DAVID E WATTERS IS…
An active and collaborative member of any Management Team; providing principled and practical leadership on equality, inclusion and diversity; developing a departmental vision and supporting the team to realise this vision; keeping abreast of policy initiatives and trends to help in ‘future proofing’ the work of the department; creating a culture that enables managers, teachers and support staff to provide teaching, learning and courses that are up to date, innovative, relevant and meet the progression needs of students.
DAVID E WATTERS
Since graduating from Trinity College of Music, London I have worked internationally within the arts and education and since 1998 I have been an educational manager in both corporate and academic settings.
Upon completion of my PGCE from the Institute of Education, University of London, I was immediately recruited as a Head of Performing Arts where my implementation of student focused and individualized teaching strategies led to a dramatic increase in achievement and progression.
Continued professional development in mediation, facilitation and educational management all enhance my ability to provide strong, clear, supportive leadership and effectively build a communicative, cohesive and motivated team. I am passionate about sharing good professional practice, with regards to differentiated learning and classroom management strategies, and strongly believe in communicating the concepts of independence and interdependence.
My current freelance roles (Program Director, NBI Associates and Associate/Facilitator, the Pacific Institute) and most recent full-time position (Head of Performing Arts, Greenwich Community College) have involved the management and leadership of staff; including recruitment and ongoing support and supervision for a diverse range of tutors. Core responsibilities have included devising and delivering staff development initiatives; support and supervision; appraisal and lesson observation; coordination and monitoring of arts, key skills and tutorial programs; internal verification and coordination of external verification; assessing and monitoring student recruitment, retention and progression.
I am an active and collaborative member of any Management Team with the ability to provide principled and practical leadership on equality, inclusion and diversity and to develop a departmental vision and support the realization of this.
Besides the direct management and Leadership of staff, I have a vast knowledge and experience on Curriculum Development and Quality Control – Leading on curriculum innovation and development, providing a curriculum which embeds equality and diversity, and promotes the benefits of inclusion; leading and managing curriculum and ‘self and team critical’ course review processes within the annual cycle of self assessment; setting and monitoring targets for recruitment, attendance, retention, achievement and success and ensuring the effective use of feedback from students, employers, parents and carers, higher education providers, work based learning providers which inform and improve pedagogy, success and progression.
The most rewarding aspects of educational management are the elements relating to student support – Individual and group tutorial provision, offering personal, professional and academic guidance and encouragement; providing management for student behaviour, attendance and discipline; supporting the management and development of the tutorial processes; providing expectations for the enrichment of the students’ learning experience, for example the development of creative partnerships including work experience, course-related visits, speakers and events. As a school manager, Head of Department, teacher and personal tutor I have been instrumental in coordinating educational and charity events which have involved the liaison with public figures (including Kylie Minogue, Stephen Fry, Darren Hayes and Joan Baez), educational establishments and charitable organizations (notably, The Terrence Higgins Trust, The Albert Kennedy Trust).
Keeping abreast of policy initiatives and trends to help in ‘future proofing’ the work of any department and creating a culture that enables managers, teachers and support staff to provide teaching, learning and courses that are up to date, innovative, relevant and meet the progression needs of students is the key to my approach as an educational manager.
My core skills, since managing my own private theatre school through to running a Performing Arts Department and, more recently as Program Director for NBI Associates, are perfectly suited to any educational management role; I posses advanced IT skills, highly effective interpersonal skills and clearly understand the need to provide, even or especially in this current economic climate, a quality of learning that will ensure healthy student and staff recruitment, retention and progression.
Having experienced a wide variety of socially and culturally diverse educational settings and, a broad background in educational and management experience, I am equipped to bring inspiration, motivation and customer focused professionalism to any role.
David E. Watters
Enhancing Learning • Improving Performance • Inspiring Learners
PRINCIPAL RESPONSIBILITIES AND TASKS
Leadership and management – Providing a collaborative, equitable and respectful style of management in accordance with college personnel policies and procedures; regarding induction for new permanent and agency staff, auditing staff development needs, identifying staff development plans and supporting the monitoring and review of the outcomes and impact of these. Additionally, encouraging an active and innovative approach to teaching and learning which is personalized and student centred; planning and ensuring the development of courses which meet student, employer, further and higher education needs.
Curriculum and Quality – Leading on curriculum innovation and development, providing a curriculum which embeds equality and diversity, and promotes the benefits of inclusion; leading and managing curriculum and ‘self and team critical’ course review processes within the annual cycle of self assessment; setting and monitoring targets for recruitment, attendance, retention, achievement and success and ensuring the effective use of feedback from students, employers, parents and carers, higher education providers, work based learning providers which inform and improve pedagogy, success and progression.
Student support – Individual and group tutorial provision, offering personal, professional and academic guidance and encouragement; providing management for student behaviour, attendance and discipline; supporting the management and development of the tutorial processes; providing expectations for the enrichment of the students’ learning experience, for example the development of creative partnerships including work experience, course-related visits, speakers and events.
Resource management – Compliance with organizational financial regulations in the management of a departmental budget, liaison with senior management to agree and maximize funding opportunities.
SUMMARY OF QUALIFICATIONS
- The Institute of Education, University of London – PGCE. 2006
- SMART TRAINING – Edexcel Level 3 BTEC Award in Management. 2010
- SMART TRAINING – Edexcel Level 3 NVQ in Management. 2010
- The Pacific Institute – Facilitator for PX2 PROGRAM. 2010
- The Pacific Institute – Facilitator for the Investment in Excellence. 2009
- American Express Europe Limited – ICP (Instructors Certificate). 2001
- Trinity College of Music, London – DipTCL (Merit). 1996
- Napier University, Edinburgh – Diploma in Music, ALCM (Performance) and LLCM (Peripatetic Teaching Qualification). 1991 and 1992
- Dundee College of Further Education – NVQ Theatre Arts 1989
HIGHLIGHTED TEACHING EXPERIENCE
July 2010: NBI Associates – Program Director: Arts Based education programs utilizing Cognitive Behavioural strategies to encourage personal efficacy, goal setting and to eradicate limiting labels. Responsible for writing courses, training staff, creating resources which cater for different learning requirements of individuals and environments.
July 2009 – Present: The Pacific Institute – Associate Personal and Professional Development Facilitator: Management consultancy and market research to create courses specific to individual business or community requirements. Following key concepts and Learning Objectives, I devise and deliver customer focused courses.
July 2006 – July 2010: Greenwich Community College – Head of Performing Arts: Responsibile for WRITING UNITS BASED ON GIVEN CRITERIA (BTEC FIRST, BTEC ND, LOCN) and the coordination and delivery of BTEC FIRST & ND Performing Arts (Musical Theatre). Creation of relevant learning resources, writing Schemes of Work, Assignment Briefs, Internal Verification, Coordination of External Verification. Additionally, staff recruitment and support; providing guidance and training where necessary, Portfolio Development, Strategy Planning, interdepartmental liaison and coordination with particular regard to performance events, student guidance towards entry into Higher Education providing them with the correct balance of knowledge, skills and experience to confidently audition for Drama School, University or to enter the profession directly.
April 2004 – August 2006: Plumstead Manor School – Music and Performing Arts Tutor: Responsible for devising, delivering and assessing the work for BTEC First and BTEC ND Performing Arts Courses. Classroom teacher for Years 7 to 11 including GCSE, A Level Music and Music Technology. Singing teacher and choirmaster. Direction and/or Musical Direction for Unit related performances.
Jan 2004 – Dec 2005: Franchisee and School Manager for Greenwich Theatretrain: This role involved program planning, Staff and Student Recruitment and Retention, Budget Planning, Accounting, Publicity and Promotion, Project Coordination, Event Management (both large and small scale); Script Writing/Adapting, Musical Arranging, Costume/Prop/Set Designing and Making, the building of Creative Partnerships, Student Welfare and staff/student/parent liaison.
May 2003 – August 2006: Bexley Business Academy, Kent – Tutor and Choirmaster: Responsible for teaching technique, repertoire and musicianship to students preparing for Rockschool, Associated Board and GCSE Examinations. Choirmaster role was to build a varied choral repertoire suitable for performance at internal and external events (Assemblies, Award Ceremonies and Local Festivals)
2000 – 2002: American Express Europe – Training Co-ordinator EMEA: Responsible for coordinating training with recruitment needs. Devising and delivering training on Products, Processes and Systems for New Accounts EMEA (Europe, Middle East and Asia ). Creation of learning tools and resources. Staff training and support.
1998 – 1999: Reynolds Theatre Academy, Dartford – Head of Vocal Studies.
Available upon request
RECOMMENDATIONS & ENDORSEMENTS HERE:
READ MY ESSAY ON EFFECTIVE LEADERSHIP BELOW
I am a communicator, first and foremost, and have had a diverse range of experiences. Originally trained as a classical singer at Trinity College of Music, London, I spent many years performing and working as a director and musical director. In addition to this, I worked as a teacher in private theatre schools; teaching music and drama to students aged 5 to 50!
Every different situation taught me new ways to communicate better, to be clear in my planning and in my delivery of instructions. In whatever area of work I found myself, there was always an end product, something to be achieved.
I formally trained as an educator, gaining a PGCE from the Institute of Education, where I explored diversity and differentiation strategies and then during continued professional development, I trained as a mediator (learning about conflict resolution), as a facilitator (learning the 80/20% rule; giving ownership of learning and development to the group) and then in management roles and training, I began to understand the theory behind much of what I was already doing in practise.
OR DOES IT? READ ON…
In order to be an effective leader it is important to understand how an effective team works it is useful to refer to John Adair’s Action Centred Leadership, which is a model for team leadership and management and the Belbin Team Inventory, also known as the Belbin Self-Perception Inventory or the Belbin Team Role Inventory, which is an assessment used to gain insight into an individual’s behavioural tendency in a team environment and which was developed by Dr Meredith Belbin after studying numerous teams at Henley Management College.
John Adair’s Action Centred Leadership
John Adair’s Action-Centred Leadership work encompasses and endorses much of the previous thinking on human needs and motivation by Maslow, Herzberg and Fayol and his theory adds a simple additional organisational dimension to these earlier works. It is a model which offers a clear strategy for leadership and the management of any team, group or organization and is a simple leadership and management model, which makes it easy to recall, adapt and apply to any business scenario.
Good managers and leaders who have full command of the three main areas of the Action Centred Leadership model and who can use each of the elements according to the specific situation will keep the right balance, get results, build morale, improve quality, develop teams and productivity; and this is the mark of a successful manager and leader.
Adair’s Action-Centred Leadership model is commonly represented by three overlapping circles (SEE ILLUSTRATION BELOW).
Adair’s Action-Centred Leadership model
Adair’s three core management responsibilities: achieving the task, managing the team or group ANDmanaging individuals
This task-team-individual model adapts incredibly well for the demands of modern business management and has a valuable place within an educational environment.
This model clarifies the role and responsibilities of the manager for achieving a given task. These responsibilities are to identify aims and vision for the group, purpose, and direction – define the activity (the task), identify resources, people, processes, systems and tools (inc. financials, communications, IT), create the plan to achieve the task – deliverables, measures, timescales, strategy and tactics, establish responsibilities, objectives, accountabilities and measures, by agreement and delegation, set standards, quality, time and reporting parameters, control and maintain activities against parameters, monitor and maintain overall performance against plan, report on progress towards the group’s aim, review, re-assess, adjust plan, methods and targets as necessary
This model clarifies the role and responsibilities of the manager for the group. These are to establish, agree and communicate standards of performance and behaviour, establish style, culture, approach of the group – soft skill elements, monitor and maintain discipline, ethics, integrity and focus on objectives, anticipate and resolve group conflict, struggles or disagreements, assess and change as necessary the balance and composition of the group, develop team-working, cooperation, morale and team-spirit, develop the collective maturity and capability of the group – progressively increase group freedom and authority, encourage the team towards objectives and aims – motivate the group and provide a collective sense of purpose, identify, develop and agree team- and project-leadership roles within group, enable, facilitate and ensure effective internal and external group communications, identify and meet group training needs, give feedback to the group on overall progress; consult with, and seek feedback and input from the group.
It also clarifies that the responsibilities of a manager for each individual is to understand the team members as individuals – personality, skills, strengths, needs, aims and fears, assist and support individuals – plans, problems, challenges, highs and lows, identify and agree appropriate individual responsibilities and objectives, give recognition and praise to individuals – acknowledge effort and good work, where appropriate reward individuals with extra responsibility, advancement and status, identify, develop and utilise each individual’s capabilities and strengths, train and develop individual team members and to develop individual freedom and authority.
Adair’s premise is that leadership is different to management and that all leaders are not necessarily great managers, but the best leaders will possess good management skills.
Definitions of the original word meanings may be useful to emphasise what Adair meant:
Leadership is an ancient ability about deciding direction, from an Anglo-Saxon word meaning the road or path ahead; knowing the next step and then taking others with you to it. Managing is a later concept, from Latin ‘manus’, meaning hand, and more associated with handling a system or machine of some kind. The original concept of managing began in the 19th century when engineers and accountants started to become entrepreneurs.
The Belbin Team Role Inventory
The Belbin Team Role Inventory is a behavioural tool which assesses how an individual behaves in a team environment. The assessment includes 360-degree feedback with the individual’s own evaluation of their behaviour and evaluation from observers; this contrasts how individuals see their behaviour with how their colleagues do. This system is unlike the Myers-Briggs model, which sorts individuals into one of 16 types by how clearly they express their preference for 4 distinct types of behaviour; the Belbin Inventory scores people on how strongly they demonstrate qualities from 9 different Team Roles.
These 9 Roles are: Plant, Resource Investigator, Coordinator, Shaper, Monitor Evaluator, Teamworker, Implementer, Completer Finisher AND Specialist
In more detail these can be described as follows:
Plants are creative, unorthodox individuals and are generators of ideas. Other common qualities are innovative and free-thinking; when a creative solution to a problem is required, a Plant is the best person to ask. Plants, however, may tend to ignore incidentals and detail.
The Resource Investigator is vigorous in pursuit of of opportunities and looks beyond or outwith the team for ideas and inspiration. A good Resource Investigator is an excellent networker and creator of possibilities.
Coordinators are confident, stable and mature team members who recognise abilities in others and are adept at delegating tasks to the right person for the job. The Coordinator clarifies decisions, helping everyone else focus on their tasks. They are often perceived to be manipulative, and may tend to delegate all work, leaving nothing but the delegating for them to do.
The shaper is task-focused, a leader who is high in motivation and is goal orientated. A shaper will often challenge, argue or disagree and will demonstrate aggression in the pursuit of goal achievement. When 2 or 3 shapers are present, according to Belbin, conflict, aggravation and in-fighting.can occur.
Monitor Evaluators demonstrate fairness and are logical observers and judges of what is going on. They can detach themselves from bias and are often the ones to see all available options with the greatest clarity. They are analytical and take everything into account; however they can become excessively cynical, even damping enthusiasm for anything without logical grounds.
A Teamworker is diplomatic, often a good listener and can demonstrate skill at resolving conflict.
The Implementer is efficient, motivated and self-disciplined, and can be relied on to deliver on time.
The Completer Finisher is a perfectionist, has a strong inward sense of the need for accuracy, rarely needing any encouragement from others because that individual’s own high standards are what he or she tries to live up to. The Completer Finisher may worry excessively about the quality of work and finds it hard to delegate.
Specialists have specific depth of knowledge, and enjoy imparting this, they are passionate about learning and developing (in their area of interest). Specialists bring a high level of focus, knowledge and skill in their area of expertise but may tend to be less interested in anything which lies outside of this.
Performing Arts Team: Effectiveness and Interaction with Key Customers and Other Stakeholders
At the time of writing, the Performing Arts Team is relatively small and consists of one fulltime member of staff (David Watters, Musical Theatre Coordinator) and 3 part time staff (MD, Musical Theatre & Singing, JB, Urban & Jazz Dance and MN, Acting)
The Belbin Model has proved a useful tool in assessing character traits of individuals within the team. The system clearly has some credibility but I would not base judgements entirely upon this. We are all more complex than this system suggests and although Belbin does state that individuals can cross over into a number of roles, I personally still find his 9 roles to be limiting.
The team functions well and this, I feel, is due to the shared backgrounds of each team member. To explain, all trained initially as performers before becoming teachers, all also continue to work as professional performers or in performance related fields such as choreography, musical direction or direction.
Coming from disciplined backgrounds and having qualified in our specialist areas at respected institutions, the team have an understanding of the required standards necessary for our students to progress into Higher Education.
We share a similar outlook on teaching strategies and, as performers, have good interpersonal skills. We have been trained to take criticism as a positive interaction and to continually seek self-improvement. Giving and receiving feedback presents no challenge and we all instill this in our students.
There is consistency in expectations across disciplines and this has a positive impact upon learners. Some students may initially find the intense demands of a disciplined life to be challenging but we all agree that this is a necessary aspect to our particular subject.
The current team interact well with each other, show respect and commitment to the goals of the department.
As a leader I see my role as one of support and supervision, of encouragement and empowerment. In many ways I feel that our team meet the needs of our customers (the learners) when I follow Adair’s guidlines of:
- Planning – seeking information, defining tasks, setting aims Initiating – briefing, task allocation, setting standards
- Controlling – maintaining standards, ensuring progress, ongoing decision-making
- Supporting – individuals’ contributions, encouraging, team spirit, reconciling, morale
- Informing – clarifying tasks and plans, updating, receiving feedback and interpreting and
- Evaluating – feasibility of ideas, performance, enabling self assessment
READ MY ESSAY ON EFFECTIVE COMMUNICATION BELOW
To communicate effectively is to give and receive appropriate, accurate information. The elements of the information chain are linked together.
action –> outcomes –> beliefs –> feelings –> intentions
Actions by one person typically produce material outcomes for the other. In response to these outcomes, the second person develops thoughts about the first person, typically about their motives. There is then some emotional response to this. The second person forms an intention to act, arising partly from the emotional response.
Strength of Communication Skills
Skills developed in teacher training/ working as a teacher or personal tutor can usefully be transferred into other areas.
My background is in performing and this too has aided my ability to communicate effectively; developing listening skills, reading body language and seeing from a variety of perspectives.
As a teacher, I use expressive skills to give others information about their behaviour, and my beliefs, feelings and intentions.
Emotional skills enable me to say those things which need to be said, but which are difficult to say. For example, when conflict arises or when change needs to occur.
One such time was when a member of my team was not fulfilling his role; not writing appropriate Assignment Briefs or meeting Assessment deadlines. I made every effort to communicate my concerns, in a supportive manner, to uncover the underlying reason for this.
Support and guidance were offered and this was followed up, by mutual agreement, through email correspondence and one to one training. I find that I can postpone my own concerns/ emotions until I understand the perspective of my student/colleague.
I use Listening Skills to obtain information about the student/colleague. Mediation Training with LEAP has helped me to listen effectively and Cognitive Behavioural knowledge has given me a better perspective on how a person’s “truth” is shaped by their interpretation of the world and sense of self. This allows me to listen with greater understanding and compassion.
Dealing with Stress
Although I have high standards and in all areas of my life aim for perfection, I realise that this is never entirely possible. I am able to manage stress better now that I allow myself to fail. I look at the worst case scenario and put this into perspective; then I look at how to avoid this scenario.
I think before I react to situations, I am as prepared and organised as I can be in all professional situations and in using clear communication skills I can avoid conflict which may have arisen from misinformation.
Stress in itself is not a bad thing; it is important, however, to deal with stress appropriately and professionally. Personally, I believe that stress can be a motivator and, if correctly handled, can produce good results. I do, however, understand the need to create a balance between work and my personal life, where all aspects of my character are fulfilled. This in itself reduces stress.
Good Time Management is vital with regards to dealing with stress. It is vital to organise and prioritise tasks. I have developed a system in which I list tasks to be done and set targets for achieving these goals. Targets need to be manageable and achievable; much like setting SMART targets for our students; I use this technique to ensure that work is covered and that no one task dominates my time.
In any given working week, I will be teaching each day, will have meetings with colleagues, communication with external colleagues/creative partners, support and guidance time with individual students – so knowing how best to prioritise work is vital.
Good preparation of Schemes of Work, Lesson Plans and creation of resources will mean less time worrying about what needs to be done from a teaching point of view. This creates time for unexpected guidance sessions with students who are in need of support or for time with staff to discuss any issues or concerns
In conclusion, as a Team Leader or Manager, managing YOUR time effectively can reduce the instances of stress that YOU might face. This means that YOU are in a better position to support YOUR team and, through clear communication, achieve YOUR desired outcomes for the team (learners and colleagues), the department and the business.