The National Professional Qualification for Middle Leadership (NPQML) is a new qualification providing recognition for your achievement as a middle leader
The National Professional Qualification for Middle Leadership provides recognition for your achievement as a middle leader
1 year course consisting of four compulsory face to face days.
Across the region - venues TBC
We are now accepting applications for September 2019 start, closing date 23rd July 2019
Middle leaders hold a unique and critical position within the school and the role offers its own particular rewards and challenges. It is the middle leaders who are responsible for translating the school’s policies and strategies into practice and yet, in some schools, they may have little or no influence on the development of these. In other schools middle leaders are involved in strategic discussions and contribute to policy development.
In all schools middle leaders are close to teaching and learning and may hold the greatest subject expertise which puts them in a strong position to improve teaching and learning within their teams. They are, in fact, critical to successful school improvement. They also have a number of important management tasks to perform, as well as undertaking a significant teaching commitment. All this means they also have significant time pressures on their leadership role and may be new to a role which involves managing more complex relationships. A recent evaluation of the College’s Middle Leadership Development programme highlighted that two of the biggest concerns for middle leaders are having to manage both upwards to senior leaders and downwards with team members and secondly becoming a ‘boss’ in situations where they have recently been regarded as ’colleagues‘.
Our new middle leadership provision (NPQML) has been developed to focus on the varied position of middle leaders. We do know that school based support (for example from a senior leader or headteacher) is particularly helpful for this group who are sometimes relatively inexperienced in formal leadership roles.
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:
Your knowledge and skills will then be assessed through corresponding assessment criteria and assessment tasks, covered below.
There are 7 leadership behaviours, common to each NPQ level, which set out how the best leaders operate. They are:
Final Assessment should be submitted within 12 months of starting the programme.
NPQML Assessment Task Description
Working with my team to a) improve pupil progress and attainment and b) team capability (4,500 words)
Content Areas Assessed:
|Part A||Part B|
|Strategy and Improvement||Managing Resources and Risks|
|Teaching and Curriculum Excellence||Increasing Capability|
|Leading with Impact|
|Working in Partnership|
*where the candidate is unable to identify one project that meets the needs of both part a and b, they may complete two separate projects, however the total overall word count of 4,500 still applies.
|Content Area||NPQML Assessment Criteria||Supporting Documents Required|
|Strategy and Improvement||1.1.1 Deploys tools and techniques to manage and analyse data on pupil progress and attainment||Raw Data Analysis|
|1.1.2 Designs, evaluates and improves plans in light of data on pupil progress and attainment|
|1.1.3 Deploys change management tools and/or techniques during the design and implementation of plans|
|Teaching and Curriculum Excellence||2.1.1 Analyses research into, and examples of, domestic and international teaching strategies/pedagogical approaches and applies findings to own plans|
|2.1.2 Evaluates the strengths and weaknesses of curriculum taught by team, implementing improvements where necessary|
|2.1.3 Implements and evaluates an evidence-based project that improves pupil progress and/or attainment||Pupil Performance data|
|Leading with Impact||3.1.1 Exploits different leadership styles and justifies why these have been adopted|
|3.1.2 Exploits different communication styles and justifies why these have been adopted|
|Working in Partnership||4.1.1 Establishes relationships with others within and outside of own team, deploying appropriate structures and/or processes to mitigate against any barriers||Sponsor comments|
|4.1.2 Designs and/or delivers plans in collaboration with others within and outside of own team|
|Managing Resources and Risks||5.1.1 Analyses the financial and staffing implications of own plans, during whole lifetime of plans, using a budget||Budget|
|5.1.2 Defines the steps required to successfully implement plans, using a project plan||Project Plan|
|5.1.3 Identifies and mitigates risks in plans, using a risk register||Risk Register|
|Increasing Capability||6.1.1 Assesses individuals’ performance and capability methodically and identifies appropriate, targeted professional development opportunities within and beyond the school to support them|
|6.1.2 Assesses their own performance and capability methodically, identifying appropriate, targeted professional development opportunities for self|
|6.1.3 Designs and implements plans to evaluate the impact and cost-effectiveness of professional development in terms of pupil outcomes|
We are pleased to confirm that DfE Scholarship funding is again available to cover the course cost for participants working in a category 5 or 6 area, and those working in MATs or dioceses which cover those areas
QTL is offering a limited number of bursaries on a first come first served basis to NPQML applicants who are from small schools (as defined by the DfE) or from a BME background, if your application is successful it could cover up to half of the course fee.
If you have any queries about NPQML costs and bursaries please email email@example.com
“I cannot think of anything that would improve the quality, content or method of delivery. QTL's NPQH programme hit every button and I would recommend it to all who aspire to headship.”
“The biggest benefit of the course was the days in session. We discussed a wide variety of topics and had the opportunity to share best practice. I learned a range of different leadership strategies and was able to use these within my school work.”
“This programme has enabled me to develop as a leader and understand the roles that involves. It has helped me to identify my own leadership styles and how to use this to hold others to account. I am now confident in leading others in a coaching role. ”
“I have learnt an incredible amount on the face to face sessions. Learning different styles of leadership has made me re-evaluate my current model. I no longer ‘assume’ what we do is the best way of doing things”
“This is the best CPD I have ever received, a completely cohesive programme that really tackled the key issues of leadership - Feb 2018”
“I am gaining so much from this course especially my ability to reflect on different practices. Everything we have read and discussed has been very relevant to the Headteacher role and our projects - Jan 2018”
“There were some excellent discussions, lots of helpful advice, and a clear picture of how we move forward. I left all the sessions feeling more confident about both my course, and my role within my school - Jan 2018”
“My home school went from RI to Outstanding. In my new position as Headteacher the programme provided me with the confidence to create a vision and start to move my school out of RI.”
“The course enabled me to use my learning in everyday leadership tasks. I managed to test theories and learn from peers in an open and trustful environment. With each face to face I grew in belief and transferred that to my workplace.”