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1 Self-Management and Personal Development
This opening chapter explores three issues. There is an introductory consideration of the self, an exploration of a model of effective teaching which is different from those we normally access, and a preliminary consideration of the Hay McBer (2000) Research into Teacher Effectiveness which has been important in developing government and National College for School Leadership (NCSL) policies for professional development. Personal effectiveness is a precondition of professional excellence. This assertion provides a starting point and theme for this book intended for those working in schools. Improved self-management increases an education leader’s ability to cope with stress, resolve conflict, manage change and manage to change, achieve sustainable peak performance, build and lead effective teams and influence organizational cultures. We will explore all of these in greater depth. It will be useful at this stage to carry out a preliminary self-audit of your recent professional growth in your current school. 1) Have you, in the last three years, progressed in your responsibilities, influence and performance? 2) What were your personal ambitions for this period, and did you achieve them? 3) Do you have clear aspirations for the next three years? Does the school have any plans for you? Are these fully aligned? 4) What new skills have you acquired recently? What opportunities have you taken to improve your existing skills? 5) How confident are you of progress within your current school? 6) How do you get on with colleagues and senior management? Reflect on the implications of this self-audit for your future. MANAGING YOUR SELF-DEVELOPMENT In order to achieve self-development, Parikh (1991) showed that the ‘master manager’ has knowledge, skills, attitudes, creativity and consciousness elements. 1) Knowledge – starts with in-depth insights into the five elements of your own inner dynamics, your body, mind, emotions, neurosensory system and states 1
