Investing in Leaders is an evidence-informed, professionally led programme for leaders of all levels in schools.
At Education Durham we recognise that every school is different. Within schools, every staff member is a leader of learning but each has different development needs. Investing in leaders is designed with this in mind.
Our programme lets you tailor support to match an individual’s needs, right here, right now, so that what they do will make an immediate planned difference. It is powerful, personalised and cost-effective support like no other school leadership improvement available anywhere, with measurable impact guaranteed.
“I genuinely think your idea is very good. There is nothing around that brings the key personnel together back in school the way this does and it’s that which has real potential to bring about lasting change and which can integrate more fully CPD into the school development plan.” A Durham Head Teacher, September 2021.
The professional learning journey
- Needs of leaders in school assessed using the Leadership Audit; leaders enrolled on relevant components
- One facilitated group session per component delivered live
- Online self-study modules and resources
- Access to two coaching sessions with a professional advisor
- Evaluation meeting between the learner, school leader and advisor
Leaders will also be able to access ongoing email support with an in-school enquiry from a professional advisor.
Step one: Enrolment
Using our Leadership Audit Tool, the head teacher/senior selects which leader(s) they wish to enrol on the programme, identifying 3+ components for them to focus on.
The cost of enrolment (per person) is:
- £440 (3 components)
- £550 (4 components)
- £80 per additional component thereafter
Step two: Professional Learning
The learner attends one facilitated group session per component. Each component will involve:
- A live, fully facilitated group session to introduce the theme and share research, theory, examples of good practice and guidance needed to complete the e-learning modules. Group sessions will be lively networking opportunities as well as important information sessions.
- Access to an on-line platform to complete self-directed learning over 2-3 weeks. Learners will have email access to the facilitator throughout. Completing a module will take between 4 and 6 hours of self-directed study.
The learner can arrange, in addition, up to two one-to-one tutorials with a leadership coach. These will be suitable opportunities to check in and share progress or any major challenges, and to confirm appropriate future steps.
Understanding your leadership priorities and sharing a compelling vision
Develop your understanding of your roles and responsibilities, write a compelling vision and increase confidence in articulating this to others.
Setting clear goals and objectives for yourself and others
Identify a complete list of goals and objectives relevant to your role. Prioritise these according to need and learn how to get buy-in from the wider team.
Knowing and articulating your curriculum
Learn how best to articulate the design and sequencing of your curriculum and explore how to provide evidence of its implementation by effective monitoring for impact.
Identifying and following a line of enquiry to drive improvement
Identify a performance-related challenge linked to your role in school and develop the skills to resolve it using a tried and tested action-research approach.
Leading the team through the process of change
By applying evidence-based research, leading to a better understanding of change, you will be able to influence positively a specific change in your own area of responsibility.
Developing a deeper understanding of the value of communicating as a leader
Increase stakeholder cooperation and participation through understanding how you communicate now and leveraging improvements.
Becoming a more resilient leader
Improve your ability to meet setbacks and overcome them. Learn more about how to bounce back from problems so that you inspire confidence in others.
Monitoring and evaluating teacher performance accurately and effectively; being prepared to hold other people to account
Make best use of evaluation processes to monitor effectively and use this as a basis to support and challenge others professionally.
Developing your self-awareness, critical thinking and emotional intelligence
Conscious attention and practice evolves success-enabling behaviours and habits. Being clearer about how you see yourself and how others see you will make you a better leader.
Improving your management of challenging people
Gain confidence for the next time you need to have a challenging conversation by developing your skills and strategies to manage dysfunctional behaviour.
Building relationships and growing teams that have positive mental health
Develop your situational awareness; use key agreements and acknowledgment to promote consistency so that the wellbeing of your team improves.
Using coaching skills effectively to challenge and overcome underperformance
Make effective use of essential coaching competencies so that you build lasting capacity in your team and support those who find it difficult to perform.
Step 3: Impact and Evaluation
Impact is an important aspect of any professional learning programme. After the learner has completed their components, there will be an optional 1 hour evaluation session involving the head teacher (or other senior leader/ governor), the participant and their leadership coach.
This will be an occasion where the progress of the leader is shared and celebrated, endorsed by the leadership coach. Next steps to support the colleague on their leadership journey may also be discussed.
Enrolment is open now. Facilitated sessions will begin in January 2022 and run continuously on a rolling programme, so your leaders can attend when most convenient to them and the school. Evaluation meetings in school will be arranged at a suitable time when the final component has been completed.
Email DLC@durham.gov.uk to request our Leadership Audit Tool and then enrol onto the programme.