ELT Management

 1. S ituation : Describe the situation or the problem. 2. T ask : Outline what the requirements / expectations are. 3. A ction : Describe what actually happened. 4. R esults:  Consider how the action impacted on the project or on other people.

“ Appraisal ” is the regular evaluation and discussion in individual meetings of how well individual employees are performing.  The main point of the appraisal procedure is that it is, among other things, an opportunity for teachers to sit down with their manager to review their relationship and role, especially in terms of how they have contributed and are contributing to the aims and work of the institution, and how the institution has supported them in their work as well as their professional and career development. Identifying and agreeing development needs with teachers... Also, it is essential for managers to quickly identify any serious problems with performance or with conduct. Another advantage of appraisal meetings is that they enable managers to get to know and understand teachers better at an individual level.  Source: Rossner LEM_ Language Course Management , eh.7, p.90 Objectives should be SMART: Specific, Measurable, Achievable, Relevant and Time-based.  A...

 

1. Collect information about what support and needs the teaching staff have. Once we know WHAT areas need developing, and we have a list of needs, they need to be discussed, agreed on, and prioritized. 2. Consider HOW those needs can be met. Again, this needs discussing and agreeing on. It could include, e.g. in-house training workshops, or peer observations. 3. Provide the support, which could be setting up an observation scheme, or inviting more experienced teachers to offer seminars, or perhaps setting up a reading discussion group. 4. Teachers then need a chance to implement or try out new ideas in their classes.  4. Reflect on the development, and evaluate how effective it is. This can be done through discussion groups, informal feedback, and also student questionnaires.

 What words do you think are important in these definitions? Note those you think are relevant. Definition 1 Performance management is the process of ensuring that a set of activities and outputs meets an organization’s goals in an effective and efficient manner . Performance management can focus on the performance of an organization, a department, an employee, or the processes in place to manage particular tasks. (Source: Wikipedia) Definition 2 Performance management is an ongoing process of communication between a supervisor and an employee that occurs throughout the year, in support of accomplishing the strategic objectives of the organization. The communication process includes clarifying expectations, setting objectives, identifying goals, providing feedback, and reviewing results . (Source: University of California, Berkeley) Definition 3 Performance management is a set of processes and systems aimed at developing an employee so they perform their job to the best of their...

 Communicating decisions: key points 1. If it’s a case of simply telling your staff the decision, it’s helpful to try to “sell” the decision, explaining the rationale behind it. This helps your audience understand and accept it. You also need to be prepared to take responsibility for the decision. 2. Plan in advance what the main message is that you want to communicate. Present this clearly and honestly. Keep this brief and focused. 3. Think about how the decision relates to the organization’s overall vision and/or mission, how it matches the company’s overall values, and meets its long-term objectives .  4. Think about who will deliver the message : will this be one-to-one, or with a colleague present, or one person to an all-staff meeting, or will the decision be passed on through heads of departments? 6. Choose the most appropriate channel of communication . This could be email or a meeting; you might be putting it in a newsletter or on a notice board. Focus on your audien...

  An idea or concept that you intend to explore further: what is it, and why are you interested in it? What makes a good manager? (we've read about Google research and Tim Morris' ideas) To keep learning: find more about good management and their effects, esp in educational contexts. How can a manager's effects be measured upon a team? Why I'm interested in this: I'd love to be able to self-assess my work!

In 2008, Google started research into what makes a good manager. The data revealed that managers DO matter. Teams of workers with managers were found to be happier and more productive. A good manager ... is a good coach. empowers a team and doesn’t micromanage. creates an inclusive team environment, showing concern for success and well-being. is productive and results-oriented. is a good communicator who listens and shares information. supports career development and discusses performance. has a clear vision and strategy for the team. has the expertise to advise the team. collaborates. is a strong decision-maker. Tim Morris (in "Business Result Advanced video Viewpoint 4", OUP) has said: "... we would tend to think about this is that leaders are more associated with things like vision, strategy in the long-term, innovation, managing the environment around the organization. ... Whereas managers are concerned with making the system run, keeping the current system running, ...

 LTO: Language Teaching Organization (where we work) LCM: Language Course Manager (aka coordinator, Head of Department, LCB Team Leader, etc.) He or she makes decisions, plans strategy, talks to colleagues, listens to colleagues, maintains standards, provides inspiration … and so on. Although an LCM’s roles and responsibilities usually reflect the type of organization they work in, the scope and breadth of tasks carried out can nevertheless be extremely broad. Source: Rosser, Richard. Language Course Management (OUP). TQM: Total Quality Management PDCA: Plan-do-check-act

In his management control model, Mullins identifies five key elements managers need to deal with sequentially: plan the objectives and targets for their organization.  establish standards and ways of measuring performance over a period of time, monitor performance compare your planned targets with what has been achieved.  Where the results have deviated from the desired objectives, set about rectifying this and taking corrective action. Both as Ts and managers we can’t set targets for everything. And in some situations, our objectives are imposed upon us, for example, when we have to comply with government regulations.  NOTE: cf to "planning before, during and after the lessons"

Many of your T skills will help you as a manager: Communication skills – Teachers help students and need to develop their own ability to communicate ideas to groups of individuals. Project management – Teachers plan the course and then carry it out, evaluate progress and make changes where necessary. Staff development – Teachers encourage and support their students and sometimes their fellow teachers. (this involves training and mentoring) Classroom management – Teachers check attendance, give instructions, check understanding, deal with objections, and give feedback. They become experts in managing groups of people. Multitasking – Teachers learn to deal with the unexpected and think on their feet.

Managers... fix things that go wrong. deal  support and help others upwards. ensure rules and compliance are followed. manage disagreements. help schools and employees help and develop. care for individuals and for the whole team. ... We can manage SYSTEMS and PEOPLE.

 For each module; take notes on "LEARNING MOMENTS" (inspiring ideas while studying) and "REFLECTION SLOTS" ("How could this help you to get better at what you do?") To complete your action plan: Revise your notes Select one idea/technique/activity/material you would like to incorporate into your own practice . Write an action plan (150-200 words) of what you'll do (specify who, what and when) to try the selected idea with a class or colleagues, explore further resources or interview a colleague about it. Write a reflection report (350-400 words) including: PART 1 (150 words max): briefly comment on changes occurred to your action plan; PART 2 (200-250 words): Compare what you wrote in the reflection slots with what you think now, based on what you’ve learned. How has your understanding of this activity/ technique developed? Do you have any further questions to explore in your future practice? A successful participant will: demonstrate clear understan...

  The John Driscoll Model of Reflection: 1. What (have I read, watched, thought, etc)? 2. So what? (relating to personal experience) 3. Now what? (plan to ensure future impact)