Leading from the Middle… NCSL in partnership with HTI

Leadership Development Framework (LDF) emergent leadership - a teacher is beginning to take on management and leadership responsibilities established leadership - comprising assistant and deputy heads who are experienced leaders but who do not intend to pursue headship entry to headship - including a teacher's preparation for and induction into the senior post in a school advanced leadership - the stage at which school leaders mature in their role, look to widen their experience, to refresh themselves and to update their skills consultant leadership - when an able and experienced leader is ready to put something back into the profession by taking on training, mentoring, inspection or other responsibilities

LDF – Stages 1 - 3 Key programmes: Emergent Leaders: Leading from the Middle Leadership Pathways Established Leaders: Established Leaders Programme Entry to Headship: National Professional Qualification for Headship Early Headship Programme New Visions

Leading from the Middle… Programme overview

Professional Recognition Retain evidence from LftM work – reflective journal; planning docs; coach meetings Professional development programme – no pass/fail assessment - Certificate presented for successful completion Increasing number of universities award CATS points for successful completion of LftM

How will middle leaders benefit? LftM supports the development of middle leaders in five key areas: Increase ability to lead innovation and change Deepen knowledge and understanding of the role in leading learning and teaching Enhance self confidence and skills as a team leader Building team capacity through efficient and effective management of people and resources Active engagement in self-directed change in a blended learning environment Must be self directed – no tap on the shoulder!

How will the college benefit? Growing its distributed leadership capacity Developing its coaching practice within the school Increasing awareness of the middle leader’s role Giving middle leaders the confidence to reach their potential Empowering middle leaders to engage with the school’s vision Encouraging collaborative learning and the development of more effective teams

Programme model Carry out leadership in school 4 months between DD2 – DD3 Programme model Participant takes on-line middle leader diagnostic 5 colleagues complete diagnostic about middle leader Feedback – own perception and others perception about you as a leader 14 characteristics created – can see similarities and differences REFLECTION Coaches complete same diagnostic Focus has 2 parts What skill as a leader do I want to develop? What am I going to do in school to help me develop that skill? e.g. Assessment Coach needs to register

Reflections on their learning journey What participants have said: Reflections on their learning journey “I vowed that I would never undertake any long term study again yet the Leading from the Middle course has enlightened me to such an extent that I will be applying for NPQH later this year” “this is the best CPD I have ever been involved in; I have been stimulated to explore ideas and challenge my own practice for the first time in years”. “I feel more valued and more confident in expressing my ideas and believing they are achievable.”

Also possible for middle leaders from support staff to join Who is eligible… ………all types of middle leader Subject leaders DPLs Induction teachers Key Stage Leaders Literacy/numeracy co-ordinators Year team leaders SENCOs Advanced Skills Teachers Also possible for middle leaders from support staff to join

Application round - if you are interested 6 places available in 1st cohort, more places available in future cohorts Application round commences – April 2009 Write a letter which expresses your interest in the LFtM programme (no more than 1 side A4) and give to AAB by Monday 2nd Feb 2009