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, recognising the enhanced, significant and sustained enquiry a teacher has undertaken.  It recognises the teacher as an accomplished practitioner in a particular area, in this instance the particular area is Leadership. A key characteristic of professional recognition is evidence that the participants practice is underpinned by ongoing reflective enquiry.

 Applications for 2021/22 will be available from April 2021.


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.

Please ensure you have the support of your Head Teacher before applying for either programme.

Next Steps into Leadership Modules

Module Date
Induction and Overview of the Programme TBC                          1330 – 1630
Developing Leadership Styles TBC                         1330 – 1630
Planning for Improvement TBC                         16.30 – 18.30
Coaching Workshop TBC                        16.30 – 18.30
Leading Change in Practice TBC                        1330 – 1630
Leading School Improvement TBC                        1330 – 1630
Report Writing Workshop TBC                        16.30 – 18.30
Emotionally Literate Leader TBC                        1330 – 1630
Evaluative interview and Presentation TBC                        1330 – 1630
Evaluative interview and Presentation  TBC                       1330 – 1630
Certificate Ceremony  TBC                       1330 – 1630


Your Guide to Career Long Professional Learning for Education in East Lothian