Event Day One
Ethical Principles and Leadership Behaviours
Session One
Welcome, programme, process
The perfecting of oneself is the base of all progress and all moral development
Today’s learning narrative
My ethical principles and behaviours Implementation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Event programme
Session Time Timings Activity 8:30 Registration and refreshments
Session one 9:00 10 minutes Welcome and introductions
Session two 9:10 35 minutes Programme orientation
Session three 9:45 35 minutes Review
Break 10:20 15 minutes
Session four 10:35 125 minutes Implementation – priority planning
Lunch 12:40–13:30 50 minutes
Session five 13:30 40 minutes My ethical principles and behaviours
Break 14.10 15 minutes
Session six 14.25 75 minutes Ethical leadership in action
Session seven 15:40 45 minutes
Review online content outlines, including practice activities and formative assessment task choices
Refine and review leadership development record to review and refine target areas for development
Session eight 16:25 5 minutes Next steps 16:30 Close
Event aims and outcomes
▪ To review prior learning from implementation course
▪ To articulate views of ethical behaviours and principles and how these are modelled in practice
▪ To discuss the application of these in context and what the implications are for supporting the culture, direction and accountability in school
▪ To apply the EEF model to a priority area and establish key actions to be taken and what the implications for practice and leadership are
Session Two Programme orientation
Today’s learning narrative
My ethical principles and behaviours Implementation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Self-managed practice task
Use the slides, resources, induction activities and introductory briefing to extend your groups understanding of the:
▪ qualification framework, key blended elements and timescales for study of each course and associated modules
▪ assessment process requirements of final assessment
▪ support materials guiding your direction and development
Be prepared to identify and feed back on the following:
1. significant fact(s) you would tell your headteacher about the qualification and its assessment
2. advice you may give to support ‘a smooth run’ through the qualification
3. key questions needing clarification by the facilitator
Resource 3
The Five Principles of Deliberate Practice
PushBeyond
One’s comfort zone
Work toward well-defined
SpecificGoals
Focus intently on practice activities
Receive and respond to High-quality feedback
Develop a Mental model of expertise
SEE IT – Get buy in and confirm key insight of specific context, outcomes and practice strategies.
NAME IT – Probe and illustrate to target and make sense of participant need and context. Action experience.
USE IT – Apply in practice, implement learning in specific context.
REVIEW IT – Interpret and reconstruct, making sense of what was first seen.
What has made the biggest difference to practice?
KEEP IT –
Develop mental model and being able to articulate impact and shift in knowledge / understanding.
Our work with schools for schools
At the heart of our work with/across schools are:
▪ our NPQ programmes designed and built on evidence, expert guidance and school-led quality practice
▪ our participants who commit to building their knowledge and skills to be even better leaders for the children in their schools
▪ our national network of delivery partners who contribute to assuring strong, locally driven professional development quality programmes
▪ our workforce who provide the direction and support the ambition of every participant to grow and contribute to school improvement and pupil outcomes
Participant engagement compliance
Engagement area description
Completion of Leadership Development Record (LDR) reviews and needs analyses. Participants must complete at least 90% of all Leadership Development Records, this includes both part one skills audit and part two review. Successful completion will be confirmed by the participant’s leadership mentor and recorded on Canvas.
Attendance at face-to-face (FTF) events. Participants must attend all face-to-face events, unless there are valid extenuating circumstances. When a participant is unable to attend an event, Best Practice Network (BPN) will make alternative arrangements for the participant (e.g., by arranging for the participant to attend an event on an alternative date or to complete the events through a virtual alternative model on Canvas). Attendance at FTF events will be confirmed by the BPN administrative team.
Engagement with the programme’s online course study. Participants must satisfactorily complete 90% of the online study practice and learning activities. Successful completion will be confirmed by the participant’s leadership mentor or leadership performance coach and recorded on Canvas.
Completion of Formative Assessment Tasks. Participants must satisfactorily complete 100% of the Formative Assessment Tasks. Satisfactory completion will be confirmed by the participant’s leadership mentor or leadership performance coach and recorded on Canvas. (See below for further information on the features of the Formative Assessment Tasks.)
Attendance at one-to-one performance coaching sessions. Participants must engage in at least 90% of their one-to-one coaching sessions. If a participant is unable to attend an appointment due to extenuating circumstances the participant is to discuss this with their leadership performance coach and make alternative arrangements with them.
Programme stages and hours
Participant learning pathway – leadership cycle two
NPQSL programme structure
NPQ leadership route online courses
Module
NPQ assessment insight
Throughout the qualification participants will take part in practice-led Formative Assessment Tasks to inform progress and development direction.
An eight-day window, at the end of the development stage, will be available to provide a written response of a maximum of 2,500 words for the case study.
To gain the qualification the participants will need to:
▪ engage with at least 90% of the programme’s elements
▪ pass one summative assessment task (case study scenario)
Session Three
Check-in and review
Today’s learning narrative
My ethical principles and behaviours Implementation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Leadership learning and practice
Use the leadership development record induction cycle part 2 (review) as a prompt to focus individual feedback:
▪ In which areas and for which statements has your understanding developed the most?
▪ How have you applied your understanding and what impact has it had on:
a) your leadership?
b) school practice?
▪ What behaviours have you demonstrated?
▪ What areas do you need to continue to work on and develop? How will you address these?
Use Resource 4 to make notes against these headings.
Session Four Implementation
Priority planning
Today’s learning narrative
My ethical principles and behaviours Implementation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Session statements 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, ongoing monitoring).
8.4. Effective implementation begins by accurately diagnosing the problem and making evidence-informed decisions on what to implement.
8.a. Ensuring that implementation is a structured process, where school leaders actively plan, prepare, deliver and embed changes.
8.d. Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving, rather than starting with a solution.
8.k. Specifying the elements of the approach that appear critical to its success (i.e. the ‘active ingredients’) and communicating expectations around these with clarity.
EEF Guide to Implementation Checklist
Using the priority you identified:
▪ individually answer the questions in the EEF checklist for recommendations 1 and 2 (resource 5)
▪ make any additional notes that you feel would be useful to support your decision
5 minutes
In pairs, discuss the outcomes of the checklist and your rationale and/or evidence for the answers you have made.
10 minutes
Implementation process diagram
Problem solving team building (PSTB)
What is it?
▪ It is first and foremost a structured approach to problem solving
▪ One of its greatest strengths is that the “Owner” of the issue will walk away with an action plan
When would you use it?
▪ Whenever you have an issue or problem that requires a team solution
▪ Whenever you require a rigorous process to address an issue
Problem solving team building – rules?
▪ Not rules per se – just good team behaviour that needs to be emphasised
▪ Headlining, i.e., keep the discussion at the right level
▪ No idea is a bad idea
▪ Be open-minded
▪ Listen as well as contribute
▪ One at a time
▪ Participate actively
▪ Don’t kill the process
▪ Agree the time contract (e.g., 20, 30 or 45 minutes)
▪ Remember who owns the problem
▪ Clear roles and responsibilities maintained – owner, facilitator, resources
Roles and responsibilities
Owner
• Decision maker
• Owns the problem and goes away with an action plan
• Focused on content
Facilitator
• Focused on the process
• Keeps the meeting on track
• Promotes creativeness
Team
• Contribute ideas and expertise
• Follow the process
• Help the team attain the goal
How is the tool used?
The process has seven steps for the team to work through. This is a 30-minute example.
Team works together to help problem owner
▪ Problem statement is a simple “How do I…” question
▪ Idea generation is a rapid brainstorm activity for all
▪ Idea selection – problem owner picks the 2–3 most promising ideas
▪ Benefits and concerns assess each of the selected ideas
▪ Critical concerns may eliminate an idea if they cannot be overcome
▪ Action plans provide a blueprint for addressing the problem
PSTB – notes (1)
▪ The problem statement is presented by the problem owner as a “How do I…” or similar type question.
▪ Subsequent questions from the resources are for clarification only or for further relevant information or background.
▪ Idea generation should take place as a brainstorm activity to identify approaches or alternatives that might address the problem; quantity over quality; no discussion of suggestions.
▪ Ideas are selected by the problem owner only – identify the most useful 2 or 3 ideas and circle them; the owner does not need to justify his/her choices.
PSTB – notes (2)
Benefits and concerns are brainstormed quickly for each of the selected ideas.
Idea #1:________________
Identify critical concerns for each idea:
“A concern that, if not resolved, would necessitate modifying or discarding the selected idea/solution …”
▪ If these could be overcome, proceed to action planning.
▪ If they cannot be overcome, develop one of the other ideas.
PSTB – notes (3)
▪ Develop a high level action plan for each idea – a blueprint for the solution, ensuring actions address the concerns/critical concerns identified.
▪ Work quickly in brainstorm mode; try not to get stuck in discussion.
▪ Ensure actions are assigned to increase ownership for the solution.
What Who By when
Problem solving team building – review
In groups, discuss:
▪ How did this tool support the implementation process?
▪ How could it be used in practice in your schools?
▪ In what ways does it contribute to the school culture and a culture of mutual trust and respect?
15 minutes
Session Four Implementation
Priority planning
Implementation process
From the PTSB exercise, individually review the outcomes and actions agreed for your group and consider your own priority area.
Complete explore and prepare phases of the checklist (Resource 5) and make notes against the questions to support the implementation of this.
5 minutes
In pairs, discuss your responses to the questions and the actions you have identified.
10 minutes
Implementation process
In small groups, consider the challenges which you may face in the deliver and sustain phases, (Resource 5) on the checklist.
How might these be overcome?
How will you encourage buy-in and manage expectations?
If ‘implementation is easier when staff feel trusted to try new things and make mistakes’ (8.12), what are the implications for how you demonstrate behaviours and principles throughout the process? 10 minutes
Session Five
My ethical principles and behaviours
Today’s learning narrative
My ethical principles and behaviours Implementation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Session statements
School culture
1.e. Articulating, modelling and rehearsing practices that contribute to the intended school culture and supporting every member of the school community, particularly middle leaders, to do the same.
1.f. 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.
My ethical behaviours and principles
Use the Leadership Development Record (LDR) cycle 1.
Individually, for 5 minutes, consider 2-3 of the ethical behaviours and principles.
How do you demonstrate these in your professional role?
Note your responses on Resource 7.
Core principles and behaviours
In small groups discuss:
▪ how your behaviours are modelled and communicated to others
▪ how the language you use contributes to high expectations
▪ how your leadership contributes to the intended culture of the school
10 minutes
Reflection
Individually reflect on the outcome of the discussion and review your
Leadership Development Record cycle one.
What do you need to focus on in demonstrating your behaviours? What actions might you need to take to support this?
5 minutes
Session Six
Ethical leadership in action
Today’s learning narrative
My ethical principles and behaviours Implement ation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Session statements
School culture
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 staff’s work teaching pupils.
Organisational management
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.
10.e. Adhering to the Principles of Public Life at all times.
Principles of public life (Nolan principles)
1.1 Selflessness
Holders of public office should act solely in terms of the public interest.
1.2 Integrity
Holders of public office must avoid placing themselves under any obligation to people or organisations that might try inappropriately to influence them in their work. They should not act or take decisions in order to gain financial or other material benefits for themselves, their family, or their friends. They must declare and resolve any interests and relationships.
1.3 Objectivity
Holders of public office must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.
1.4 Accountability
Holders of public office are accountable to the public for their decisions and actions and must submit themselves to the scrutiny necessary to ensure this.
1.5 Openness
Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.
1.6 Honesty
Holders of public office should be truthful.
1.7 Leadership
Holders of public office should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour wherever it occurs.
Ethical leadership
In pairs, consider the following questions based on your knowledge of the Nolan principles and your own behaviours.
Look at your organisation’s existing vision statement.
▪ In what way can you see the influence of Nolan’s 7 principles in your school’s vision and mission statement?
▪ How does this build a culture of mutual trust and respect?
▪ What needs to change in your leadership and in the school to ensure alignment, intentions and principles underpin a clear view of what the organisation values and is working towards? 6 minutes each
Ethical leadership in action
In small groups discuss the presentation …
In what ways have they promoted ethical principles and behaviours?
How have they contributed to the culture of the school? Are they aligned?
In what ways is their ethical leadership effective?
How is their leadership held accountable?
Reflecting on your own schools, what are the implications for your own practice?
Session Seven
Review of learning, pathway for online study, practice activities and formative assessment tasks
Today’s learning narrative
My ethical principles and behaviours Implementation Feedback review Programme orientation
Review learning/ feed forward Ethical leadership
Review and preview
Individually consider what your focus and target statement areas for learning will be for the ‘Ethical principles and behaviours’ online course. Which practice activities will you need to complete?
15 minutes
▪ Use your leadership development record cycle 1, part 1 and the information in your participant packs
▪ Resource 9 – online course summary
▪ Resource 10 – practice activities menu
▪ Formative assessment task option pack
Peer coaching conversation
In pairs (10 minutes each) have a coaching conversation about your proposed pathway.
Outline your rationale for choosing the content in the module units to be studied, practice activity and formative assessment task.
Partner to challenge rationale, seek clarification and support confirmation and/or realignment of study and practice pathway targets.
Session Eight
Next steps
Gradebook check
Canvas \ log in \ Grades \ Assignment Group
1. Log in to Canvas
2. Go to ‘Grades’ and select ‘Assignment Group’
3. Check that you have completed the tasks at the top of the gradebook (tick or 1 in score column)
4. Scroll down until you reach today’s date and check that all tasks to that point have a tick or 1 next to them
5. If there are any incomplete/missing, make a note of them and prioritise for completion after the event
Evaluation
Next steps
▪ Review your pathway choices (content for online course, practice activities and formative assessment task) with your inschool sponsor.
▪ Complete the online course ‘Ethical principles and behaviours’, one practice activity and one reflective task.
▪ Complete your formative assessment task.
▪ Upload the response to the formative assessment task and your review of the leadership development record to your performance coach by the date specified on the syllabus page on Canvas.
▪ Confirm performance coaching appointments.
Expert-led Talks
To enhance your NPQ journey and personal progress, we are offering expert led talks that you will have the opportunity to attend. Our Expert Talks are live online webinars featuring expert speakers from the education sector and beyond. By attending, you can widen your scope of the ‘learn that’ and ‘how to’ statements while also collaborating with peers.
During these webinars, you will not only hear from our expert speakers, but you will also be able to ask questions and listen to colleagues from all over the UK and internationally.
You can access your Expert Talk webinars through your participant dashboard where you will see the date and time along with the link needed to access the webinar.
To further enhance this experience, following the webinar you will participate in a group discussion within Canvas where you will be provided with questions for you and your online group to debate, share thoughts, experiences, and impact.
Office hours: Monday to Friday 9am to 5pm (excluding bank holidays)
