Vision
- To give leaders the techniques, tools and strategies, challenge and inspiration to engage in significant and rapid development.
- To support the implementation of the leadership processes that raise the quality of teaching and learning to ensure every student benefits from quality teaching and learning experiences and outcomes.
The ELP has been designed and is led by Peter Blenkinsop, the ex-headteacher of an outstanding school. The programme gives leaders a set of high-level skills and strategies that enable them to become consistently and sustainably good and better. Leaders need to be given some time in school to support their development in addition to the time spent during the programme.
Objectives
To provide leaders with the ability to:
- understand how to challenge and support so that teaching & learning improves for pupils
- recognise and support improved planning of learning, with a focus on pupil thinking
- reflect positively on their own leadership successes
- support a school culture where the improving the quality of teaching and learning is openly observed, discussed, challenged and enhanced
Leaders who have taken part will have increased professional satisfaction and will have opened up opportunities for further leadership and career progression.
Impact
Leaders from several schools, secondary, grammar, comprehensive, secondary modern, primary, special, PRUs, in the maintained and independent sectors, have taken part in the programme originally run in Bristol, covering the South West and South Wales. Responses have been almost exclusively excellent. Schools have reported very positively on the impact on the improvements in the quality of teaching and learning, the school culture where teachers are now actively discussing learning in an informed way.
Typical Content:
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The style is very open and will engage with participants’ experiences and knowledge.
Each programme consists of cohorts of either senior leaders OR leaders, including classroom teachers, whose roles are focused on groups of teachers – such as heads of department, heads of year, curriculum coordinators, etc.
We have found that leaders appreciate working with those who are exploring issues that relate closely to their own role.
The Programme:
- is mostly facilitated over a half term. Consists of 4.5 full days or 1 full day and 7 half day sessions.
- is open to teachers with the potential and capacity to develop, and who want to explore their leadership of teaching and learning.
Which Teachers?
Teachers a desire to improve their leadership abilities. Teachers who are deputy head teachers, members of a senior leadership team, heads of subject or faculty or curriculum area. Those whose role is traditionally seen as pastoral, (we discuss whether this is the most effective role), deputy leaders of the above areas and those whose ambition is to move into one of these roles.
The programme is most effective when schools are able to release three teachers who can be allowed to work together for the programme and have time back at their home school. Activities take place in these learning triads; PRUs, primary and special schools prefer to join with other nearby schools to form their own triad. Teachers from these schools should be geographically close enough for collaboration to occur.
Applicants need to demonstrate:
- a strong commitment to improving Teaching and Learning
- that they have the ability to improve as leaders
- they possess a commitment to professional development and the desire to reflect on their practice, including using student and colleague feedback to evaluate the impact of their leadership
- that they come from a school that has senior leadership backing for such development
Cost is per participant plus VAT for the full programme including supporting materials.
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