Excellent Leadership Programme.

DTP Triangle (4)

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:

  • Understanding the qualities of a good leader
  • Myths about learning
  • Building a leadership model and exploring how it impacts on teaching and learning
  • The features of good teaching and learning including challenge, engagement, and the structure of a lesson
  • Observing and lesson analysis for professional development. We have never graded lessons or teachers
  • How to engage effectively in feedback to colleagues to develop colleagues
  • Skills in reflecting on one’s own work
  • “Problem Solving, Team Building” and other problem-solving techniques
  • Using Twitter for professional discussion and development
  • Recognising planning for learning is about planning for thinking
 

  • Drilling down into challenge, engagement, assessment, differentiation, plenaries, starters
  • Modelling excellent leadership practice
  • Identifying how assessment and marking improvements can reduce workload and increase effectiveness
  • Planning, delivering, observing and feedback practices by working in learning threes (triads)
  • What is effective questioning in a classroom?
  • Plus, Minus, Interesting
  • Issues around making instant decisions
  • The research of John Hattie and effect sizes
  • Action planning
  • Leading learning
  • Developmental homework after each session
  • And much, much more…

 

 

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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