my way; it's a better way, a higher way". It's a real balancing act for me...Empathy can be a strength but I am not anywhere near as brave or as confident as I would like to be.... yet. 

5. Seek First to Understand, Then to be Understood: This habit is about communicating with others. I am developing the habit of listening carefully and really understanding the other person before I give my thoughts. 

6. Synergize: Two heads are better than one... we know that.  Covey directs our attention to the power of effective relationships. We can achieve so much more when we engage in effective relationships with others than if we acted alone. Out of diversity grows strength as opposed to conflict. 

Effective leaders continually self improve their influence both personally and interpersonally:

7. Sharpen the Saw: This is something that does not come naturally. I have never really had a good work/ life balance but it is something that I am really working on this year. I am walking, enjoying the outdoors, endeavouring to find time to read and watching my nutrition. Watch this work in progress... Ultimately, to get this right will help me to develop further in all of the above... 

Building a School

It's fair to say, it is not about the building that makes a difference in a new school but the actual metaphorical foundations. I am thankful now that our new school was not completed when opening and the fact that we won't be fully open until 2016 seems to have helped us realise that this takes time and that the foundations of our school will make (hopefully) for a solid institution with a team and community that share a vision.

Education is a human system not a mechanic one. It is about people. Teaching is a creative profession - they mentor, provoke, model, suggest. There is a need to talk about learning. Assessment needs to support learning not direct learning. Curiosity is the engine of learning. It is what drives the learning. In any system, culture is key to the success of any school. We are not about command and control but climate control. Hence our school vision "creating a climate of possibility"; used with permission from Sir Ken himself. We can not think this is anything other than organic.

Out of our vision have come our learning beliefs:
  • Curiosity
  • Thinking
  • Growth Mindset
  • Joy
  • Collaboration
Under the vision beliefs and capacities, are all of our essence statements. All of which help us to plan relevant programmes for learning.

Dr. Julia Atkin: Expressing the essence of the NZ Curriculum from EDtalks on Vimeo.