Agenda
The Senior Education Leadership Programme programme consists of 4 core elements delivered over 5 days:
- Self as Leader in Education
- Working in the Strategic Environment
- Business Planning and Building a Strategy in Education
- Improvement Methodology and Delivering Excellence in Education
*The agenda is for a guide only and is subject to change
** The delivery of this programme via the virtual classroom may differ to ensure the optimum learning experience within this environment. However, the learning outcomes will remain the same.
The virtual course would be 4 x 90 minute sessions per day, with breakouts and tasks leading to the next session. The course is highly interactive and fully recorded for future reference. Please prepare for your virtual classroom course by reading our virtual classroom information guide.
*** If government restrictions, advice or social distancing prevent us from running any scheduled face to face course dates, In Professional Development may opt to deliver the scheduled course date via our Virtual Classroom platform. Please click here for more details about our virtual classrooms.
Introduction
The introduction is designed to set participants’ expectations for the programme, discuss the learning outcomes and what they need to do to achieve the qualification, if appropriate. The delegates will establish how they will work as a learning community. It might be useful here to look at Hargreaves re: collaborative professionalism and collaborative leadership.
Management Expectations in the Strategic Environment
This session will introduce the delegates to the role of the manager and will explore the differences between strategic and operational management. The group will analyse the changing expectations placed on them in their role and what they can do to meet these. The session will focus on key management behaviours and the impact they have on organisational success.
Acting as a Senior Leader
Building on the management expectations, the delegates will have the opportunity to explore the role of leadership at their level. The group will diagnose the leadership behaviours and analyse their own performance against these. The session will be underpinned by recognised and current theory relating to leadership including the critique of different models and approaches. The session will encourage delegates to apply different leadership styles to their practice, such as coaching and story-telling.
Self-Awareness and Emotional Intelligence
Personal insight is a key area for leaders at any level and the delegates will be introduced to tools and techniques to help them to consider their own impact and how they work with others. The session will support them to get feedback from others, develop themselves as reflective practitioners and practise key inter and intra-personal skills.
Understanding Organisational Culture
Every organisation has its own distinct culture. This can be felt in every interaction- both internally and externally. Using different approaches to consider the culture of each delegate’s organisation will allow the group to reflect on their own area of responsibility. A key element of this will be to support each delegate to complete a cultural diagnostic of their organisation.
Strategic Influencing
Using power as a starting point, this session will allow the delegates to consider their levels of power and the different ways this can be used. Building on influencing, and using different method of self-analysis, the delegates will reflect on their own approach to influencing, using different strategies to use in different situations. They will also analyse the challenges and risks associated with their own position and their own levels of impact.
Collaboration and Team Working
Delegates will analyse the key concepts of collective and distributed leadership in the context of their teams. Using different methods of analysis, the delegates will assess the climate for team-based working within both the teams they lead and are a member of, building on techniques to collaborate across the system.
Acting Politically
The final session will focus on the challenges that are present when working in the strategic environment. Acting with sensitivity and having an awareness of the political world that happens in both the internal and external environment. Delegates will assess the nature of these relationships and how best to make these a success. A key factor is to gain insight into the changing political environment that exists at senior level.
Systems Thinking
As organisations become more complex, the relationship between systems, processes and boundaries are more and more prevalent. This session will give the support delegates need to deconstruct their organisation and to use systems thinking as a technique to manage the complexity. This goes further into the relationships between organisations and there will be the opportunity to analyse the relationships between comparable organisations with similar goals.
Developing a Strategy
Without a clear strategy, organisations fail. Using the key components of successful business planning processes, the delegates will develop a strategy for their own area that fits into the wider priorities of their organisation. The session will analyse the challenges of transferring strategy into operations and will help create a plan where there is clarity about the direction of their areas of responsibility.
Creating a Vision
Closely linked to the strategy is your own vision for your organisation. Using appreciative techniques and transformational approaches to planning, delegates will be supported to produce a vision that is linked to the strategy and can be communicated through their organisation.
Knowledge Management
If organisations had clarity about the knowledge within it, the performance would improve dramatically. Knowledge management links to an understanding of expertise but goes deeper by considering systems, processes and practises that take place every day. By understanding the in their organisation, the delegates will be better placed to use it more effectively.
Improvement techniques
The final day will focus on developing and improving services. In order for services to develop, there needs to be insight into the current and future drivers facing organisations and construction more widely. This session will support the delegates to analyse the internal and external factors facing their organisation. Using practical service improvement tools and techniques to apply to work-based problems, delegates will plan real life improvements that they can evaluate.
Thinking differently – Building Creativity and Innovation Across Education
This session builds on the improvement techniques. All too often organisation and leaders within it follow similar thought processes for improvement and, as a consequence, get similar results. This session builds on different creative techniques, for example using de Bono’s methodology, to challenge the delegates to think in a different way.
Delivering High Performance in Education
This session will support the delegates to instil a culture of high performance in their areas. Using the principles of marginal gains to act as incremental to performance can have as much impact as delivering large scale change. The delegates will apply these principles to their own areas of responsibility.
Leading and Managing Change in Education
Using our leadership behaviours can only go so far when delivering change. This session will give the delegates the chance to analyse different models and approaches to change management. This will allow them to select an approach that best suits them in the implementation of their project. Having awareness of any preferred methodology from their organisation, they will reflect on how well it is used and how they can use it to deliver their projects.
Tutors
Lizana Oberholzer -
Lizana Oberholzer, is an experienced senior leader and former SCITT Director. She carries out research into leadership in schools, and the impact of the school-based curriculum approaches on teacher education. She is a NASBTT Trustee and led on the NASBTT SEND Project for ITE, Regional Lead for WomenED, a Trustee for BAMEed, and contributes regularly to conferences, in which she shares her research and practice with others. She also supports, Diverse Educators, Research SEND, and is a Founding Fellow of the Chartered College of Teaching, and the Network Lead for the Chartered College of Teaching at UEL. She contributed to English and Media Edu supporting others in developing their understanding of the various A-level and GCSE specifications in schools too. She has supported schools by sharing her research and experience on developing key strategies in delivering GCSE curricula effectively to support learners at all levels. In addition, she contributed to Surviving and Thriving in Secondary School: The NQT’s Essential Companion, outlining how Newly Qualified Teachers can continue to progress and do well in their new contexts. Lizana is passionate about supporting teachers in all education contexts and phases, and is the BERA SIG Convenor for England for Teacher Education and Development. Furthermore, Lizana engages as an active member of IPDA, and is a committee member and co-chair for the IPDA Conference 2020. She contributes to BELMAS too, and actively engages with the BELMAS RIG for Governance.
Paul Campbell -
Paul Campbell is an experienced primary teacher and leader, and currently leads Curriculum, Assessment and Quality Assurance in a large primary school, while also supporting schools with validated self-evaluation. Paul has worked in a range of schools in the U.K., Australia, and Spain with well developed expertise in learning and teaching across the primary age range, and leadership of change across sectors.
Paul is also Vice-Chair of the International Professional Development Association, and Coordinator of the International Congress for School Effectiveness and Improvement's Educational Leadership Network. He is also writing up his doctoral thesis on collaboration for school and system wide improvement. Paul's research has looked at teacher agency in education policy development, and fostering teacher innovation in a range of organisational contexts. Connecting with his expertise in research and academia, Paul also sits on the Editorial Board of the Sage Journal, Management in Education, and is an external reviewer for two Master of Education programmes at the University of Hong Kong.
Benefits of learning with INPD
The Education White Paper (DfE, 2010) and the Education White Paper (DfE, 2016) outline that Schools, and School Leaders will be provided with greater autonomy and control in school contexts. The Secretary of State (2010) outlined that School leaders have a key role to play in setting direction and creating a positive school culture including the proactive school mindset, and supporting and enhancing staff motivation and commitment needed to foster improvement and promote success for schools in all circumstances.
Effective Leadership Practices and approaches can enhance and support better teaching and learning and thus promote better outcomes for students as demonstrated by studies outlined in the Harvard Business Review (2018) on ‘How to turn around a failing school’.
The Senior Education Leadership Programme is delivered by sector experts, and will offer delegates the opportunity to gain a level 7 qualification, and a PGCert Senior Education Leaders from the University of East London.
Participants will get the chance to explore the profile of an effective leader in education. The programme will help attendees develop a sound understanding of self awareness, self management and social awareness and how to adapt and develop their ability to empower individuals, build teams, align people towards common goals and manage relationships within their organisation.
The course aims to equip you with the skills to lead the development of others and to lead and support those around you to be the best they can be.
Through interactive presentations, case study explorations, open discussion and group work, the facilitators will deliver thought provoking sessions in an engaging and memorable environment.
- To ensure rich discussion there is a suggested maximum of 20 attendees per session
- The programme will be interactive and delegate led – facilitators will adapt to meet delegate need
- Each session will explore topics pertinent to leadership and management in education as well as provide practical skills to equip delegates with tools to apply in their everyday practice
The key objectives for the programme are:
- Delegates have the opportunity to reflect on their performance and to develop strategies to increase their levels of insight into their behaviours and actions
- Delegates develop their understanding of the expectations placed on strategic leaders and how these differ from operational management
- Delegates demonstrate a systematic understanding of knowledge and critical awareness of issues relating to policy, ideology and leadership. 2) Critically evaluate and select appropriate research that can be used to inform policy 3) Identify and critically evaluate research that has been used to inform policy. 4)
- Delegates demonstrate strategic thinking by articulating the relationship between global, national and local levels of policy construction and their context.5) Implement policy directives appropriately in their working contexts – Mental Wealth
- All delegates understand the key behaviours, attributes and skills of successful leaders to enable them to lead in their strategic roles in Education
- Delegates apply the knowledge and skills they develop on the programme to develop strategic plans and a vision for their area of service
- Demonstrate a systematic understanding of knowledge in relation to leadership and leading change 2) Demonstrate an understanding of the impact of change on organisations, teams and individuals 3) Demonstrate an ability to understand national and local policy contexts and the leadership of change in the workplace 4) Present and justify an approach to change that directly addresses an issue in your work context – Mental Wealth
- Demonstrate a systematic understanding of knowledge and critical awareness of issues relating to policy, ideology and leadership. 2) Critically evaluate and select appropriate research that can be used to inform policy 3) Identify and critically evaluate research that has been used to inform policy. 4) Demonstrate strategic thinking by articulating the relationship between global, national and local levels of policy construction and their context.5) Implement policy directives appropriately in their working contexts – Mental Wealth - (DP), (IC), (EID), (SID), PID), (CID), (CC), (COI)
The key dimensions of successful leadership that will be applied throughout the learning are:
- defining the vision, values and direction
- improving conditions for teaching and learning
- redesigning the organisation: aligning roles and responsibilities
- enhancing teaching and learning
- redesigning and enriching the curriculum
- enhancing teacher quality (including succession planning)
- building relationships inside the school community
- building relationships outside the school community
- placing an emphasis on common values.
Accreditation
You can attend the Senior Education Leadership Programme on an accredited and non-accredited basis.
If you decide to undertake the Senior Education Leadership Programme on an accredited basis, you will receive a PGCert for Senior Education Leaders from the University of East London, upon completion.
- Learners will complete 2 assignments in order to achieve this qualification
- Conduct top level organisational analysis, resulting in a research proposal for an empirical study into a leadership and management issue within the delegate’s professional environment
- A robust data driven enquiry within the delegate’s professional environment that adds value through active participation in a learning community, and an evaluation of how this enquiry has added value to self and the organisation
Student Support
You will be provided with:
- One-to-one telephone tutorial opportunities (as many as the student requires; typically, this would involve 3 one-hour tutorials)
- Group tutorials through conference calls
- Monthly webinar events
- We encourage learners to engage with as many tutorials and learning opportunities as possible.
The blended learning method has been shown to provide flexible, student centred delivery and a high pass rate.
You can read move about the available qualification on our qualifications page.
