NPQH Ethical Principles and Leadership Behaviours
Participant Resource Pack (Blended Learners)
Ethical Principles and Leadership Behaviours ā
Resource 1: Pre-event tasks
Please come to the event having undertaken the following:
1. Familiarisation
ļ§ Familiarise yourself with the contents of the participant event resource pack and slide deck, particularly slides 7 to 17.
ļ§ Listen to the headteacher presentation and take notes on the key messages about ethical principles and behaviours: https://youtu.be/aoo0KkBNB1s
If you are interested in listening to the speech linked at the end of the presentation a version of it is found here https://www.charliechaplin.com/en/films/7-The-Great-Dictator/articles/29-The-FinalSpeech-from-The-Great-Dictator-
ļ§ Familiarise yourself with the contents found in the links below.
2. Prepare
ļ§ Bring a copy of your learning reflection from the āImplementationā online short course.
ļ§ Bring a copy of your completed induction cycle leadership development record (LDR).
ļ§ Bring a copy of your leadership development record (LDR) cycle 1.
ļ§ Bring a copy of your schoolās internal summary data and self-evaluation (SEF), or school development plan (SDP) if that isnāt available.
ļ§ Prepare a 5-minute presentation on your ethical behaviours and principles.
o Using your cycle 1 leadership development record, look at the ethical behaviours and principles identified and prepare a 5-minute presentation focusing on these. You may wish to select no more than 5 to focus on.
ļ§ How do you as a leader demonstrate and model these behaviours and principles in your professional life?
ļ§ How do you support others in demonstrating these behaviours and principles?
ļ§ How do you articulate these to others and how consistent is your language?
ļ§ In what ways do your behaviours and principles promote high standards for pupils and staff?
Implementation
Prof. Jonathan Sharples, Jon Eaton and Jamila Boughelaf (2024). A schoolās guide to implementation. London: EEF. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/implementation
EEF Implementation Process Diagram (PDF) https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidancereports/implementation/implementation_process_graphic.pdf?v=1725538139
EEF Summary of Recommendations(PDF) https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidancereports/implementation/a_schools_guide_to_implementation_-_summary_of_recommendations_2024-05-10074723_lwty.pdf?v=1725454540
Principles and behaviours
Committee on Standards in Public Life. (1995). The seven principles of public life. https://www.gov.uk/government/publications/the-7-principles-of-public-life
https://www.gov.uk/government/publications/national-standards-of-excellence-for-headteachers/ headteachers-standards-2020
Framework for Ethical Leadership
Resource 2: āLearn thatā and ālearn how toā
statements addressed in the session
Culture
āLearn thatā
1.7. A culture of mutual trust and respect between colleagues fosters effective relationships and supportive professional environments.
1.8. Building alignment of staff around the intended school culture can create coherence in a school and give direction and purpose to the staffās work teaching pupils.
Organisational management
āLearn thatā
7.1. Leaders have a duty of care to pupils and staff.
Governance and accountability
10.1. High quality effective and ethical governance is key to success in our school system.
10.3. School leaders are accountable for their decisions and actions and must submit themselves to the scrutiny necessary to ensure this.
Implementation
8.1. Implementation is an ongoing process that must adapt to context over time, rather than a single event. It involves the application of specific implementation activities and principles over an extended period (e.g. implementation planning,
1.f. Articulating, modelling, and rehearsing practices that contribute to the intended school culture and supporting every member of the school community, particularly senior and middle leaders, to do the same.
1.g. Prioritising the use of intentional and consistent language that promotes challenge, aspiration, and high expectations for pupils; and professional development and high professional standards for all colleagues.
8.b. Prioritising appropriately by making a limited number of meaningful strategic changes and pursuing these diligently.
8.e. Identifying a specific area for improvement using a robust diagnostic process, focusing on the
10.e. Adhering to the Principles of Public Life at all times.
8.4 Effective implementation begins by accurately diagnosing the problem and making evidenceinformed decisions on what to implement. problem that needs solving, rather than starting with a solution.
8.g. Examining current approaches, how they need to change and the support required to do so.
8.l. Specifying the elements of the approach that appear critical to its success (i.e. the āactive ingredientsā) and communicating expectations around these with clarity.
8.m. Developing a clear, logical and well-specified implementation plan, and using this to build collective understanding and ownership of the approach.
Resource 3: Programme orientation
Criteria Notes
Significant actions needed to ensure successful engagement and leadership development learning journey
Any questions for clarification?
Resource 4: Check-in on leadership learning and practice
Use this sheet to capture your thoughts and comments to support your feedback to colleagues.
What significant learning did you take away from the implementation short course?
Where can you apply this learning in your leadership at school and in your NPQH study and activities?
What impact has the learning had on you and your practice?
Why is the implementation process an important tool for effective school leadership?
Resource 5: Analysis grid
Area
Context
Quality of education
Pupil outcome data
Behaviour and attitudes
Personal development
Leadership and management
Resource 6: EEF Implementation Plan
Implementation plan (adapted from the EEF Implementation Plan)
Problem (why?)
What problems are we solving?
What needs to change?
Intervention description (what?)
What are the core components of the approach?
What will people do to address the identified needs?
Implementation strategies (how?)
What blend of strategies are required to implement the approach?
How will we draw on the behaviours and contextual factors to do these strategies well?
Implementation outcomes (how well?)
How will we know the approach is being implemented well?
What milestones can we measure along the way?
Final outcomes (and so?)
What do we want our plan to achieve?
How will pupils, teachers and the school benefit?
Resource 7: Ethical leadership principles and behaviours and associated statements
Behaviour Explanation
Selfawareness
Effective leaders know themselves and their teams, continually reflect on their own and othersā practices, and understand how best to approach difficult or sensitive issues. They are aware of their personal strengths and areas for future growth and understand how their own behaviour affects others.
Comments/Actions
Integrity
Resilience
Effective leaders act with honesty, transparency and always in the interests of the school and its pupils. They can gain the respect of others by acting in line with their own values, as well as making decisions and choices with the best interests of education and pupils in mind.
Effective leaders remain courageous and positive in challenging, adverse, or uncertain circumstances. They can respond appropriately, manage uncertainty and bounce back even in the most trying situations.
Impact and influence
Delivering continuous improvement
Effective leaders have a positive impact on students, colleagues, and the wider community through persuading, convincing and bringing others round to their perspective. They understand othersā perspectives and priorities and tailor their communication to suit their audience.
Effective leaders secure and maintain positive improvement through articulating a clear vision, setting high expectations and leading a cycle of research, planning, monitoring, analysis and change. They demonstrate the ability to combine operational action with strategic planning, securing short-term improvements
Future focus
Holding others to account
while building sustainable change.
Effective leaders recognise issues and opportunities and take action to resolve these. Leaders need to look ahead to identify and resolve potential issues and capitalise on opportunities as well as manage day-to-day problems.
Effective school leaders hold others to account ā including creating levels of accountability within the school ā ensuring that everyone understands their roles, responsibilities, the standards required and accountabilities. They distribute leadership and delegate effectively, demanding high performance through making expectations clear, with the best interests of pupils and schools in mind.
Respect Effective leaders respect the rights, views, beliefs and faiths of all pupils, colleagues, and stakeholders.
Partnership working and collaboration
Leading by example
Effective leaders can work with a range of people in schools and the wider community to build a culture of cooperation and achievement. They engage with, and invest responsibility in, those who are best placed to improve outcomes, being open to different perspectives and viewpoints as well as sharing expertise and achieving common objectives.
Effective leaders consistently demonstrate and communicate their vision, passion, and commitment. They lead by example, have high levels of professional credibility, and demonstrate total commitment to school improvement through their own leadership behaviours.
School culture
1.f. Articulating, modelling, and rehearsing practices that contribute to the intended school culture and supporting every member of the
school community, particularly senior and middle leaders, to do the same.
1.g. Prioritising the use of intentional and consistent language that promotes challenge, aspiration, and high expectations for pupils; and professional development and high professional standards for all colleagues.
Resource 8: Skill descriptors
Critical knowledge and understanding of research techniques and selfmanagement
Critical enquiry, review, analysis and evaluation
The best leaders undertake and use research, drawn from a range of sources, to support decision making and strategy development ā using their time effectively within disciplined and well-organised systems and methodologies.
The best leaders use critical thinking, statistical and data analysis tools, techniques, and concepts to identify strengths and areas for development. They design effective leadership plans to support intervention, direction, and development. They analyse the implications of change, deploying well-evidenced research to frame school selfevaluation and improvement.
Challenge
Dealing systematically and creatively with complex issues
The best leaders use challenge effectively and adopt a range of strategies in the best interests of achieving progress ā demanding ambitious standards for all pupils and a strong sense of accountability in staff for the impact of their work on pupilsā outcomes.
The best leaders have clear systems and protocols in place that enable them to consider and find solutions to issues, as they arise, in a way which deals most effectively with the barriers and challenge they face. The systems in place do not constrain but create a firm foundation for taking positive action.
Priority identification
The best leaders scan the horizon to anticipate change, taking a long-term view of the implications of change and improvement need to identify short- and long-term priorities and goals with specified milestones to ensure effective leadership and management.
Clear articulation and application of knowledge
Self-direction and originality
The best leaders take time to reflect and learn from their leadership activity and apply this knowledge to bring about improvements in themselves and their work.
The best leaders have clear and ambitious targets for themselves as leaders, for their pupils and for their schools. They take a unique strategic view of situations and their implications for long-term impact and outcomes ā sometimes using unexpected actions to get the best for those concerned.
Current insights into professional practice
The best leaders take time to reflect and evaluate their practice and effectiveness in their leadership and as leaders. They are aware of the education landscape, understand the context of their school and its needs and direct professional practice and intervention appropriately.
Resource 9: Ethical principles and leadership behaviours online course summary
Ethical leadership and behaviours short course
This module focuses on leadership behaviours for headteachers.
Introduction to ethical leadership
This section introduces participants to the key ālearn thatā and ālearn how toā statements which will be covered in the module.
Effective leadership
This section looks at what the evidence and research say, with a focus on ethical leadership, moral purpose and the importance of trust. It looks at practitionersā views on these areas and has a practice scenario that participants can do.
The headteachersā standards
This is a review of the headteachersā standards and where they are expected to uphold high standards of ethics and behaviours.
The Nolan principles
This section looks at the Nolan principles and asks participants to consider these in relation to their own practice.
Ethical leadership frameworks
In this section participants will be introduced to the ethical leadership framework created by the Ethical Leadership Commission. There are links to additional reading to support this framework. Participants can opt to do a practice activity on completing an ethical leadership audit.
Your values and behaviours
This section asks participants to consider their own values and behaviours. There are a couple of activities for participants to complete to identify their values and leadership style.
Resource 10: Ethical principles and leadership behaviours ā practice activities menu
NPQH practice activities
Internalise expertise
Select one of the following three activities to submit to your leadership development coach.
Choose an activity based on your areas of interest and the results of the diagnostic review undertaken at the start of the course.
Activity 1: Building values and virtues into leadership working practices
Using the ethical leadership framework, consider the following questions. What principles underpin the way leadership is exercised in this school or trust? Are they linked to a motto or vision statement? Are they the same every year or do they change according to circumstance or accountability measures? Should they?
Submit a summary of your reflection to your leadership development coach (maximum 200 words).
Source: NGA, Ethical Leadership Board Development Activities
Activity 2: Management styles
Using the ethical leadership framework, consider the following questions.
What is the āfeelā of your school? What kind of leadership style best suits your needs and context? What are the alternatives?
How does that style fit with the framework? Try to agree a sentence or two for each value and virtue which explains the kind of leadership you want.
Submit a summary of your reflection to your leadership development coach (maximum 200 words).
Source: NGA, Ethical Leadership Board Development Activities
Activity 3: What kind of leader are you?
Transformational leadership
āTransformational leaders set and articulate an inspiring vision that motivates staff to buy in. Meanwhile, a transactional leadership style of leadership focuses more on processes than people; on the setting of clear
objectives and goals for staff as well as use of either punishments or rewards in order to encourage compliance with these goals.ā
How could you strive to ensure that your leadership is transformational? Read pages 21-25 of the document below.
Complete the task on page 28.
Submit a summary of your reflection to your leadership development coach (maximum 200 words).
Source: NEU Leading in Tough Times Ethical Leadership