1. Leading from the Middle…
NCSL in partnership with HTI

2. 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

3. 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

4. Leading from the Middle…
Programme overview

5. 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

6. 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!

7. 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

8. 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

9. 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.”

10. 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

11. 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