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The National Professional Qualification for Headship (NPQH) is the first choice qualification for anyone aspiring to be a headteacher or principal. Designed in collaboration with some of the country’s leading headteachers and academics,

NPQH Programme

NPQH will develop talented leaders from all backgrounds who can deliver educational excellence in a self-improving system, and high quality outcomes for pupils and students.

Duration

12 - 18 months

Venue

Eastleigh

Cost

£2557

Applications

The next NPQH Gateway Assessment window will open on 1st November 2017, for a February 2018 start. The window will close at 12.00pm on 30th November, please contact QTL@winchester.ac.uk for details of how to apply.

Qualification

NPQH

The objective of the NPQH programme is to develop aspirant headteachers / principals to ensure that they can:

  • deliver educational excellence: have the ability to lead in a self-improving system and deliver high quality outcomes for pupils and students
  • provide strategic leadership: have the ability to lead and manage successfully in a highly autonomous and highly accountable system
  • ensure high quality operational management: have the ability to deliver the leadership and management responsibilities of the role (including effective use of resources and management of staff) and ensure a ‘fit for purpose’ organisation

NPQH has been designed to provide leadership development opportunities, challenges and support that will both inspire and motivate individuals to become headteachers or principals and, when appointed enable them to become good and outstanding leaders whatever their context.

Module Dates Coh 9

Course Dates Coh 10

There are 6 content areas for each NPQ level, which set out what a leader should know or be able to do. The 6 content areas are common to each NPQ level, but the knowledge and skills within them increases in sophistication, depth and breadth progressively through the NPQ levels. They are:

  • Strategy and Improvement
  • Teaching and Curriculum Excellence
  • Leading with Impact
  • Working in Partnership
  • Managing Resources and Risks
  • Increasing Capability

Your knowledge and skills will then be assessed through corresponding assessment criteria and assessment tasks, covered below.

Leadership Behaviours

There are 7 leadership behaviours, common to each NPQ level, which set out how the best leaders operate. They are:

  • Commitment
  • Collaboration
  • Personal Drive
  • Resilience
  • Awareness
  • Integrity
  • Respect

 

 

 

Module Dates Coh 9

Course Dates Coh 10

 

NPQH Assessment Tasks Description

Project Theme:

  1. Leading a whole-school change programme (4,000 words)
  2. Designing an action plan to meet my placement school’s resourcing and capability needs (2,500 words)

Content Areas Assessed:

Project 1 (Own school) Project 2 (Placement school)
Strategy and Improvement Managing Resources and Risks
Teaching and Curriculum Excellence Increasing Capability
Leading with Impact
Working in Partnership


Task 1 – Participants must:

  • Lead change programme at whole-school level, lasting at least 2 terms, to improve pupil progress and attainment.
  • Present the plan to the Governing board prior to implementation, and gather their feedback.
  • Submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated. This should cover the design, implementation and evaluation of the programme.
  • Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criterion.
  • Not exceed a total word count of 4,000, excluding supporting documents or annexes

Task 2 – Participants must:

  • Undertake a placement in a contrasting school (for example, by performance, pupil profile, geography etc.), lasting at least 9 working days.
  • Research the placement school’s current and/or projected resource and capability challenges, and design an action plan to address these.
  • Present the plan to the placement school’s governing board and gather their feedback.
  • Submit a written account of the project to the provider for assessment, which aims to evidence the criteria indicated
  • Submit supporting documents/material as evidence where indicated below. Supporting evidence must be concise and directly related to the candidate’s project and corresponding assessment criterion.
  • Not exceed a total word count of 2,500, excluding supporting documents or annexes

 

Content Area NPQH Assessment Criteria Supporting Documents Required
TASK 1
Strategy and Improvement 1.3.1 Analyses the implications of changes in the external and strategic environment and applies findings to own plans
1.3.2 Deploys critical thinking and statistical and/or data analysis tools, techniques and concepts during the design of own plans
1.3.3 Collaborates with the governing board during the design and implementation of plans, describing the benefits of doing so
1.3.4 Analyses research into, and examples of, the leadership of change, drawn from a range of schools and non-school contexts, and applies findings to the design and own leadership of plans
Teaching & Curriculum Excellence 2.3.1 Analyses a range of domestic and international research into, and examples of, the leadership of teaching and applies findings to own plans
2.3.2 Designs, leads, implements and evaluates an evidence-based change programme that improves pupil progress and/or attainment at whole-school level Pupil Performance Data
2.3.3 Evaluates, monitors and responds to the needs and performance of all pupils in a school, including through provision for groups of pupils with particular needs
2.3.4 Assesses the impact of new initiatives on teacher workload, implementing options to minimise or mitigate this where necessary
Leading with Impact 3.3.1 Analyses the effectiveness of different models of leadership, drawn from schools and non-school contexts, including the distribution of accountability and responsibility
3.3.2 Adapts or tailors their leadership style to lead effectively in different situations Sponsor Comments
3.3.3 Analyses stakeholder views systematically and applies this understanding to communicate, negotiate or persuade Presentation recording and feedback
3.3.4 Evaluates different communications/stakeholder engagement strategies and applies findings to the design and implementation of own communications/ stakeholder engagement strategy Comms/Stakeholder engagement strategy
Working in Partnership 4.3.1 Analyses the school’s strengths and weaknesses and initiates relevant partnerships/collaborations to improve school capability
4.3.2 Analyses different models of partnership working/opportunities for collaboration and their relevance to own plans
4.3.3 Exploits opportunities to support other schools, through collaboration and partnership in own school’s area(s) of expertise
TASK 2
Managing Resources and Risks 5.3.1 Analyses school’s resourcing challenges in terms of finances, staffing, teacher workload and educational resources, and designs plans to address these
5.3.2 Formulates a curriculum-led budget aligned to plans Curriculum-led Budget
5.3.3 Evaluates the effectiveness of school’s accountability arrangements for managing resources and risks, recommending improvements where necessary to deliver plans successfully
Increasing Capability 6.3.1 Designs systems to evaluate, manage and reward staff performance effectively
6.3.2 Evaluates research into, and examples of, high-quality professional development within and outside of the school, and applies findings to own plans
6.3.3 Analyses current and future organisational capability challenges and designs plans to address these

 

 

 

Unfortunately there are no scholarships available from NCTL/DfE towards the cost of the NPQH