Teacher Development - Rhema Group

Two programmes are available:

“Heads Together – New Realities”
Aimed at Head Teachers working together in a cluster.
“Teachers Together – New Realities”
Aimed at Head Teachers and their team of Teachers at their school.

Each programme consists of three modules:
- Our Realities
- My Realities
- Their Realities

Modules can be taken as a complete three module programme or separately as stand alone modules.
Each module is of two day duration; however the length and content can be tailored to the specific needs of schools/clusters.
Each module is ideally attended by a minimum of ten participants.
There is pre-course work to be completed before each module.
Post course work is required following each module.
The training style is practical, participative and facilitative.
The training content is tailored to the school/cluster from which participants are drawn.
Questionnaires, surveys and diagnostics are used to assist in self- reflection and personal development planning.
Additional features which can be supplied if required are:

Coaching support for participants.
Access to training material on an intranet.
Access to the ongoing use of questionnaires, surveys and diagnostics via an intranet.
Use of web-conferencing for best practice sharing.
Access to an open learning environment.

The emphasis is on EQ (Emotional Intelligence).

It may not come as welcome news to educators in a pedagogical system to learn that the further we venture into the 21 Century the more mountainous the empirical evidence becomes that suggests that EQ [emotional intelligence] is seen as more important than Intelligence Quotient [IQ]. Up until the 1980’s IQ was viewed as the key indicator in the candidate selection process by employers. Today it is generally recognized that there is no link between IQ and success in life. The evidence points to an inexorable link between EQ and high performance.

EQ is divided into four key areas: The capacity to perceive emotions, the capacity to use emotions to facilitate thinking, the capacity to understand emotional meanings and the capacity to manage emotions. If it is true that EQ is the key ingredient for candidate selection then it follows that educators need themselves to be emotionally intelligent; not simply in order to prepare their students but in order to succeed themselves.

It is for this reason that both programmes are designed to explore and develop emotionally intelligent leadership.