Leading from the Middle

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Leading from the Middle
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Where are we based?
Peterhouse Technology Park 96 Fulbourn
Road Cambridge CB1 9AH
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What is the ELC?

• The ELC is provider for many leadership
  programmes in the east region and in particular
  NCSL programmes
• The ELC aims to promote leadership development
  for teachers, headteachers, bursars, governors,
  teaching assistants and others working in
  education

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• National Programmes
• Leading from the Middle
• National Professional Qualification for Headship
• Head for the Future
• NPQ Integrated Centre Leadership
• Bursar Development Programme
• Higher Level Teaching Assistant Training
  Programme
• DCSI (Developing the Capacity for Sustained
  Improvement)
• WTFS (Working Together for Success)

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Leading from the Middle

• The first national programme for Middle Leaders
• Intended to support teachers who have leadership
  and management responsibilities including heads
  of subject/area and subject co-ordinators

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Programme aims

• increase middle leaders ability to lead
  innovation and change in the context of their own
  school and the national agenda
• deepen their knowledge and understanding of their
  role in leading learning and teaching
• enhance their self-confidence and competence as
  team leaders
• encourage them to build capacity in their own
  area through the efficient and effective
  management of people and resources

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Key Concepts of LftM

• Based on self-directed learning in a blended
  learning environment
• Blended learning environment includes online
  diagnostic leadership focus development days
  coaching process model and reflective journal
• The programme is designed for a Learning Set
  from each school, consisting of between 2 and 4
  participants and a leadership coach. A school
  can have more than one learning set.

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Programme model
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Development Day for CoachesUnderstanding the
LftM programme and role of the coachCoaching
characteristics and skillsPractising
coaching Analysis where am I now? Direction
setting where do I want to be? Action planning
how will I get there?Introduction of online
learning and the Learning Gateway
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Induction Session TwilightFor coaches and
participantsIntroductions and Overview of
LftM The benefits of the programme to the
school groupAccessing the Learning
GatewayNext steps
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Development Day 1Participants onlySelf-Awarene
ssIntroductions and the role of the middle
leaderThe national agendaProcessing the
Middle Leader Development DiagnosticReflection
and next steps
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Capabilities established as the key to success
for Middle Leaders
Personal Impact Self awareness and personal
development Focus and commitment Drive and
determination Leading Learning Understanding
learning Developing the learning
environment Leading Innovation Understanding
the National Reform Agenda and Change Vision
and Strategic thinking Flexibility and
openness to change Motivation and team
awareness Building Capacity Communication and
influence Forward planning and organising
Managing resources and performance
Analytical thinking and problem solving
Developing others
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Leadership Coach TwilightCoaches onlyReview
and developmentPersonal style and the
principles of adult learningDesigning adult
learning for the learning setReview and
preview
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Development Day 2Participants onlySelf-Develop
mentReview/preview processing the
learningExploring change, goal setting and
planning for actionBarriers to change and
influencing behaviourNext steps
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Development Day 3Participants onlyLeading
TeamsIntegrating the learning and understanding
your teamExtending listening skillsCoaching
to improve team performanceNext steps
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Celebration/Learning ConversationParticipants
and coaches Review/preview The Learning
Conversations Leadership Lessons Celebration

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Resources toolbar
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Learning Pathway
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Coaching tasks model
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Roles within LftM

• The Headteacher identifies the middle leaders and
  leadership coach then has a light touch during
  the programme
• The Leadership Coach has a critical role,
  supporting and challenging the participants in
  their school-based work
• The Facilitator supports the leadership coach and
  facilitates the development days for the
  participants
• The Provider administers the programme
• NCSL provides programme materials

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Time commitment

• Face to Face development days
• Participants - 2 twilight sessions and 3 full
  days
• Leadership Coaches - 3 twilight sessions and 1
  full day
• There are a range of intersessional tasks and
  activities online for participants to complete
  between development days.
• Participants also need to work on their
  leadership focus in school and meet regularly
  with their leadership coach.
• The programme spans 9-10 months

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Who is eligible for LftM?

• LftM is for middle leaders from primary,
  secondary and special schools
• The programme is open to subject leaders
  pastoral leaders SENCOs gifted and talented
  co-ordinators advanced skills teachers
  assessment co-ordinators and career
  co-ordinators. It is appropriate for any middle
  leader with leadership responsibilities

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How many places are available?

• The programme starts in September and April each
  year. In the East of England, we have 475 places
  for September, which are allocated on a
  first-come, first-served basis.
• A waiting list will be kept for applicants beyond
  this number for the April start.
• The mid year cohort is usually smaller than the
  September one, as many schools like to complete
  the programme in a single academic year.

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When would the programme start?

• The next set of programmes will begin in
  September 2007 and complete in July 2008
• LCD (whole day) September 2007
• Induction (twilight) October 2007
  
• DD1 (whole day) November / December 2007
• LC TWL (twilight) January 2008
• DD2 (whole day) January/February 2008
• DD3 (whole day) May 2008
• Consolidation/Celebration event (twilight) July
  2008

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What will the programme cost?

• NCSL currently subsidises 60 of the participant
  fee and schools contribute 400 per middle
  leader. There is no charge for the leadership
  coach training and support.
• The school also pays the supply costs (3 days per
  participant) and travel costs of the learning set
• NCSL pays all of the other course costs.
• The costs of participants from schools with fewer
  than 100 pupils are met by NCSL.

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How do schools apply?

• Applications are now being accepted until 8 June
  2007 at noon.
• To apply, schools need to go the the NCSL
  website
• www.ncsl.org.uk/lftm
• This will provide further information about the
  course and
• application details.
• NCSL will carry out the registration process and
  inform successful schools once this is completed.

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A Collaborative Model of LftM

• A group of schools, such as a consortium or
  learning network, can arranged a programme
  specifically for themselves.
• Advantages of this approach
• Will build middle leadership capacity and
  strengthen local relationships
• Flexibility for delivery dates (within model)
• Tutors selected to match the needs of the group
• A local venue
• Full details at www.ncsl.org.uk/lftm and follow
  links to collaborative groups

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Collaborative questions

• Q How many middle leaders will we need?
• A A minimum of 18, maximum of 24
• Q Can the collaborative be cross-phase?
• A Collaboratives can be single or cross phase
• Q How many leadership coaches will we need?
• A Each coach will probably have 2 4
  participants to work with
• Q Does the coach need to be at the same school
  as the participants?
• A Not necessarily with the collaborative
  model, however, both need to be aware of the
  level of commitment required from the leadership
  coach

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More collaborative questions

• Q Who co-ordinates communication between group
  members?
• A The collaborative group nominates a key
  person to act as a link
• Q How much will the collaborative model cost?
• A The cost is the same as for schools - 400
  per participant
• Q How flexible are the face-to-face training
  dates?
• A The group can start at any time in the
  academic year, but must observe the model to
  allow sufficient time between development days
• Q Can a single school apply as a
  collaborative?
• A This could be considered, but would not be
  advised

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How do we apply as a collaborative group?

• The process is to complete a pre-application
  questionnaire to help focus your ideas for the
  collaborative
• The questionnaire is returned to the Eastern
  Leadership Centre
• Once the application is accepted, the key person
  then completes the online application on behalf
  of the whole group
• The provider then organises the programme with
  the collaborative group

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TLA certification/recognitionNCSL and the GTCE
have created a partnership (Teacher Learning
Academy) to provide professional recognition for
participants learning whilst engaged with LftM
Participants are able to submit evidence and
will be given full guidance to help develop their
submission.Coaches can gain recognition for
their role in supporting participants through
LftM and the TLA processes and can also gain
higher level recognition if they make a detailed
submission

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Further information on TLA recognition

If you enrol on LftM, your Facilitators will
provide further information at your
Induction-Engagement twilight session You can
find further information, including sample
submissions at www.gtce.org.uk/tla Look for the
LftM link
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The impact of LftMWhat the Participants said

• My confidence as a leader has grown enormously
  while on the programme
• Leading from the Middle has enabled me to
  celebrate my strengths and identify areas for
  future development
• I have learned how to lead and manage my team
• We are now able to build more effective teams
  with better delegation
• The programme helped to open up opportunities
  for me this year which I would never have dreamt
  of. Since our last development day, Ive been
  appointed Deputy Head
• My team is working more closely now and is
  clearer about what is needed to improve teaching
  and learning

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What the Coaches said

• LftM has provided a superb opportunity to work
  with a group of staff I would not usually have
  worked with
• My skills in coaching others have really taken
  off. I never realised coaching could be such a
  powerful tool in professional development
• I have learned to listen and not provide my
  solutions
• I have learned that middle leaders are a force
  for change within the institution
• I listen and dont immediately judge
• There has been an impact in the middle leaders
  departments and it is planned to disseminate this
  across the school

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What the schools said

• I have watched our participants grow in
  self-esteem and confidence as a result of the
  programme. This has really impacted on work in
  school
• The school now has more confident and focused
  middle leaders
• It has been incredibly rewarding to see the
  impact this has had on our school
• Success at middle leadership level means success
  at school level
• We are keen to support new middle leaders with
  LftM rather than some external one day courses,
  which don't deliver anything like such high
  quality and progressive development

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• Leading from the Middle
• Thank you
• www.ncsl.org.uk/lftm