Next Steps Into Leadership

Next Steps into Leadership

Target Audience

Those who are at Principal Teacher level or are aspiring PTs.           Participants will usually have an active leading/managing role, for example responsibility for staffing, NQTs, an area of the                        development plan or a project group. It is recommended, but not          essential that participants will have completed First Steps into        Leadership course.

Next Steps into Leadership now has professional recognition, this means there is a requirement to engage critically with literature.

Next Steps into Leadership Application form 2018-19

Applications for the 2018/2019 programme have closed.

Applications for the 2019/2020 programme will be open from the 1st to 31st May 2019.  All application must be received by              midnight on the 7th June 2019.  No applications will be accepted after this date.

Structure

This course involves blended learning with the main part of the course involving candidates completing and evaluating a whole school project. Candidates are also involved in a range of activities including shadowing colleagues, mentoring meetings, coaching         sessions, personal reflection of literature and upkeep of a learning log.

Sessions 2 – 5 are designed to introduce and explore theories and concepts, participants will then be expected to conduct personal      research and reading before putting these theories and concepts into practice.

Session 1 – Introduction to the Course. Coaches and participants to come together with the Programme coordinator to discuss                  expectations and an outline of the course.  Also provides an               opportunity for discussion regarding potential areas for project.          Initial reading materials highlighted to participants.  Initial action plans created and support discussed.

Session 2 – Developing Leadership Styles – Leadership versus Management.  An exploration of leadership skills from both the business and education worlds. Focus on reading, action research, journaling and the importance for self-reflection for professional learning.

Session 3 – Leading Change in Practice.  A practical session looking at ‘big issues’ in education.  A reflection on how participants could adapt their own leadership style to cope with various scenarios.       Integration of theory (pre-course reading) into practical examples.

Session 4 – Leading School Improvement. Co-operative learning session. Participants examine their own school improvement plans. The importance of having realistic and achievable improvement plans. Discussion around the key role of vision and the importance of linking all new initiatives to school improvement plan.

Session 5 – The Emotionally Literate LeaderThe importance of self-awareness and awareness of others when leading. Critical reflection of a range of published work.

Session 6 – Review and Presentations.  Presentation by participants of their projects as part of an evaluative interview.  Formative feedback will be given

Learning Outcomes:

By the end of the course participants should be able to:

  •  evaluate and critically analyse the relevance of leadership        theories, concepts and principals in relation to their own            professional learning.
  • draw on relevant sources to inform their knowledge of                  leadership, associated approaches and apply a range of these    professional skills and techniques in their work context
  • make informed judgements and decisions pertaining to the          planning of a school improvement project
  • take significant responsibility for an area of School improvement and make an identifiable contribution to change.

This programme is run on an annual basis and begins in term 1 and commences before the end of term 3.  The duration of the                     programme is approximately 9 months.