NPQH Induction Day Cohort 1. QTL Quality Through Leadership Overview of Day The big picture of NPQH...

NPQH Induction DayCohort 1

QTL Quality Through Leadership

Overview of Day

• The big picture of NPQH – how the components fit together

• Personalising your journey through NPQH• Importance of a good coach• Introduction to Learning Tasks in Placement

School and Home School• How Masters Accreditation works• Begin Module One - vision


Ice-breaker



NPQH – Overview



Your responsibility and our responsibility


QTL Quality Through LeadershipQTL Quality Through Leadership

Key features – Development Phase

In order to present for final assessment trainee heads will need to have completed the following:

• 3 essential modules• 2 elective modules• 9 -10 day placement •Home-school learning

In addition, licensees may offer additional activities such as coaching.


Each module is 50 hours of study:• 12-15 hours face to face facilitation• 15-18 hours reading, structured reflection and

online learning• 20 hour work based learning



Accessing the modules online – blended learning


Key features – Home school learning

A trainee headteacher will undertake home school learning alongside the placement and the modular curriculum learning

Purpose of home school learning:• undertake school based work linked to the modules and the

school’s priorities• learn alongside the home school headteacher and reflect upon

how to improve their own leadership capability

Key features – Placement

Placement schools must have an Ofsted rating of Good or Outstanding, except in special circumstances.

Purpose of the placement:• Enable the THT to experience a school in a different context.• Work with a good or outstanding leader• Undertake a whole school strategic task that will impact on the lives of young people.•Analyse the differences between their home school and placement school•9 days, with at least 4 days on the whole school strategic task

Final assessment (tasks 1 and 2)

-reports (x 2) to panel in advance, including school documentation-written submission by headteachers-strategy, accountability, evaluation, impact, application of learning, next steps for school

School improvement priority 1own school

2 terms minimum

School improvement priority 2placement school

4 days out of 9


Final assessment (3)

• Case study assessment: -leading school financial management -leading teacher appraisal• Presentation/interview 1 hour Paperwork in advance, including headteacher’s verification 15 minute presentation followed by questions knowledge, experience, progress, national priorities, impact, reflection, credibility


Personalising your journey

• Gateway assessment• 360 outcomes – health warning• Approaching and selecting a Placement School (mechanism to be announced in new year)• Selection of elective modules


Level 3 Modules Essential Leading and improving teaching

Leading an effective school Succeeding in headship

Elective Curriculum development Leading inclusion: achievement for allClosing the gap Using data and evidence to improve performanceLeading staff and effective teams Leading change for improvement Leadership in diverse contexts including Free school leadership x 2 modulesSchool improvement through effective partnerships


What we learn about ourselves, for ourselves, is more powerful, relevant and acceptable than what we are told

by others……


Where does coaching come from?

• Origins in sports psychology• ‘The inner game of tennis’ Gallwey• Coaching includes a wide variety of disciplines

from life coaching to executive coaching


What is (non-directive) Coaching?• “Coaching is the art of facilitating the

performance, learning and the development of another” Myles Downey

• The process of coaching is non-directive allowing the client to explore their own issues in a positive, supportive relationship with their coach

• A means of helping people to uncover and bring out the best in themselves and the members of their team.


What is Coaching? • Coaching is a process that unlocks a person’s

potential in order to maximize performance• It is helping them to learn rather than instructing

them• Coaching focuses on future possibilities not past

mistakes• It is a generic process that can be used at a

variety of levels in an organisation (colleagues, pupils, parents)


How does coaching work?

• The process is non-directive• The coachee chooses the agenda• The coaching session is goal centred and leads to

action• Coaching focuses on the present and future• Coaching helps people take responsibility for action

and is an investment in their growth

The Inner Game

“The opponent within one’s own

head is more daunting than the

one on the other side of the

net.”

Timothy Gallwey

The diminishing of full potential

Full minus interferences equals diminished

potential performance

Gallwey


Traffic Jam Analogy


What is the relationship between:

• Coaching• Mentoring • Counselling?


• 80% of coaching is about opportunities only 20% is about problems


Coaching is not a panacea!

• Sometimes it is better just to tell

Only coach if you think the person has the ability to solve the issue

COACHING

“Coaching is not merely a technique to be wheeled out and rigidly applied in prescribed circumstances. It is a way of managing, a way of treating people, a way of thinking, a way of doing.

John Whitmore: Coaching for performance


The coaching process model(GROW)

GoalWFO

RealityAnalysis

OptionsDirectionsetting

Will DoAction

planning

What do you want?

Where are you now?

Where do you want to be?

How are you going to get there?


Key Coaching Skills

• Listening – activity

• Reflecting

• Clarifying/summarising

• Questioning


How to listen effectively

• Being there• Following the coachee’s agenda• Trusting silence• Hear what the coachee is saying without

projecting your experience on to the story

• Be patient, attentive and objective• Point out the elephants in the room• Turn off the conversation in your head


Impatient Listening• I see your problem and I know the

solution• I’m now composing my reply• I came with something on my mind• I really want to get on with my

work• What you said reminded me of

something I need to do• Not that issue again!


AIRTIME

• In a coaching session a coachee should get about 80 % of the airtime


Reflecting

• Holding a mirror up to raise the coachee’s awareness of the reality they have just described

• Using the coachee’s words is very powerful where possible

• Checking that what you have reflected back is accurate


Clarifying/Summarising

• Regularly focusing the conversation and reminding coach and coachee where they are.

• ‘So let me just check I’ve understood what you’ve told me...’

• ‘So far you have mentioned 3 goals....’


I have no special talents, I am only passionately curious’

Albert Einstein

This is true of the best coaches too.


Questioning• Keep them simple• Link questions to the coachee’s flow• What, why, when, how, where and who• What if questions (ideal world with no

constraints) – outside the box!• Sensory questions (reveal feelings/ raise

awareness)• Columbo questions e.g. How does that

work?• What else? Keep asking if you think

there’s more gold in the mine!


Silence is golden

• The best and most helpful questions invoke the biggest silences


One of the biggest challenges for new coaches is to learn to ask questions rather than give

advice


Introduction to Learning Tasks

• Placement School• Home School



Masters Accreditation

• Winchester University



Questions and Reflections


Group Protocols



Overview of Leading and Improving Teaching:

• Day 1 pm – importance of vision for developing high quality teaching and learning

• Day 2 - recognising and defining outstanding teaching and learning

• Day 3 -leadership and management structures that enhance and improve the quality of teaching and learning



What is a vision?

• Write your own definition of vision• Look at the range of quotes• Which ones resonate with you and which ones

do you disagree with• Refine your definition of vision



Martin Young Thinkpiece

• Construct your own vision for the school you will lead as headteacher



Building a Vision

Analysis of current situation

Understanding of the concept of

vision

Examining own position, values

and attitudes

Building the vision and

making it explicitLiving the vision



Roger Pope Thinkpiece



A leader is best when people barely know he exists, when his work is done, his aim fulfilled, they will say: we did it ourselves.

Lao Tzu


Intersessional Tasks

• Read and reflect on sections 2, 3 and 8 of the module

• Research and read the Ofsted criteria for good and outstanding teaching and learning

• Ensure your profile is upto date including pictures

• Contribute to the online discussion



Preview of Day 2

• What are the most important features of outstanding teaching and learning?

• What are the non-negotiables?• How do we lead high standards of pupil

behaviour? • How do you create a positive learning culture?


NPQH Induction Day Cohort 1. QTL Quality Through Leadership Overview of Day The big picture of NPQH...

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