National College for Teaching & Leadership’s (NCTL)
Leadership Curriculum – Level 2 NPSL for Senior Leaders
Free-standing Modules
The National College’s new range of national qualifications and flexible study modules are
designed to give you more choice in your professional development. They’re part of a new
leadership curriculum, which is an exciting and innovative approach to leadership development
designed to support leaders at every stage of their career.
Modular delivery
These qualifications have a flexible, modular structure. Each module requires up to 50 hours of
blended learning. This typically consists of workplace learning (about 20 hours) and practice
activities, face-to-face activity, including peer and facilitated learning and reading, reflection
and online learning (about 20 hours). Each module has an online source of material including
many examples of practice and activities to pursue. The face-to-face facilitated learning (about
10 hours) will be offered at a flexible range of times and venues.
Free standing modules
Our elective modules (list at Appendix C on page 5) can be studied on their own as stand-alone
courses – ideal if you just want to fill a skills gap, pursue a particular interest or support current
priorities in your school or organisation. For modules at level 2, applicants should be a senior
leader who is responsible for leading more than one team and/or leading across a school or
academy and has both strategic and operational responsibilities. Individual modules may be
credited to the full qualification at a later stage should you choose to continue in that level of
study.
Crediting your study to the full qualification
If you think that you will undertake the full qualification within the next three years, and you
want the free-standing module to count as part of that full qualification, you must complete the
online reading, reflections and tasks, and also attend the compulsory face to face session. You
must then certify to us on the statement of completion on our website, that you have
completed all your learning and we will then mark your record on NCTL’s site as complete. You
will then use your learning in the module as part of your write-up for assessment to show how
you meet the competencies for headship.
How to study the modules
Registration: You will need to be registered on our Moodle website and this will release
access to the online material, and we will send you information on how to do this after you
have made an application.
Study: Once you launch the module, you can work your way through each section’s readings
and reflections, and then do the appropriate tasks in the workplace as indicated in the
materials.
Face to Face Session: You must also attend the 2 x 5-hour face to face sessions which are
intended to support your learning, deepen your reflections, and give you the benefit of peer
learning as you interact with colleagues at the session. You will be sent dates of these sessions
and there will be more sessions added at later dates as each new cohort starts.
Page 1 of 11
Cost of free-standing modules
The cost of undertaking a free standing elective module on NPQSL is £350 per module.
Choice of modules
Details of the NPQSL modules with a full description of the purpose of each module and what
leaders will know and be able to do on completion is at Appendix C, and IOE: Leadership CoLab
is running the following modules:
1.
2.
3.
4.
5.
6.
7.
Improving the Quality of Teaching
Leading Professional Development
Effective Whole School Management
Research and Development in Teaching
Leading Change for Improvement
Effective Partnership Working
School Self Evaluation
Requesting to study a module
Please complete the request form at Appendix A and email it to Hilary Barton at
leadershipcolab@ioe.ac.uk with free standing module in the subject line. You will then be
sent further details of the next steps.
Page 2 of 11
Requst to undertake Free Standing Module
Gender
Name
Delete as appropriate
Female /
Male
Preferred email address
Secondary email address
Ethnicity - optional
Enter level requested delete as required
Enter name of module
requested and level
NPQH
NPQSL
NPQML
1. Please enter workplace details below
Workplace name
Address
LA or Area
Workplace Classification
(Maintained School, Academy, Free,
Independent, Special, LA, other etc)
Phase
Work Telephone
Cluster Grouping
(Teaching school alliance,
federation)
2. Please enter personal details below
Home Address
Home Landline
Mobile
3. Details of current post
Title of post or role
Date of appointment in role
Brief description of the role, including areas of responsibility:
4. To be completed by Line Manager or Headteacher
Do you support this application for this programme? Please delete as appropriate
Name
Yes / No
Date
Role in workplace
Email
Please return this form by email at leadershipcolab@ioe.ac.uk
with request for free standing module in subject line
Page 3 of 11
Appendix B: NPQSL Statement of completion
NPQSL Statement of Completion of Free-Standing Module
In order for the college’s records to be updated each participant must complete and sign
the form below for each module, ask their sponsor to verify it, then either scan and
return the form electronically to Hilary Barton at leadershipcolab@ioe.ac.uk or send
it by fax to 020 7612 6596 if more convenient. If we do not receive this form, we cannot
mark you as complete and this may hold up your assessment registration.
Please return this form as soon as you complete a module, so that your record is always up to
date.
Name
School
Elective Modules:
Please enter the name of the module(s) that you have completed from the list below:
Improving the Quality of Teaching
Leading Change for Improvement
Leading Professional Development
Effective Partnership Working
Effective Whole School Management
School Self Evaluation
Research and Development in Teaching
I have completed the following elective module(s):
Statement of Completion – I confirm that the information below is correct:




I have engaged with the content of the elective modules and addressed the learning
objectives as identified at the beginning of each module.
I have, or will have, committed approximately 50 hours of study to the area of learning for
each module (including online, in workplace, and attendance at face to face sessions), and can
provide evidence of this through my activities in my home school project, as well as being able
to speak about this at final assessment, should I proceed to the full qualification.
I have engaged with online activities, blogs and reflections as well as any interactive content
of the modules.
I have undertaken a full range of activities and simulation as indicated in the activities of the
module.
Signed:
Date:
Sponsor Verification:
I confirm that, to the best of my knowledge, the information above is correct.
Name
Role
Date
Signature
Page 4 of 11
Appendix C: Full descriptions of modules
Improving the quality of teaching (elective module)
Purpose
In this module participants will review the international research evidence about leading and
improving teaching. The module will look at how to improve teaching and learning across the school
through the development and implementation of school wide policies, models of teaching and
approaches to evaluating pupil progress.
Participants will learn how to identify outstanding teaching, develop strategies to sustain and
improve teaching and work with staff to develop their practice. Consideration will be given to
working with other leaders to achieve these outcomes. The module will look at strategies to
evaluate practice and how to support and challenge team leaders to improve their leadership of
teaching and learning. The module considers how senior leaders work directly with teachers to
improve and sustain performance.
What leaders will know on successful completion:








effective pedagogy, including the achievement of outstanding teaching and learning and pupil
progress
international research and evidence on leading teaching and learning
lesson observation and strategies for improving performance
whole-school data analysis
Ofsted inspection framework and its relationship with teaching and learning
how to support and challenge others to make improvements
classroom management to achieve high-quality teaching and positive behaviour
What leaders will be able to do on successful completion:









lead on, and be accountable for, school-wide initiatives to improve the quality of teaching and
learning
support and challenge team leaders with responsibility for the quality of teaching and learning
work with other school leaders to develop a collective understanding of the characteristics of
outstanding teaching and how to achieve outstanding teaching
contribute to school’s strategic planning by providing an analysis of strengths and weaknesses
in teaching and learning and be able to propose specific improvement actions
work with team leaders to implement school policy and strategy for lesson observations,
performance management and appropriate professional development
develop understanding with team leaders of how to track pupil progress and make judgements
about the quality of learning
develop and promote a coaching and mentoring culture focused on improving teaching
develop collaboration across and beyond the school, learning from and with other schools and
organisations to improve outcomes for pupils
analyse and report on the quality of teaching and learning across the school
Page 5 of 11
Research and development in teaching (elective module)
Purpose
This module will enable senior leaders to understand how to promote and lead research and
development within and between schools. It will explore critical issues in 21st century teaching and
learning and look at how research and development can help to address these.
In the module participants will learn about research methods appropriate for practical application
in schools and across partnerships. Through a coordinated and focused approach to research and
development, participants will be encouraged to develop a culture of systematic enquiry and think
about how creative and innovative solutions can be developed. Participants will learn to assess the
quality of external research and its usefulness and potential application to their contexts. Leaders
will also have the opportunity to plan, design and implement projects and consider ways of
transferring relevant findings in their own school and in other schools.
What leaders will know on successful completion:






current evidence about teaching and learning in the 21st century
research evidence to inform thinking and decision-making
different approaches to research and development
intractable problems and wicked issues
school-based enquiry and finding creative, innovative solutions
knowledge transfer within and between schools
What leaders will be able to do on successful completion:








analyse needs to identify improvement priorities suitable for coordinated and focused research
and development
align research and development with school improvement
put school-based enquiry into practice and design its evaluation
interrogate research findings and school challenges to inform problem-solving strategies
develop or commission high-quality research projects that address teaching needs
involve pupils in research
create a culture of enquiry, research and creative solutions
transfer findings of school and partnership-based innovation and research
Operational management
Outstanding leaders use very effective systems and
processes that are consistently applied by all staff:
they manage the school or team to ensure efficient
and effective use of all resources and achieve an
organisation or team that is fit for purpose.
Page 6 of 11
Effective whole-school management (elective module)
Purpose
This module focuses on the senior leader’s role in the effective management of the school
processes and systems with an emphasis on managing performance, behaviour, finances, health,
safety, welfare, and the curriculum. Participants will be supported in strengthening their
management in relation to these aspects. They will explore how they can ensure that all staff
achieve their best. They will specifically analyse their roles and responsibilities with regard to their
school’s behaviour and pupil welfare management policies and practices. The ability to support the
efficient management of finances will be considered. Participants will focus on managing the
delivery of curriculum content to enhance all pupils’ outcomes.
What leaders will know on successful completion:







performance cultures that motivate staff and promote school improvement
effective performance management and appraisal systems and their relationship with
professional development and school improvement
national curriculum requirements and freedoms
legal frameworks relating to behaviour management, attendance, exclusions and bullying
health and safety legislation, including governor accountabilities
child protection issues
successful financial management practice in schools
What leaders will be able to do on successful completion:






work with other leaders to design and implement agreed frameworks for consistent
performance management and appraisal
plan and manage a timetable for a broad and balanced curriculum
manage risk and risk assessment, including in partnership work
ensure staff workload and wellbeing issues are addressed
develop, implement and monitor a school behaviour policy
measure and evaluate the value for money achieved by the school
Page 7 of 11
School self-evaluation (elective module)
Purpose
Through this module, participants will develop the knowledge, understanding and skills necessary to
undertake whole-school self-evaluation and understand its links with strategic planning and
managing performance. Participants will understand how to use evidence collected from selfevaluation to make accurate judgements about a school’s strengths and areas for improvement.
Participants will consider how such evidence should be used in strategic planning and performance
management so that the school is able to focus on appropriate improvement priorities that
transform outcomes for pupils.
What leaders will know on successful completion:







knowledge of whole-school strategic planning, school improvement planning and principles of
accountability
Ofsted inspection framework
strategic responsibilities of governing body
systems and processes for monitoring, reviewing and evaluating performance across the school
the range of data available across the school
how to use data to make judgements about strengths and areas for improvement
key risks and issues within the data, and escalating appropriately
What leaders will be able to do on successful completion:








undertake accurate whole-school self-evaluation and identify improvement priorities
engage staff, governors, parents and pupils in the self-evaluation process
develop a strategic plan to address improvement priorities
assess the efficiency and effectiveness of school self-evaluation processes
use reporting mechanisms for discrete areas within the school
present a picture of whole-school self-evaluation effectively to different audiences, including the
leadership team and governing body
develop other school leaders’ understanding of school self-evaluation and work with them to
achieve improvement across the school
Page 8 of 11
Leading professional development (elective module)
Purpose
This module will enable leaders to know how to design and implement a strategy for professional
development that engages all staff and supports their leadership development in order to improve
the quality of teaching, learning and outcomes for pupils. They will understand how professional
development can enable staff to perform at their best.
Participants will consider needs analysis in the context of school improvement priorities along with
individual professional needs. Using research evidence, consideration will be given to a range of
professional development opportunities available and their links to impact.
What leaders will know on successful completion:
—— the role of leaders in supporting and promoting a culture of continuing professional
development
linked to improvement
—— research evidence about adult learning and effective professional development
—— professional development linked to improvement and impact
—— collaborative learning within and across schools
—— creating and developing professional learning communities
What leaders will be able to do on successful completion:
—— plan a professional development strategy that leads to school improvement
—— work with other leaders to undertake individual, whole-school and/or partnership needs
analyses
—— create and sustain professional learning and coaching cultures
—— plan and carry out impact evaluation of professional development
—— use data to monitor the cost-effectiveness and added value of professional development
24
© Crown copyright
Page 9 of 11
Leading change for improvement (elective module)
Purpose
This module will teach participants the essential knowledge linked with leading change in order to
achieve school improvement. Participants will review case studies and accounts of practice to
evaluate how leaders implement change for improvement and consider a range of approaches to
leading change for improvement (including models from Michael Fullan, John Kotter and G Bridge).
Building on Michael Fullan’s research work and using one of his analytical tools, participants will
develop their own knowledge to help them lead change in their teams.
What leaders will know on successful completion:





how organisations change to improve the characteristics of successful and unsuccessful change
programmes
international evidence relating to effective change, including different ways of approaching
change
leadership and management processes and tools that support change in schools
how team leaders contribute to and influence school-wide change
professional qualities of effective team leadership in changing situations
What leaders will be able to do on successful completion:






use the essential components of leading effective change to secure continuous improvement
that is linked with the school’s strategic plan
implement change that is consistent with the school’s improvement priorities
lead and support team members in implementing change
articulate the reasons for and benefits of particular changes
inspire, support and influence team members when there is a fear of or reluctance to change
use research evidence and practical examples to make informed decisions about the direction
and pace of change
Page 10 of 11
Effective partnership working (elective module)
Purpose
This module focuses on how leaders develop successful partnerships with parents, governors, other
schools and the wider school community and how to capitalise on these partnerships to improve
outcomes for pupils.
It also addresses the policy of school-to-school support and how to lead within a self-improving
system.
The principles and practice of partnership working and how to establish and grow effective
partnerships with other schools and provide support to colleagues in these schools will be covered.
Through this module, participants will understand the benefits of collaboration and working in
partnership. They will know how to negotiate, develop and sustain trusting relationships that lead to
sustained collaborative working. They will know how to design, carry out and evaluate mutually
agreed projects.
What leaders will know on successful completion:







research evidence on the value of collaboration and partnership working
principles and benefits of effective partnerships
principles and practice of self-improving system and school-to-school support
working with parents and governors to improve outcomes
distributed leadership within partnerships
joint practice development across partnerships
evaluating the impact of partnership working
What leaders will be able to do on successful completion:






establish effective working relationships with parents, governors, the wider school community
and other schools
identify, access and collaborate with appropriate partners to meet pupils’ individual needs and
address school improvement priorities
plan, manage, monitor and report on partnership work
identify aspiring middle leaders to engage with partnership development opportunities
co-design, with partners, effective professional development opportunities for colleagues across
partnerships
work with partners to evaluate whether joint working is effective and improves pupil outcomes
Page 11 of 11