Parents, teachers, spouses, bosses, and sometimes even your children will try to impose goals for change or learning. Part of the challenge is having a role model in her headteacher who is work-oriented, driven, efficient, and organised, just as Lisa would like to be as a leader.
Other sources of insight into your Real Self, Strengths and Gaps may come from behavioral feedback through videotaped or audiotaped interactions, such as collected in assessment centres.
The school is heavily over-subscribed, with two applications for every place available.
A good example that Lisa recalled related to potentially difficult conversations with staff: the preparation, key points for managing the discussion and appropriate follow-up. She knows that she has to get the balance right and that she is "getting better at [knowing] when enough is enough and making time for the people who have made me the leader that I am".
The module text refers to leaders 'walking the talk' and 'doing exactly what it says on the tin', or in other words making clear what they believe in through what they say and what they do.
She readily moves between the terms mentoring and coaching, highlighting the definitions in the module Leading teaching and learning.
The process needs to slow down and either wait for the person to reach the learning point, or try another way to help the person. Unless you are given a chance to try leadership out, how do you know whether you can do it? Who can help me? One person may take minutes to achieve a breakthrough of one discovery, and yet another discovery may take several days, weeks, months, or even years.