Leading from the Middle…

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 • Leadership Pathways • Entry to Headship: • National Professional Qualification for Headship • Early Headship Programme • New Visions • Leadership Pathways

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. 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: • “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. 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