Middle Leaders Programme

Introduction:

This programme has been designed to support aspiring and existing middle leaders working in the inner city Titan schools.

The programme is made up of a number of components: Taught sessions, self-research, guided-study, local school-based investigations. Each component can be ‘stand-alone’ and certificated separately. Each certificate would contain detail of the session in order to inform future readers. If all components are undertaken and successfully completed the teacher will be awarded 30 units towards a Masters qualification through the University of Wolverhampton.

How is this programme different to NCSL’s Leading from the Middle Programme?

It is different in a number of ways. Firstly, the programme will be locally devised with a bias towards teaching in the inner city. Secondly, colleagues do not have to complete the whole programme to get recognition. Each component is certificated separately in order to allow people to participate in the components they desire. Thirdly, tutors will be school-based colleagues in the teacher’s own school. They will know the teacher and the school setting. They will also know the area. Fourthly, teachers will be able and encouraged to make visits to other schools and carry out investigations and research. Finally, the taught components will be delivered by colleagues working in the local area and in Titan schools.

Programme Rationale:

• To provide colleagues with a flexible approach to accessing high quality CPD that meets their personal needs.
  
• To enable colleagues to participate in some or all of the activities.
  
• To receive certification for each activity attended. The certificate will be detailed and contain information on the activity undertaken.
  
• To achieve accreditation (if desired) towards a Masters qualification.
  
• To affect change and improvement in education by providing high quality and local training for teachers working in local schools.

Programme Structure:

Unit 1: TAUGHT SESSIONS

There will be seven taught sessions throughout the year. Each session will have a preparatory task/reading task that can contribute to the module assignment. During these sessions colleagues will have the opportunity to reflect on their practice and on their reading with others.

Unit 2: INVESTIGATION

In the Spring Term the teacher will undertake an appropriate research task, negotiated with the Tutor and agreed by Titan Manager. The task will focus on an investigation of leadership styles and/or the management of change.

Each term the teacher will spend a minimum of one day in another school carrying out research. Colleagues will be expected to produce a written assignment of 5,000 words summarising their research demonstrating wide reading and reflection expected at Masters level.

A log of reflective practice, lessons learned, reading, etc. will be included as an appendix to the assignment.

Examples of research opportunities: To research how ‘change’ has been introduced and managed in their own and other schools. To investigate different leadership styles in their present school and in other schools.

Credit Weighting: 30 Credits on completion.

Programme Content:

AUTUMN TERM

September – Friday 28th & Saturday 29th September

• Friday Evening & Saturday Morning Residential – Taught Session (1):
  (6 hours)
  • Keynote from speaker/Head teacher
    
  • Introduction to the programme
    
  • Getting to know others
    
  • Self-evaluation/review process – identify own strengths and areas for development as a leader.
    
  • Team-building activities – understand how working styles affect a team’s dynamic
    
  • Looking at Leadership – what is it? Different styles of leadership. What makes leadership effective?
    
  • Where do I want to be? – personalised planning
    
  • Management v Leadership – the differences.
    
  • Importance of communication
    
  • Ethical issues

October – Thursday 18th October

Taught Session (2) - The changing role of middle leaders

• The context in which Middle Leaders operate: management structures; self-reviewing departments/schools; devolved, dispersed and shared management processes.
  
• What does a ‘leader’ in the future look like?

Reading List:

• The Art of Middle Management in Primary Schools (Essential reading)
  Author: Fleming, P. & Amesbury, M. 2001.
  
• Strategic Planning for School Improvement (Essential reading)
  Author: Fidler, B 1996
  
• Effective Educational Leadership (Essential reading)
  Author: Harris, A., Busher, H. & Wise, C. 2003
  
• The Influencing Role of Subject Leaders in Secondary Schools in Kydd, L., Anderson, L., & Newton, W. (Eds.) Leading People and Teams in Education (Essential reading)
  Author: Aubrey-Hopkins, J. & James, C. 2003
  
• School Culture and Improvement in Preedy, M., Glatter, R. & Wise, C. (Eds.) Strategic Leadership and Educational Improvement London Paul Chapman Publishing (Essential reading)
  Author: Stoll, L. 2003

November

Taught Session (3) - Leading innovation and change
Aston Manor School

• Leadership skills/styles – what are they? The team approach?
  
• Goal/target setting and action planning for change.
  
• Where does innovation come from?
  
• Overcoming barriers to change.

Reading List:

• Sustainable Education: Re-visioning Learning and Change
  Author: Sterling, S; Green Books on behalf of The Schumacher Society. 2005
  
• Changing Leadership for Changing Times (Essential reading)
  Author: Leithwood, K., Jantzi, D. & Steinbach, R. 1999
  
• Extending Educational Change: International Handbook of Educational Change (Paperback)
  Author: Andy Hargreaves 2005
  
• The Sharp Edge of Educational Change: Teaching, Leading and Realities of Reform (Educational Change & Development) Author: Nina Bascia and Andy Hargreaves, 2000
  
• Teacher Learning for Educational Change: A Systems Thinking Approach (Professional Learning) by Garry Hoban, Andy Hargreaves, and Ivor F. Goodson 2002
  
• Effective Heads of Department (School Effectiveness) (Paperback) Author: Phil Jones and Nick Sparks Network Educational 1996

SPRING TERM

January

Taught Session (4) – Essential Leadership skills

• Leaders as coaches
  
• Transactional versus Transformational leadership models
  
• Leadership behaviour
  
• Developing and enhancing leadership skills

Reading List:

• Leadership behaviours of principals in inclusive educational settings
  Author: Patreese D. Ingram
  Journal: Journal of Educational Administration1997
  
• Learning to Lead in the Secondary School: Becoming an Effective Head of Department (Paperback)
  Author(s): Mark Brundrett and Ian Terrell
  
• Improving Organisational Effectiveness through Transformational Leadership
  Author(s): Bass, B.M and Avolio, B.J, Thousand Oaks, CA, Sage 1994
  
• Leadership
  Author: Burns, J.M., New York, Harper & Row 1978
  
• The move toward transformational leadership
  Author: Leithwood, K.A., Educational Leadership, February, pp 68-72 1992

Review of progress for those on year long programme

• Addressing individual needs (training and other)
  
• Feedback from observations/work/experiences in other schools

Research task agreed

March