I have been asked by a few colleagues to write about my views on the National Professional Qualification (NPQ) Lead Teacher Development, so here are my thoughts:
NPQLTD is a program aimed at enhancing the skills and expertise of teachers in leadership positions within the education sector. This scheme provides a structured framework for teachers to develop their leadership capabilities and effectively lead teams and improve educational outcomes. It also offers a comprehensive curriculum that covers various aspects of leadership, including strategic planning, instructional leadership, team building, and professional development.
As a participant, you will have opportunities to engage in a combination of theoretical learning, practical application, and reflective practice to deepen their understanding and hone their leadership skills.
Through the program, you will acquire the knowledge and competencies needed to drive positive change within your own school or Trust. You will gain insights into effective leadership strategies, learn how to foster a culture of continuous improvement, and develop the ability to effectively collaborate with your colleagues and other stakeholders.
Upon the completion of this qualification, you should become equipped to take on higher leadership roles, such as middle leadership or headship positions and it will enhance your own professional growth as well.
Overall, NPQ Lead Teacher Development plays an important role in raising the quality of education by empowering teachers with the necessary skills, knowledge, and confidence to lead effectively and drive positive change in their schools and educational communities.
You will be studying and covering the following…
Module contents:
*Learning Module 1 Design and Implementation The first module introduces you to the Education Endowment Foundation (EEF) implementation guide for schools and drills down into the stages of ‘Explore’ and ‘Prepare’, while also considering the necessary foundations of treating implementation as a process and providing a supportive environment.
You will:
Audit your own knowledge and skills against the Early Career Framework (ECF) and use the same audit to monitor your progress and development through the programme.
Further consider, with your in-school coach, the most appropriate data sets and analysis tools that you can draw on to inform your decision on which professional development priority to focus on
Draw on research evidence about what makes for effective professional development, to inform your plans and actions.
Be supported to decide on and engage with an applied learning experience in the form of implementation of an appropriate professional development programme, and
Be supported from the start, in building an evaluation of the impact of your interventions on teacher effectiveness.
Learning Module 2 Delivery and Implementation The second module uses the EEF guide stage 5 ‘Deliver’ to build on Module 1’s exploration and preparation to support you in implementing the delivery of your plans.
You will:
Consider how to deliver a range of development approaches suitable for all, with appropriate adjustments, drawing on internal and external expertise, as well as re-purposing well-structured frameworks and resources.
Be supported to choose activities that suit the aims and context of your professional development programme.
Consider strategies to enable staff to apply their learning to their own subject and phase contexts.
Learn the importance of prioritising the ‘active ingredients’ of the approach until they are securely understood and implemented, and only then, if needed, introduce adaptations, and
Learn the importance of developing strategies to manage expectations and encourage ‘buy-in’ until positive signs of change emerge.
Learning Module 3 Evaluation and Implementation The third module draws on stage 6 of the EEF model for implementation ‘Sustain’, focusing on the sustainability of your delivery and its impact through a supportive culture and distributed leadership.
You will:
Learn the importance of monitoring implementation and using this information to tailor and improve the approach over time, e.g., identifying a weak area of understanding and providing further training.
Learn the importance of reinforcing initial training with expert follow-on support within the school if impact is to be sustained.
Learn to monitor and evaluate teacher development and its impact effectively, and
Consider how to assess the appropriateness of scaling up, and how to implement this as a new implementation process.
Each module will contain:
Self-auditing
Online self-directed learning
Face-to-face sessions
Online synchronous and multimedia activities
Coaching sessions
Applied learning experiences
Engagement in online discussion forums, and
A formative self- and programme assessment opportunity.
LLSE program schedule
To complete the course successfully and be awarded the qualification you will need to meet the following criteria:
Participation in at least 90% of the course, and
Pass the summative case study assessment.
To demonstrate you have participated in at least 90% of the course, your engagement with the online activities will be monitored. A register will be taken for each of the face-to-face workshops and webinars.
If your engagement with the course is at risk of falling below the 90% threshold you will be contacted to find out what additional support, you may need to ensure completion.
I, personally, have enjoyed completing this qualification and believe it has given me the knowledge and the tools in terms of how to prepare for the whole school improvement approach; how to plan, implement and sustain changes and initiatives across the department(s) and school.
* Source: https://llse.org.uk/
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