Competence 1 Competence 2 Competence 7 Competence 3

Competence 1 Competence 2 Competence 7 Competence 3 Competence 6 Competence 4 Competence 5

Activity to develop a performance wheel • • You need flip chart paper, post-its, pens Ask the question “What are the key competencies we need to be really good at in our work, to best improve outcomes for the children and families we work with? Each member of the team writes on post-its, the key competencies they feel are most important, a separate post-it for each competency (5 mins) Each person in turn puts their post-its on flip chart paper on the table, reading them out as they do. If there is already a similar competence there, it is grouped with it. (10 -20 mins) Have a discussion about what label to give each group of post-its with similar meanings (5 -10 mins) Each member of the team has 5 votes. They distribute their votes on the competence or group of competencies they feel are most important by ticking them, they can put more than one tick on a competence if they wish, but can only put 5 ticks down (5 mins) Choose the 7 competencies with the most ticks for your wheel.

Coaching skills wheel Ability to build trusting relationships Self awareness of my emotions and those of coachee Ability to listen deeply and be attentive Ensuring a focus on actions The fit between coaching and my values Questioning and enquiry skills Willingness to receive and listen to feedback

Social work manager wheel Communication and advocacy Leveraging and managing resources Planning, goal setting and assigning work Monitoring quality/ effectiveness of work Growing and building relationships up, down, with peers and externally Coaching and supervising Motivating and building the team Self-awareness and reflection

School leadership wheel Creating educationally powerful connections Establishing goals Engaging in constructive problem talk Resourcing strategically Ensuring an orderly supportive environment Planning and evaluating Promoting and participating in teacher learning

Adolescent resilience wheel Believe that learning and effort makes people smarter Identify and name emotions in self and others Use problem solving skills Set clear goals Use strategies to control anger and anxiety Grow and maintain relationships Reduce negative and reinforce positive thoughts

Classroom management wheel Each student and the class is engaged and involved Rules and routines internalised by students The teaching goals are clear to students and are monitored Conflicts between students quickly and constructively resolved Responses to disruption are timely, efficient and unobtrusive Time is used well with smooth transitions There is a collaborative, encouraging working alliance