NPQH Induction Day
Cohort 1
Overview of Day
• The big picture of NPQH – how the
components fit together
• Personalising your journey through NPQH
• Importance of a good coach
• Introduction to Learning Tasks in Placement
School and Home School
• How Masters Accreditation works
• Begin Module One - vision
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Ice-breaker
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NPQH – Overview
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Your responsibility and our
responsibility
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Key features – Development Phase
In order to present for final assessment trainee heads will need to
have completed the following:
• 3 essential modules
• 2 elective modules
• 9 -10 day placement
•Home-school learning
In addition, licensees may offer additional activities such as
coaching.
Each module is 50 hours of study:
• 12-15 hours face to face facilitation
• 15-18 hours reading, structured reflection and
online learning
• 20 hour work based learning
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Accessing the modules online –
blended learning
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Key features – Home school learning
A trainee headteacher will undertake home school learning alongside the
placement and the modular curriculum learning
Purpose of home school learning:
•undertake school based work linked to the modules and the
school’s priorities
•learn alongside the home school headteacher and reflect upon
how to improve their own leadership capability
Key features – Placement
Placement schools must have an Ofsted rating of Good or
Outstanding, except in special circumstances.
Purpose of the placement:
• Enable the THT to experience a school in a different context.
• Work with a good or outstanding leader
• Undertake a whole school strategic task that will impact on the
lives of young people.
•Analyse the differences between their home school and
placement school
•9 days, with at least 4 days on the whole school strategic task
Final assessment (tasks 1 and 2)
School improvement priority 1
own school
2 terms minimum
School improvement priority 2
placement school
4 days out of 9
-reports (x 2) to panel in advance, including school documentation
-written submission by headteachers
-strategy, accountability, evaluation, impact, application of
learning, next steps for school
Final assessment (3)
• Case study assessment:
-leading school financial management
-leading teacher appraisal
• Presentation/interview 1 hour
Paperwork in advance, including
headteacher’s verification
15 minute presentation followed by questions
knowledge, experience, progress, national priorities,
impact, reflection, credibility
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Personalising your journey
• Gateway assessment
• 360 outcomes – health warning
• Approaching and selecting a
Placement School (mechanism
to be announced in new year)
• Selection of elective modules
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Level 3 Modules
Essential
Leading and improving teaching
Leading an effective school
Succeeding in headship
Elective
Curriculum development
Leading inclusion: achievement for all
Closing the gap
Using data and evidence to improve performance
Leading staff and effective teams
Leading change for improvement
Leadership in diverse contexts including
Free school leadership x 2 modules
School improvement through effective partnerships
What we learn about ourselves, for
ourselves, is more powerful, relevant
and acceptable than what we are told
by others……
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Where does coaching come from?
• Origins in sports psychology
• ‘The inner game of tennis’ Gallwey
• Coaching includes a wide variety of disciplines
from life coaching to executive coaching
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What is (non-directive) Coaching?
• “Coaching is the art of facilitating the
performance, learning and the
development of another” Myles
Downey
• The process of coaching is non-directive
allowing the client to explore their own
issues in a positive, supportive
relationship with their coach
• A means of helping people to uncover
and bring out the best in themselves
and the members of their team.
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What is Coaching?
• Coaching is a process that unlocks a person’s
potential in order to maximize performance
• It is helping them to learn rather than instructing
them
• Coaching focuses on future possibilities not past
mistakes
• It is a generic process that can be used at a
variety of levels in an organisation (colleagues,
pupils, parents)
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How does coaching work?
• The process is non-directive
• The coachee chooses the agenda
• The coaching session is goal centred and leads to
action
• Coaching focuses on the present and future
• Coaching helps people take responsibility for action
and is an investment in their growth
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The Inner Game
“The opponent within one’s own
head is more daunting than the one
on the other side of the net.”
Timothy Gallwey
The diminishing of full potential
Full
potential
minus
interferences
equals
Gallwey
diminished
performance
Traffic Jam Analogy
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What is the relationship between:
• Coaching
• Mentoring
• Counselling?
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• 80% of coaching is about opportunities only
20% is about problems
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Coaching is not a panacea!
• Sometimes it is better just to tell
Only coach if you think the person has the ability to
solve the issue
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COACHING
“Coaching is not merely a technique to
be wheeled out and rigidly applied in
prescribed circumstances. It is a way
of managing, a way of treating people,
a way of thinking, a way of doing.
John Whitmore: Coaching for
performance
The coaching process model
(GROW)
Goal
Reality
Options
Will Do
WFO
Analysis
Direction
setting
Action
planning
What do you
want?
Where are
you now?
Where do you
want to be?
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How are you
going to get
there?
Key Coaching Skills
• Listening – activity
• Reflecting
• Clarifying/summarising
• Questioning
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How to listen effectively
•
•
•
•
Being there
Following the coachee’s agenda
Trusting silence
Hear what the coachee is saying without
projecting your experience on to the
story
• Be patient, attentive and objective
• Point out the elephants in the room
• Turn off the conversation in your head
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Impatient Listening
• I see your problem and I know the
solution
• I’m now composing my reply
• I came with something on my mind
• I really want to get on with my
work
• What you said reminded me of
something I need to do
• Not that issue again!
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AIRTIME
• In a coaching session a coachee
should get about 80 % of the
airtime
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Reflecting
• Holding a mirror up to raise the coachee’s
awareness of the reality they have just
described
• Using the coachee’s words is very powerful
where possible
• Checking that what you have reflected back is
accurate
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Clarifying/Summarising
• Regularly focusing the conversation and
reminding coach and coachee where they are.
• ‘So let me just check I’ve understood what
you’ve told me...’
• ‘So far you have mentioned 3 goals....’
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I have no special talents, I am only passionately
curious’
Albert Einstein
This is true of the best
coaches too.
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Questioning
•
•
•
•
Keep them simple
Link questions to the coachee’s flow
What, why, when, how, where and who
What if questions (ideal world with no
constraints) – outside the box!
• Sensory questions (reveal feelings/ raise
awareness)
• Columbo questions e.g. How does that
work?
• What else? Keep asking if you think
there’s more gold in the mine!
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Silence is golden
• The best and most helpful questions invoke
the biggest silences
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One of the biggest challenges for new coaches is
to learn to ask questions rather than give
advice
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Introduction to Learning Tasks
• Placement School
• Home School
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Masters Accreditation
• Winchester University
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Questions and Reflections
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Group Protocols
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Overview of Leading and Improving
Teaching:
• Day 1 pm – importance of vision for
developing high quality teaching and learning
• Day 2 - recognising and defining outstanding
teaching and learning
• Day 3 -leadership and management structures
that enhance and improve the quality of
teaching and learning
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What is a vision?
• Write your own definition of vision
• Look at the range of quotes
• Which ones resonate with you and which ones
do you disagree with
• Refine your definition of vision
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Martin Young Thinkpiece
• Construct your own vision for the school you
will lead as headteacher
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Building a Vision
Analysis of
current situation
Understanding
of the concept of
vision
Building the
vision and
making it explicit
Living the vision
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Examining own
position, values
and attitudes
Roger Pope Thinkpiece
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A leader is best when people barely know he
exists, when his work is done, his aim fulfilled,
they will say: we did it ourselves.
Lao Tzu
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Intersessional Tasks
• Read and reflect on sections 2, 3 and 8 of the
module
• Research and read the Ofsted criteria for good
and outstanding teaching and learning
• Ensure your profile is upto date including
pictures
• Contribute to the online discussion
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Preview of Day 2
• What are the most important features of
outstanding teaching and learning?
• What are the non-negotiables?
• How do we lead high standards of pupil
behaviour?
• How do you create a positive learning culture?
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