Become an SSAT delivery partner: Middle Leadership modules

SSAT middle leadership modules

What are the benefits of being a Delivery Partner for Middle Leadership?

To date we have provided and supported training for hundreds of education professionals just like you who are seeking to enhance their skills and experience in preparation for leadership roles within their schools.

As a delivery partner you will receive all the training and tools you need, with the flexibility to decide which route you wish to pursue each year. We are committed to ensuring our training is evidence based and draws upon the latest research that delivers both impact and excellence.

SSAT are committed to supporting and developing high quality middle leadership. We know how important middle leadership is to the success of any school – they are the invaluable connection between teaching in classrooms and the wider leadership vision and strategy.

What is required to be a delivery partner?

  • A delivery partner school must be rated ‘Good’ or ‘Outstanding’ by Ofsted
  • Confidence that you have the infrastructure and capacity to deliver the training
  • Must be a school, a multi-academy trust (MAT) or teaching school alliance (TSA).

Who can be approved as trainers?

  • Each school delivery partner must have one lead trainer and at least one second trainer.
  • Only approved trainers will be allowed to deliver SSAT’s middle leadership training and must be school’s based. All trainers must attend the training by SSAT.

Who is this for?

The following are just some examples of those who have benefited from becoming a delivery partner for Middle leadership:

  • Subject Leaders
  • Curriculum area leaders
  • Year group leaders
  • Pastoral leaders
  • SENCO
  • Specialist leaders

How does it work?

If you decide that you do not wish to deliver the full NPQML you can choose to deliver all or some of the 11 Middle Leadership modules, based around NPQML.

Our model equips schools to deliver middle leadership training that matches local needs. We develop, support and train school-based facilitators through a train-the-trainer programme. This offers a flexible modular approach and we provide all the resources required for partners to successfully deliver training.

Simply attend the launch session on 8 June 2021 that offers enhanced networking with like-minded schools and sharing implementation strategies. Or if that doesn’t work, we can offer bespoke dates of your choosing at no extra cost.

Upon Completion

All participants completing the middle leadership modules will receive a SSAT certificate of completion.

Contact us today and learn how you can become a delivery partner. Simply call our dedicated advisors on 0207 802 0955 or contact us, or apply using the button below.

Apply today

Contact us

Key facts

License:

£1580 + £210 per module (min 6)

Location:

Online train the trainer

Dates:

8 June 2021 or
on-demand – you decide!

Group sizes:

Deliver training to groups of up to 20 participants.

Duration:

12 months License
Download your brochure

Module 1: Vision, values and the moral purpose

Module one brings participants back to their leadership ‘why’. They will consider their own vision for their area and how this aligns with the school’s vision and priorities. By the end of this module participants will:

  • Understand what a vision is and why it is important
  • Have reflected on the values and moral purpose that guides and directs their behaviours
  • Be able to anchor and sustain their leadership practice through connecting to their moral purpose
  • Understand the role of education in addressing disadvantage

Module 2: Leading & managing innovation and change

Module two explores the complex issues involved in leading and managing change. It includes practical tools for effective project management as well as how to handle the emotional aspect of change. By the end of the module participants will:

  • Reflect on the theory and practice of leading change in order to lead more effectively
  • Implications for middle leaders of leading in a period of constant change
  • Understand the fundamentals of project management
  • Reflect on the importance of innovation for strategic improvement – ‘doing things differently in order to do them better’
  • Apply their learning to leading their school improvement project

Module 3: Managing resources and risks

Module three explores the important leadership responsibilities of managing resources and risks. This includes effective deployment of financial, staffing and educational resources, safeguarding, ensuring pupil and staff well-being. By the end of this module participants will:

  • Understand key enablers in efficiently and effectively deploying resources to enhance pupil progress; including curriculum planning, project planning, forecasting and staffing
  • Have considered the issues and impact of workload and well-being
  • Be familiar with the legal requirements and statutory guidance for safeguarding and health and safety in schools
  • Identify and mitigate risks in plans using a risk register
  • Produce evidence of their ability to manage a budget, project plan and use a risk register

Module 4: Data analysis for performance and progress

Module four develops participants’ management and understanding of performance and pupil progress data at individual and group level, equipping them with practical tools and techniques for analysis. By the end of this module participants will:

  • Be familiar with statistical and data analysis concepts (e.g. confidence intervals, statistical significance, sampling, correlation and causation)
  • Understand how to evaluate progress, identify trends and define team priorities
  • Deploy a range of techniques and tools to manage and analyse performance and pupil progress data (e.g. databases, spreadsheets, formulae, graphs)
  • Use the data to monitor particular individuals and groups of learners at risk of underachievement, including disadvantaged learners
  • Provide documentary evidence of raw data analysis

Module 5: Evidence Based Teaching & Learning

Module five encourages participants reflect on the importance of curriculum design and developing excellent teaching rooted in evidence. By the end of the module participants will:

  • Have analysed research into pedagogical approaches shown to have impact, drawing implications for practice
  • Understand the principles of curriculum design and different models
  • Evaluate the strengths and weaknesses of the curriculum on offer and how effectively this meets the needs of learners
  • Have engaged with the research on models of pupil assessment and identified how this should inform current and future practice
  • Be familiar with the Ofsted handbook for inspection and the clarification of inspection requirements in relation to lesson planning, marking, feedback and collection of pupil performance data

Module 6: Leading Strategic Improvement

Module six focuses on the need for a strategic approach to leading improvement. Building on module three, participants will plan for the strategic development of priorities emerging from the data analysis of pupil progress and performance. By the end of this module participants will:

  • Engage with the research evidence on improving progress and attainment, including of disadvantaged groups and provision for those with particular needs
  • Have learned about the graduated approach to supporting SEND pupils, as set out in the SEND Code of Practice
  • Be familiar with sources of research such as the EEF’s teaching and learning toolkit
  • Understand the principles of action research

Module 7: Developing your Leadership Approach

Module seven looks at developing your leadership approach to improve effectiveness. It includes the importance of self-awareness and emotional intelligence as well as exploring leadership characteristics and styles. By the end of this module participants will:

  • Have reflected on their own personalities, characteristics and behaviours so that they are more self-aware
  • Have reflected further on the seven NPQ leadership behaviours: commitment, collaboration, personal drive, resilience, awareness, integrity, respect
  • Be familiar with the research on emotional intelligence and understand the impact of behaviour on their teams
  • Have explored the impact of different leadership styles and a situational leadership approach
  • Have considered the importance of communication and communication styles in leadership, including presenting challenging messages positively
  • Understand how their leadership contributes to the organisational culture

Module 8: Building a High-Performance Team

Module eight looks at the key ingredients to building a high-performance team. By the end of this module participants will:

  • Have explored characteristics of high performing teams and dysfunctional teams
  • Have reflected on how failures can become powerful learning opportunities
  • Have evaluated the effectiveness of teams they lead and considered how they can improve performance
  • Be equipped to support a culture that builds strong teams and shares good practice

Module 9: Support & Challenge

Module nine addresses to role of accountability and performance management. By the end of this module participants will:

  • Be familiar with the Teachers’ Standards
  • Understand their role in setting the team culture and expectations
  • Have effective strategies and systems for holding others to account, line management and evaluating performance
  • Have strategies for managing challenging conversations

Module 10: Developing yourself and others

Module ten focuses on the need for a growth mindset. We all have the potential to get better and learn new skills. Prioritising both our own development and the development of those we lead is essential in any healthy learning organisation. By the end of this module participants will:

  • Identify their own and others’ professional development needs
  • Be familiar with The Standards for Teachers’ Professional Development
  • Have considered variety of professional development activities and their cost-effectiveness
  • Identify appropriate, targeted opportunities for professional development for themselves and their team
  • Be able to evaluate the impact of professional development on teacher development and pupil outcomes
  • Have considered progression pathways for themselves and their teams
  • Have reflected upon coaching and mentoring as vehicles for professional development

Module 11: Collaboration & Partnership

Module eleven recognises the importance of collaboration and working in partnership. This includes at individual, team, school and system level. By the end of this modules participants will:

  • Have reflected upon the barriers and benefits to effective collaboration, partnership and team working
  • Have an understanding of the research evidence that underpins successful collaboration
  • Have considered stakeholder engagement, within and beyond the school – including parents
  • Have greater awareness of wider networks of support including those at national level

Contact us today and learn how you can become a delivery partner. Simply call our dedicated advisors on 0207 802 0955 or contact us, or apply using the button below.

Apply today