TKAT Leadership Development

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Primary Programme: 

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Secondary Programme: 

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This programme is well-established at TKAT. It is designed to allow middle leaders from a number of primary and secondary schools to work together to enhance their leadership skills, creating a tier of middle leaders in schools that are inspirational, innovative and imaginative.

Overview: 

Session 1 – Leadership vs Management

This session identifies the difference between leadership and management and aims to unpick what makes an effective leader. Participants will reflect on their current leadership experience and identify key strengths and areas for further development. 

Session 2 – Leading a team

This session identifies what makes an effective team. It aims to support participants with building positive working relationships and develops an understanding of leadership skills and tools needed to lead diverse groups of people. 

Session 3 – Curriculum Development

This session focuses on the importance of a strong curriculum and looks at how to sequence, plan and implement an appropriate curriculum. How to evaluate the curriculum is included with an introduction to the 'deep dive' method used by Ofsted. 

Session 4 – Teaching & Learning

This session will support participants in understanding the elements of effective teaching and learning and the role of the middle leader in school improvement including an introduction to incremental coaching. During the session participants will also understand and practice the skills needed to manage difficult conversations and how to hold others to account.

Session 5 – Continuous Improvement

This session will support middle leaders in understanding the importance of vision and how to communicate this vision. It identifies the key components of successful change and how middle leaders can manage change within their teams.

Session 6 – Mapping the Future

This session aims to inspire participants and support them to understand the importance of middle leadership within the school structure. It draws together the learning from sessions 1-5  to develop an effective strategic plan around a clear area of focus, which can be taken away and used back in school.

Eligibility:

This programme is suitable for new, as well as more experienced, middle leaders in both Primary and Secondary schools. 

Duration: 

This programme is delivered over 6 x 2.5 hour sessions over the course of a term.

"This course helped me to see the power of effective leadership and communication, and the correlation between middle leadership and school improvement"

This course will explore the key features of outstanding practice in EYFS including:

• Safeguarding and risk assessment
• The quality of the environment and its impact on learning and outcomes for young children
• Understanding EYFS data
• How to effectively resource EYFS and financial implications

The course will include live observations in EYFS and an opportunity to look at books and observation records. By the end of the day delegates will be able to confidently monitor and evaluate the impact of EYFS and moderate the end of year EYFS data.

Learning Objectives:

• To develop a thorough understanding of EYFS pedagogy
• To be confident monitoring EYFS
• To be able to confidently evaluate the impact of EYFS
• To be able to analyse EYFS data

This programme is ideal for:

Headteachers, Deputy Heads and Senior Leaders and Governors with a responsibility for monitoring EYFS

Duration and location:

This programme is usually delivered over a 1 full day session from your school or a regional location. 

“Great mix of practical and theoretical learning, with really good takeaways, I feel much more confident about being able to challenge effectively in EYFS”
-Previous Participant

On appointment to a Headship post within TKAT, leaders undertake an induction programme that is tailored to meet individual needs. Whether you are new to Headship or to TKAT leadership the programme provides each participant with extensive leadership support as well as the development of professional core knowledge.

Whilst the individual programme undertaken will be dependent on experience, there is an expectation that mandatory sessions on all areas of compliance are completed as soon as possible in order to comply with Trust expectations. Mandatory sessions include: TKAT Orientation, TKAT Finance, Buildings and Estates Management and HR Induction.

Induction links to the four domains that sit within the National Standards of Excellence for Headteachers:

• Qualities and knowledge
• Pupils and staff
• Systems and process
• The self-improving school system

Qualities and knowledge: a one-to-one audit of skills and leadership analysis identifies your unique professional learning needs and enables a bespoke programme of development to be created that moves your professional understanding on quickly so that you are best able to meet the demands of your new role.

Pupils and staff: opportunities are provided for you to meet/ speak with successful practitioners/ leaders in a phase or sector that you know least about so that you are able to fill any gaps in your knowledge. Similarly, your own identified areas of expertise will provide a source of information for your colleagues within the Trust and arrangements will be made for you to develop the professional understanding of others.

Systems and process: Leaders are provided with full training and support in all areas of compliance, but especially in financial management. Sessions will cover both short-term budgeting and procurement as well as advice and guidance on long term financial planning.

The self-improving school system: a range of opportunities are given to Headteachers so that a network of effective relationships with fellow professionals can be developed. By working collaboratively with colleagues TKAT Headteachers are able to lead the outward facing schools whose work contributes to the wider body of professional knowledge that exists across the Trust.

The two most important critical success factors for a school is the effectiveness of it's teaching and how this is being led. Leaders hand managers have powerful levers with which to improve their influence on staff motivation, commitment and wellbeing.

This 2 day programme is aimed at improving teaching and learning through principle leadership. It focuses on equipping leaders with practical tools within the following themes:

Day 1

• Keeping the focus on teaching and learning
• Professional dialogue
• Adult learning environment and school culture
• Responsive professional learning communities
• Involving pupils in improving teaching and learning

Day 2

• Professional development
• Monitoring for Improvement
• Incremental coaching
• Difficult conversations
• Informal and formal support
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Suitable for:

Middle Leaders, Teaching and Learning Leaders, CPD Leaders

"A great opportunity to review and question the impact of current practice in school through research and sharing good practice"

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