Leading from the Middle

1. Leading from the Middle

2. Where are we based? Peterhouse Technology Park 96 Fulbourn Road Cambridge CB1 9AH

3. What is the ELC? • The ELC is provider for many leadership programmes in the east region and in particular NCSL programmes • The ELC aims to promote leadership development for teachers, headteachers, bursars, governors, teaching assistants and others working in education

4. National Programmes • Leading from the Middle • National Professional Qualification for Headship • Head for the Future • NPQ Integrated Centre Leadership • Bursar Development Programme • Higher Level Teaching Assistant Training Programme • DCSI (Developing the Capacity for Sustained Improvement) • WTFS (Working Together for Success)

5. Leading from the Middle • The first national programme for Middle Leaders • Intended to support teachers who have leadership and management responsibilities including heads of subject/area and subject co-ordinators

6. Programme aims • increase middle leaders’ ability to lead innovation and change in the context of their own school and the national agenda • deepen their knowledge and understanding of their role in leading learning and teaching • enhance their self-confidence and competence as team leaders • encourage them to build capacity in their own area through the efficient and effective management of people and resources

7. Key Concepts of LftM • Based on self-directed learning in a blended learning environment • Blended learning environment includes online diagnostic; leadership focus; development days; coaching process model and reflective journal • The programme is designed for a ‘Learning Set’ from each school, consisting of between 2 and 4 participants and a leadership coach. A school can have more than one learning set.

8. Programme model

9. Development Day for CoachesUnderstanding the LftM programme and role of the coachCoaching characteristics and skillsPractising coaching Analysis – where am I now? Direction setting – where do I want to be? Action planning – how will I get there?Introduction of online learning and the Learning Gateway

10. Induction Session – TwilightFor coaches and participantsIntroductions and Overview of LftMThe benefits of the programme to the school groupAccessing the Learning GatewayNext steps

11. Development Day 1Participants onlySelf-AwarenessIntroductions and the role of the middle leaderThe national agendaProcessing the Middle Leader Development DiagnosticReflection and next steps

12. Capabilities established as the key to success for Middle Leaders Personal Impact: Self awareness and personal development Focus and commitment; Drive and determination Leading Learning: Understanding learning Developing the learning environment Leading Innovation Understanding the National Reform Agenda and Change: Vision and Strategic thinking Flexibility and openness to change Motivation and team awareness Building Capacity: Communication and influence Forward planning and organising Managing resources and performance Analytical thinking and problem solving Developing others

13. Leadership Coach TwilightCoaches onlyReview and developmentPersonal style and the principles of adult learningDesigning adult learning for the learning setReview and preview

14. Development Day 2Participants onlySelf-DevelopmentReview/preview – processing the learningExploring change, goal setting and planning for actionBarriers to change and influencing behaviourNext steps

15. Development Day 3Participants onlyLeading TeamsIntegrating the learning and understanding your teamExtending listening skillsCoaching to improve team performanceNext steps

16. Celebration/Learning ConversationParticipants and coaches Review/preview The Learning Conversations Leadership Lessons Celebration

17. Resources toolbar

18. Learning Pathway

19. Coaching tasks model

20. Roles within LftM • The Headteacher identifies the middle leaders and leadership coach then has a ‘light touch’ during the programme • The Leadership Coach has a critical role, supporting and challenging the participants in their school-based work • The Facilitator supports the leadership coach and facilitates the development days for the participants • The Provider administers the programme • NCSL provides programme materials

21. Time commitment Face to Face development days: Participants - 2 twilight sessions and 3 full days Leadership Coaches - 3 twilight sessions and 1 full day There are a range of intersessional tasksand activities online for participants to complete between development days. Participants also need to work on their leadership focus in school and meet regularly with their leadership coach. The programme spans 9-10 months

22. Who is eligible for LftM? • LftM is for middle leaders from primary, secondary and special schools • The programme is open to subject leaders; pastoral leaders; SENCOs; gifted and talented co-ordinators; advanced skills teachers; assessment co-ordinators and career co-ordinators. It is appropriate for any middle leader with leadership responsibilities

23. How many places are available? • The programme starts in September and April each year. In the East of England, we have 475 places for September, which are allocated on a first-come, first-served basis. • A waiting list will be kept for applicants beyond this number for the April start. • The mid year cohort is usually smaller than the September one, as many schools like to complete the programme in a single academic year.

24. When would the programme start? The next set of programmes will begin in September 2007 and complete in July 2008 • LCD (whole day) September 2007 • Induction (twilight) October 2007 • DD1 (whole day) November / December 2007 • LC TWL (twilight) January 2008 • DD2 (whole day) January/February 2008 • DD3 (whole day) May 2008 • Consolidation/Celebration event (twilight) July 2008

25. What will the programme cost? • NCSL currently subsidises 60% of the participant fee and schools contribute £400 per middle leader. There is no charge for the leadership coach training and support. • The school also pays the supply costs (3 days per participant) and travel costs of the learning set • NCSL pays all of the other course costs. • The costs of participants from schools with fewer than 100 pupils are met by NCSL.

26. How do schools apply? Applications are now being accepted until 8 June 2007 at noon. To apply, schools need to go the the NCSL website: www.ncsl.org.uk/lftm This will provide further information about the course and application details. NCSL will carry out the registration process and inform successful schools once this is completed.

27. A Collaborative Model of LftM A group of schools, such as a consortium or learning network, can arranged a programme specifically for themselves. Advantages of this approach: • Will build middle leadership capacity and strengthen local relationships • Flexibility for delivery dates (within model) • Tutors selected to match the needs of the group • A local venue Full details at www.ncsl.org.uk/lftm and follow links to collaborative groups

28. Collaborative questions … Q: How many middle leaders will we need? A: A minimum of 18, maximum of 24 Q: Can the collaborative be cross-phase? A: Collaboratives can be single or cross phase Q: How many leadership coaches will we need? A: Each coach will probably have 2 – 4 participants to work with Q: Does the coach need to be at the same school as the participants? A: Not necessarily with the collaborative model, however, both need to be aware of the level of commitment required from the leadership coach

29. More collaborative questions … Q: Who co-ordinates communication between group members? A: The collaborative group nominates a key person to act as a link Q: How much will the collaborative model cost? A: The cost is the same as for schools - £400 per participant Q: How flexible are the face-to-face training dates? A: The group can start at any time in the academic year, but must observe the model to allow sufficient time between development days Q: Can a single school apply as a collaborative? A: This could be considered, but would not be advised

30. How do we apply as a collaborative group? The process is to complete a pre-application questionnaire to help focus your ideas for the collaborative The questionnaire is returned to the Eastern Leadership Centre Once the application is accepted, the key person then completes the online application on behalf of the whole group The provider then organises the programme with the collaborative group

31. TLA certification/recognitionNCSL and the GTCE have created a partnership (Teacher Learning Academy) to provide professional recognition for participants’ learning whilst engaged with LftM Participants are able to submit evidence and will be given full guidance to help develop their submission.Coaches can gain recognition for their role in supporting participants through LftM and the TLA processes and can also gain higher level recognition if they make a detailed submission

32. Further information on TLA recognition If you enrol on LftM, your Facilitators will provide further information at your Induction-Engagement twilight session You can find further information, including sample submissions at www.gtce.org.uk/tla Look for the LftM link

33. The impact of LftMWhat the Participants said: • “My confidence as a leader has grown enormously while on the programme” • “Leading from the Middle has enabled me to celebrate my strengths and identify areas for future development” • “I have learned how to lead and manage my team” • “We are now able to build more effective teams with better delegation” • “The programme helped to open up opportunities for me this year which I would never have dreamt of. Since our last development day, I’ve been appointed Deputy Head” • “My team is working more closely now and is clearer about what is needed to improve teaching and learning”

34. What the Coaches said: • “LftM has provided a superb opportunity to work with a group of staff I would not usually have worked with” • “My skills in coaching others have really taken off. I never realised coaching could be such a powerful tool in professional development” • “I have learned to listen and not provide my solutions” • “I have learned that middle leaders are a force for change within the institution” • “I listen and don’t immediately judge” • “There has been an impact in the middle leaders’ departments and it is planned to disseminate this across the school”

35. What the schools said: • “I have watched our participants grow in self-esteem and confidence as a result of the programme. This has really impacted on work in school” • “The school now has more confident and focused middle leaders” • “It has been incredibly rewarding to see the impact this has had on our school” • “Success at middle leadership level means success at school level” • We are keen to support new middle leaders with LftM rather than some external one day courses, which don't deliver anything like such high quality and progressive development”

36. Leading from the Middle Thank you www.ncsl.org.uk/lftm