We speak the same language

It’s 4.30 p.m, and the last group of excited after-school learners leave the building. All is now quiet, apart from the Senior Leadership Team (SLT), who are engaged in meaningful debate around the next procedure that needs embedding. “Let’s frame it,” I declare. “Not all teachers are using 'show me’ boards effectively, as not all learners are engaging with the process, and some teachers are not using them to identify clear next steps in the lesson,” responds the year 4 lead. “Let’s ‘see it, ‘name it', and 'do it’,” responds the assistant head. A mental model of what we want to achieve is then clearly understood by the leadership team, ready to be disseminated through deliberate practice during the next year group meeting. Drop-ins to lessons by SLT to observe techniques then become meaningful to teachers because they understand the how and, more importantly, the why, which creates the climate for consistent and effective practice.

You cannot raise standards in learners if you don’t raise the standards of teachers

I live by the notion that you cannot raise standards in learners if you don’t raise the standards of teachers. Well-structured and meaningful continued professional development is the cornerstone of running an effective school. As a school leader, I have learned over the years (and through mistakes) that it starts and ends with me—who I am, what I believe in, and why I do the things I do. To lead successfully, I must ensure that my impact is meaningful both inside and outside of the classroom. As an executive leader, my main aim is to help great teachers become authentic leaders. I want to inspire; I want to make a difference. I want to grow teachers. I want to leave a legacy. I want learners to be happy, to flourish and thrive, both at school and in society, and above all, I want them to achieve no matter what their background or circumstance.

I have become the leader, the learner and the facilitator

Within the last year, I have become the leader, the learner, as well as the facilitator. While each aspect requires a different hat, they are all interwoven and drawn together through the explicit materials expertly designed through the golden thread that underpins the NPQ programmes delivered by the National Institute of Teaching. To move my collaboration forward, I have delved into the modules delivered through the NPQ in Executive Leadership. The self-study modules provide plenty of opportunities to apply learned content as well as to consolidate and build on previous understandings of driving schools forward. My focus is on high-quality training for teachers, and the materials have provided me with the ability to ensure intents are clear and that there are shared mental models that allow for buy-in. The rich dependency on current research has enabled me to delve into the modules that have the greatest impact on me as a leader. This year, through the NPQ, my leadership has become a lot more intuitive and reflective, trying out initiatives driven by impact and a shared learning language. The virtual school visits as well as the face-to-face visits have been inspirational in that I was able to bring back ‘nuggets’ to implement in my own setting..

…a shared belief in the golden thread have helped leaders refine their approach to ensuring that change is sustainable, deeply rooted, and impacts learner outcomes

As Executive Head, I have been in the fortunate position to allow teachers in key roles to study an NPQ suited to them.. This has been a strategic decision driven by the golden thread that runs throughout all NPQs. As a leadership team, it has allowed us to use a shared language, which has then been disseminated through school improvement documentation, subject leader action plans, and appraisal documentation. For example, each NPQ explicitly delves into the assess and review model. Investing in training and a shared belief in the golden thread has helped leaders refine their approach to ensuring that change is sustainable, deeply rooted, and impacts learner outcomes. Change within school is purposeful, pivotal and adds value.

If I were to personify the golden thread that ties all the NPQs together, I would give it the qualities of humility, perseverance, and wisdom

If I were to personify the golden thread that ties all the NPQs together, I would give it the qualities of humility, perseverance, and wisdom. Humility in that it brings the latest research to an audience of educators who can learn from and interact with the resources. Perseverance in that study units are designed to ensure that key knowledge is repeated, allowing for knowledge to be embedded and used within each individual participant's context. Wisdom because all NPQs draw on commonalities that focus on developing and nurturing leaders, who in turn can have an impact on outcomes for learners.

It is with this strong belief that I found myself in the most fulfilling aspect of the year so far—the role of facilitator. It is within this role that I have been able to deliver the NPQ content to groups of enthusiastic future and present leaders, all with a thirst for school improvement. Using my experience, both positive and negative, I have been able to provide real-life examples attached to the content of the program. I have also been able to utilize the responses of the participants to frame a deeper understanding so that participants are clear on how to relate theory into practice for their own schools. Linking my learning and understanding of the theory has allowed me to have a deeper understanding of the core features of the NPQ programmes, thus putting me in a stronger position to use exceptional precision of language when bringing understanding to life.

…the NPQ route through the NIoT has allowed me, as a participant and facilitator, to lead with a tenacious determination to never give up, no matter what

In summary, the NPQ route through the NIoT has allowed me, as a participant and facilitator, to lead with a tenacious determination to never give up, no matter what. To believe that what we want to change is possible and that true leadership is doing what we believe in even when others aren’t watching, because that is true authentic leadership.

When everyone goes home and we as leaders stay behind, we stay true to our mission and our values, which guide us. Rooted in research and gleamed from the golden thread, we know where we are going, why we are going in a certain direction, and where we want to get to because we all speak the same language.

About Nicole

Nicole has been a headteacher in Lancashire since 2016. Previously, she worked and lived in London, working her way up to headteacher before moving up north to be closer to family. Nicole has always been driven by her passion to grow leaders and raise standards within some of the most deprived schools in the country. She believes that all learners can make progress when given the opportunity to be taught by great teachers. Nicole is now the Executive Headteacher of a thriving collaboration between a primary and junior school in Lancashire. Her and her teams across the collaboration continue to share expertise to bring about continuous improvements recognised by the community, the local authority, and Ofsted.

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