The London Centre for Leadership in Learning Inspiring leadership and professional development
Contents 4 7 8 13 14 17
Welcome The Institute of Education Cross-centre Themes Events at the London Centre for Leadership in Learning How You Can Work With Us Our Courses and Programmes 18 Initial Teacher Education 22 Continuing Professional Development 28 Leadership Development Programmes 36 Master’s and Doctorates 43 Research and Development 48 Supported Development
54 Membership 55 Senior Staff
To order this brochure in an alternative format, please contact + 44 (0)20 7612 6907 or email londoncentre@ioe.ac.uk Please note that the information is correct at the time of publishing and may be subject to change without notice. No liability can be accepted by the London Centre for Leadership in Learning for any alterations or omissions.
The London Centre for Leadership in Learning
Mission statement We inspire outstanding leadership and professional development in education and children’s services through innovative programmes, events and research. As part of the Institute of Education, we link research, policy and practice, serving as a centre of expertise for London, nationally and internationally.
3
4
The London Centre for Leadership in Learning
Welcome Thank you for expressing interest in the work of the London Centre for Leadership in Learning (LCLL). This brochure presents an overview of the range of our activity, which spans events, programmes, advanced courses, tailored solutions, and research across the whole field of education and children’s services. Our emphasis on leadership is to strengthen the contribution to leadership in learning that can be made by all participants in the learning process, including pupils and students, governors and other stakeholders, and of course by practitioners at all levels. The brochure illustrates how we use cross-cutting thematic approaches to offer service provision which is directly focused on our clients’ interests. Whether you approach us through interest in a theme, a specific programme or course or in attending one of our numerous events, the service you receive will be evidence-informed and underpinned by the research activity of the Institute of Education. This brochure cannot give a comprehensive picture of all the work we do but we hope you find it an interesting starting point. You can find out more from the contacts provided and through the website. We look forward to working with you. www.ioe.ac.uk/lcll
‘One of the important outcomes of the London Challenge is the creation of a London Centre for Leadership in Learning. It will provide a beacon and co-ordinate the London-wide networks for professional development – thus ensuring that the whole professional knowledge in London is more than the sum of its parts. It will provide and foster the intellectual consistency that becomes the enduring legacy of the London Challenge.’ Professor Tim Brighouse, Chief Adviser for London Schools
5
‘It has made me a more confident and efficient leader.’
6
The Institute of Education is an ideal environment in which to live, work and learn.
The London Centre for Leadership in Learning
The Institute of Education A Central Location Ours is an ideal environment in which to live, work and learn, with unrivalled accessibility for those coming either for short visits or for longer periods of study or work. Located in historic Bloomsbury, the Institute is within walking distance of London’s West End, and of numerous theatres, cinemas and galleries. The British Library and British Museum are on our doorstep, as are many restaurants, bars and cafés, and several Georgian squares. The Institute is within a 15-minute taxi ride of many government ministries, including the Department for Education and Skills, Department of Trade and Industry and Department for International Development. The London headquarters of the British Council in Spring Gardens is a similar distance away. Our main building, houses purpose-built teaching rooms, a vast library, conference halls, a bookshop and the students’ union. On the University of London campus, there is a modern sports and health centre, a theatre and a number of cafeterias, bars and shops. Neighbouring colleges include the School of Oriental and African Studies (SOAS), Birkbeck and University College London (UCL). The library at Senate House is open to Institute students, and so is the Brunei Gallery at SOAS.
The Institute is well served by local, national and international transport links. The London Underground station at Russell Square is five minutes’ walk from the Institute. There is a direct line from this station to London (Heathrow) Airport, a journey which takes approximately 45 minutes. There is also a direct bus service to Heathrow from nearby Woburn Place. Three London railway stations are within walking distance of the Institute. The Institute of Education recognises the benefits of having a diverse community of staff and students, who value one another and the different contributions they can make, to achieve the Institute’s mission to be a centre of excellence. The Institute is committed to being an equal opportunities employer and education provider, providing equality of opportunity for all staff and students, applicants and visitors. In the provision of equal opportunities, the Institute recognises and accepts its responsibilities under the law.
7
The London Centre for Leadership in Learning
Cross-centre themes From extensive dialogue and debate with local authorities and other significant groups, LCLL has pinpointed a number of interlinking themes which are of strategic significance to our clients. These themes have been adopted as the basis for cross-centre developmental work, for creating specially tailored services for clients,
and for developing expert contributions to courses, programmes and events. To achieve its mission, the Centre combines cross-cutting themes with hubs of expertise, to meet the needs of a broad range of clients.
Developing leaders and leadership Leadership and learning in London School effectiveness, improvement and development Improving performance management: improving learning Every Child Matters Inclusion and diversity Post-14 learning
Cli en ts
TISE > C R E R XP
of bs e Hu ertis p ex
HUBS O F E
hip ers es d a m Le am h on rogr earc d s n y p e o r nc L d nd racte s and sulta tre a nt SL en on se or NC y co cour nd c al C k f nt n g a r c o e i i o t D a m eg tw me r CP Str cade o n R l Ne rove o A a d gf on tion l Imp rkin tion L it rna oo wo ma ATD Inte Sch l Net sfor ic Un n g a a Tr rate on t ati onal n r i nS t e Int duca ondo L E
Cross-cutting themes
MES > CLIEN HE
CUTTING S T OS
> TS
8
Lo c Int al A ern uth He or ati i a Mi dte ona ties ac lg dd h ro Bu le er up su rsar and s s pp s a se nio or nd Go t v r Ot ern staff othe lea de i h r n g an er rs d o ind bod rg ivid ies an isa uals tio ns
The London Centre for Leadership in Learning
9
Key themes Developing leaders and leadership draws together the LCLL contribution to the leadership of learning, including the provision of leadership programmes, advanced study and research for leaders of learning, and cutting edge research on future thinking about the nature, purpose and practice of educational leadership. Leadership and learning in London emphasises LCLL’s proactive role in working with stakeholders to co-create the future for learning in London, including the pan-London infrastructures to support the leadership of learning in the postLondon Challenge period. It also includes the Centre’s expertise in the leadership of learning within urban contexts. School effectiveness, improvement and development maintains and promotes the Institute’s standing as a centre of expertise in the fields of school effectiveness, improvement and
development, and provides a focus for work across the Centre, and Institute-wide. Improving performance management: improving learning aims to put the learning of adults and children at the heart of the performance management process in schools and uses an innovative way of looking at the performance management process to achieve this. This theme responds to an issue that is currently exercising schools, yet the heart of the approach supports impact evaluation of professional development and school improvement. Every Child Matters provides the focus for supporting local authorities, schools and other agencies in working through the ECM agenda. It includes support with multiprofessional learning; managing the interface between different professional cultures; extended schooling; primary-secondary transition; and making ECM relevant
to schools serving mainly highachieving students. Inclusion and diversity embraces two broad areas. Firstly, it emphasises the leadership challenges posed by the multi-racial and multicultural characteristics of London’s communities, and seeks to stimulate debate, encourage fresh thinking, and contribute towards improved outcomes in this domain. Secondly, this theme recognises the significance of challenging behaviour and disaffection to leaders of learning, and the complexities of moving towards more inclusive arrangements for meeting special educational needs. Post-14 learning is carried forward through our new Centre for 14+ Innovation and Reform. This theme is concerned with supporting partners in developing diversified curriculum pathways at 14+ and more coherence of provision at 16+, and more generally supporting leaders of learning in this phase of education.
3
10
The London Centre for Leadership in Learning
We can work with you to develop your practice around all the key themes AN EXAMPLE OF OUR INTEGRATED APPROACH
Improving performance management: improving learning As well as a tailored approach to help you meet your own needs in improving performance management (PM), LCLL offers a wide range of professional development opportunities, research and consultancy, and expertise in accredited programmes to support your response to the new PM regulations. How can you ensure that the new PM regulations will motivate staff and improve learning for children and young people? How do you fit all the pieces of the jigsaw together: improvement planning, performance management, professional and career development,
new teacher and occupational standards, and school self-evaluation? Improving performance management: improving learning is an innovative approach that: • motivates and develops all staff working in the school • has an impact on team leadership • drives the school self-evaluation process • enables you to implement the new PM regulations so they make a difference to the learning and well-being of children and young people. We work with the primary, special and secondary sectors to design a tailored approach to performance management that meets your needs and has learning at its centre.
We can: • support headteachers and senior leaders to develop their culture and strategy for performance management • work with individuals, groups or the whole staff • offer support for the leadership team, PM reviewers or specific groups such as support staff or governors • offer individual and group coaching • provide tools and resources to embed the performance management process within your learning culture.
11
‘Our middle leaders are now excited by the relationship between development planning, performance management and CPD and how this makes a difference in the classroom for our pupils.’ Secondary Deputy Headteacher
12
‘Many thanks for leading such an excellent day for our team. Your approach was very refreshing and fits beautifully with our school ethos and rationale.’ Primary Headteacher
The London Centre for Leadership in Learning
Events at the London Centre for Leadership in Learning Conferences, Seminars and Conversations The LCLL runs a full programme of events to highlight its work and provide stimulus for ongoing debate and dialogue. Forward looking in content, our conferences are organised, by among others, the International Network for School Improvement (INSI), the London Strategic Unit and the Continuing Professional Development section, providing a platform for topical and crucial areas. Other events focus on the principal themes for policy identified at the Centre and through research, which aim to share knowledge with the wider education and social policy community. We also run collaborative events linking up with our many partners across the London region. A key event of the year is the Annual Lecture held at the Institute of Education.
Conferences at LCLL Practitioner focused, informed by latest research, and involving leading figures in their field. ANNUAL CHARTERED LONDON TEACHER STATUS CONFERENCE
350 teachers and school leaders attended this year’s exciting event exchanging ideas and practice to support the diverse communities and cultures in London schools.
If you are time-limited and still want to keep abreast of key developments in educational leadership you can attend one of our regular Conversations. Our short, informal evenings throughout the year give you the space to network, to hear and have the opportunity to engage in debate with speakers and experts from the Institute of Education. For further information on the schedule of topical subject areas, contact londoncentre@ioe.ac.uk To obtain further details of all conferences and an event schedule, contact the Continuing Professional Development team at cpd@ioe.ac.uk or visit www.ioe.ac.uk/cpd
Opportunities to attend conferences, seminars or short learning conversations are highlighted throughout this publication by this symbol .
OPEN MINDS: DEVELOPING CREATIVITY IN THE PRIMARY SCHOOL
This conference presents ideas about the nature and purposes of creative education and outlines ways in which creative classrooms can be developed to benefit learners and teachers. The day includes stimulating presentations on generic and curriculum topics to inspire those looking to reinvigorate their practice and practical material that can be adapted to a range of contexts.
THE TEAM AROUND THE CHILD: MULTI-AGENCY WORKING IN EARLY YEARS
This significant conference explores what aids good multi-agency working at LA level, centre level and during inspection and brings together recognised experts in this field.
13
14
The London Centre for Leadership in Learning
How you can work with us Inspiring Leadership and Professional Development The London Centre for Leadership in Learning offers a host of opportunities for improvement, updating and sharpening of critical thinking, underpinned by practical solutions that you can put into use immediately.
An introduction to our courses and programmes and examples of how we can support you. Short and longer term courses with flexible options and at all levels.
These are just some of the examples. Full information and details of all courses and programmes can be found in the sections that follow.
Teacher Programme (GTP) and Overseas Trained Teacher Programme (OTTP) for unqualified teachers to obtain Qualified Teacher Status.
Looking for teacher training while earning a salary? Or are you a teacher from overseas? Initial Teacher Education Employment-Based Routes The unit works in partnership with schools delivering the Graduate
Wanting to develop personally and professionally? Wider Professional Development Opportunities and Provision We provide a wide range of professional development and learning opportunities including
The London Centre for Leadership in Learning
short courses, accredited modules, mentoring-coaching, conferences and events, and tailored approaches to meet your specific needs. Looking to develop your career as a leader? Training and development programmes include the work-based Graduate Teacher Programme and the National Professional Qualification for Headship (NPQH) programme. Looking for support as a Black and Minority Ethnic teacher? Leadership Foundation Programme supports black and minority ethnic teachers (BME) in London secondary schools to prepare for middle management roles. Are you a practising teacher looking to develop your management skills? Starting in Management is a series of two hour sessions on a wide range
of different topics such as Managing Budgets, Behaviour Management and Interview Skills. Leading from the Middle is an accredited programme for middle leaders providing the necessary skills and confidence to lead teams and manage change. Investing in Diversity is an accredited leadership development programme for experienced BME teachers in London schools preparing to move on to deputy headship or beyond. Ready for the challenge of personalisation, both in London and beyond? Developing the Urban Leaders of Tomorrow is part of a programme of research and development for current and aspiring leaders of urban and city schools.
15
Are you already an established leader looking for personal and professional achievement with strong mentor support? Leadership Pathways is a modularised programme for established leaders preparing for headship, with a strong emphasis on self-direction supported by a leadership mentor and in-school coach. National Professional Qualification for Headship (NPQH) The mandatory NPQH is a benchmark qualification, underpinned by the National Standards for Headteachers. Are you already a headteacher? Head for the Future offers you, as an experienced headteacher, the opportunity to focus on personal development.
3
16
The London Centre for Leadership in Learning How you can work with us
3
Other Leadership Development Programmes Each of our leadership and development programmes applies research and enquiry findings directly to your own working environment.
improvement for leadership teams.
TEAM PROGRAMMES
Do you want your thinking challenged? Doctorates, Master’s Degrees, Postgraduate Certificates and Diplomas in Leadership and Management underpinned by our ongoing research.
The LCLL is a leading provider of team development programmes. We can work with you as a school or local authority. Are you a strategic thinker? Developing the Capacity for Sustained Improvement programmes focus on strategic thinking and capacity building for sustained
Working Together for Success (WTfS) WTfS focuses on team-working analysis and team development for up to two terms.
Wishing to improve learning and teaching? The International School
Improvement Network (INSI) The network works with schools and their partners on effectiveness and improvement projects. It links with practitioners through seminars, publications and a newsletter, sharing research and learning about school improvement. Looking for advice and guidance about post-14 skills? London Strategic Unit for the Learning and Skills Workforce The London Strategic Unit works with partners to create a culture which will ensure the learning and skills sector attracts, retains and develops the best staff.
18
Initial Teacher Education
22
Continuing Professional Development
26
Leadership Development
34
Master’s and Doctorates
41
Research and Development
Our courses and programmes
48
Supported Subhead if needed Development
18
The London Centre for Leadership in Learning
Initial Teacher Education Employment-Based Routes (EBR)
Graduate Teacher Programme (GTP)
subject. You will also need English and mathematics at GCSE grade C or equivalent. Primary applicants also need a science at GCSE grade C.
PROGRAMME MANAGER DENIS MACLURE TELEPHONE ENQUIRIES +44 (0)20 7911 5502
FUNDING
EMAIL ENQUIRIES gtp@ioe.ac.uk
The Training and Development Agency for Schools (TDA) funds state schools’ training, but not independent schools’ training. The Institute receives an annual allocation of funded and unfunded places from the TDA. Fully funded places will be allocated mainly to shortage subjects in state secondary schools. The TDA covers the cost of final QTS assessment in all schools.
WEBSITE www.ioe.ac.uk/courses/gtp HOW TO APPLY For an application form and further guidance, please visit our website: www.ioe.ac.uk/courses/gtp or email gtp@ioe.ac.uk
WHO IS THIS FOR?
You must be employed by a school as an unqualified teacher and your application supported by the school. The school will enter into a Training Partnership with the Institute. Places on the GTP are competitive. AIM
The GTP is for graduates who want to continue earning a salary while they train. Successful trainees will be awarded Qualified Teacher Status (QTS). The Institute supports trainees teaching from foundation stage to post-16 and including all examination subjects with the exception of classics. DURATION
The programme takes three terms. Substantial prior teaching experience may lead to a shorter duration.
FORMAT
You will follow an individual training programme which will take into account your individual needs and school-based support during the training period. An Institute tutor (IT) will monitor your progress and assist you and your school in preparing for QTS assessment. FEATURES
During training, you will develop evidence that you meet the Standards for QTS. As most training is in-school, you will work closely with two school-based mentors, as well as your IT. All trainees must teach across two consecutive key stages to qualify for QTS. You must also be familiar with relevant national curriculum, national strategies and examination requirements of your teaching phase and age range.
ATTENDANCE
You will attend a series of training sessions at the Institute covering generic issues to prepare for QTS assessment. Other sessions will support subject knowledge development.
You will also need to have teaching experience in a second school to broaden your experience. This must be facilitated by your school and can last for up to six weeks, depending on your individual needs.
ENTRY REQUIREMENTS
A UK first degree or equivalent. For secondary training, 50% of that degree must be in the subject you are teaching. Applicants with good honours degrees will have preference, as will those teaching a shortage secondary
ASSESSMENT
The assessment is school-based and lasts approximately one day. You will be assessed against the QTS Standards by a Partnership Assessor.
www.ioe.ac.uk/lcll
19
Initial Teacher Education
DURATION
Overseas Trained Teachers Programme (OTTP)
The OTTP gives OTTs the opportunity to gain QTS while they work in a school. The programme takes one to three terms, depending on prior, relevant experience.
PROGRAMME MANAGER DENIS MACLURE TELEPHONE ENQUIRIES +44 (0)20 7612 6002
ATTENDANCE
EMAIL ENQUIRIES ottp@ioe.ac.uk
You will attend a two-day training session at the Institute, covering generic aspects of the English education system.
WEBSITE www.ioe.ac.uk/courses/gtp HOW TO APPLY You will need to apply to the Institute together with the school in which you are currently employed. The application form and further information is available to download from the Institute website www.ioe.ac.uk/courses/ott or by email request to ebr@ioe.ac.uk
WHO IS THIS FOR?
You must be employed in a school as an OTT and your school must support your application. Places on the OTTP are subject to criteria relating to your appropriate qualifications, suitability for teaching and teaching experience. Your school must also meet the Partnership’s requirements for training people on the OTTP. AIM
If you have qualified as a teacher in a country outside the European Economic Area, you will need to gain Qualified Teacher Status (QTS) before you can work as a permanent, qualified teacher in England. The OTTP is designed to deliver QTS. If you qualified in a country inside the European Economic Area you may be eligible for QTS without further assessment. For further information please contact the General Teaching Council for England on 0870 001 0308. The Institute is able to support trainees’ teaching from foundation stage to post-16 and including all examination subjects with the exception of classics. Applications from OTTs in both state and independent school are invited.
ENTRY REQUIREMENTS
You will need: • a degree equivalent to a UK bachelor’s degree and a transcript of the subjects/modules studied • an overseas teaching qualification for the relevant age range, with a teaching license or registration document (if this is a requirement in your home country) • GCSE mathematics and English at C grade or above or the equivalent; Primary trainees must have GCSE grade C (equivalent) in a science • all of the above must be recognised by NARIC – please provide supporting documentation. You must be employed by the school on at least the first level of the DfES Unqualified Teacher pay scale and must have undergone criminal record and health checks (completed by the school). FUNDING
The TDA funds state schools’ training, but not independent schools’ training. The final QTS assessment is funded by the TDA for all trainees. FORMAT
You will follow an individual training programme, which will take into account your individual needs and schoolbased support during the training period. An Institute tutor (IT) will assist you and your school in preparing for QTS assessment.
3
20
The London Centre for Leadership in Learning Initial Teacher Education
3
FEATURES
You will develop evidence that you meet the QTS Standards. You will work closely with two school-based mentors, as well as your IT. All trainees must teach across two consecutive key stages to qualify for QTS. You must also be familiar with relevant national curriculum, national strategies and examination requirements of your teaching phase and age range. You may also need teaching experience in a second school. This must be facilitated by your school and can last for up to six weeks, depending on your individual needs. ASSESSMENT
The assessment is school-based and lasts approximately one day.
‘The GTP provided me with the opportunity to carry on building my teaching experience whilst developing a greater understanding of classroom theory and practice. I found the visits from the IOE tutor both supportive and constructive, and the feedback has helped to further shape many areas of my teaching.’ STUDENT 2006/7
21
22
The London Centre for Leadership in Learning
Continuing Professional Development PROGRAMME MANAGER DEAN HUIT
RANGE OF DEVELOPMENT OPPORTUNITIES
TELEPHONE ENQUIRIES +44 (0)20 7612 6987
The CPD programme at the Institute of Education provides high quality, innovative, value for money courses to suit your needs, and all of our events support our strategic themes highlighted on Page 8. We offer courses in all main subject areas from the foundation stage to secondary and further education level, and for educational psychologists and people who specialise in working with minority ethnic children. The programme also includes a range of four-day courses which can be undertaken in their own right and which are also accredited modules in award-bearing courses. They make excellent starting points for further studies at graduate diploma or master’s level.
EMAIL ENQUIRIES cpd@ioe.ac.uk WEBSITE www.ioe.ac.uk/cpd
The London Centre for Leadership in Learning offers a comprehensive programme of focused professional development. High quality short courses, conferences and events are available for: • newly qualified and experienced teachers • teaching assistants and support staff • school leaders • other professionals within children’s services.
CENTRAL AND LOCAL
We run over 350 courses, conferences and events throughout the year for over 7,000 participants. These opportunities offer enhanced professional development to match the needs of individuals, schools or services. The focus is always practical and informed by the latest research findings and policy development.
Our courses are held at the Institute of Education and offer the opportunity for you to learn with colleagues from other schools and local authorities. We can also run many of our courses in your school, network of schools or local authority. This gives the opportunity to tailor the programme to your own context and support the development needs of your staff as well as your school or authority improvement plans.
Wide-ranging, flexible opportunities to enhance your career and horizons, for individuals, schools and services linked to our strategic themes.
www.ioe.ac.uk/lcll Continuing Professional Development
Personalised programmes We also work in partnership with you to design a personalised approach that can be offered in your school or local area to meet the development needs of your individual staff, school or local authority. The style, length and learning model of such a programme are all flexible and carefully matched to your identified needs. EXAMPLES INCLUDE:
Working with a large secondary school to support faculty leaders to integrate CPD and school and faculty development planning Working in partnership to develop a collaborative approach to inquiry for school improvement: accredited at master’s level A tailored Aspiring Leaders programme developed in partnership with local authorities. Learning components include external input from leading practitioners and thinkers; school visits; coaching by experienced heads; 360 degree needs analysis; a Virtual Learning Environment.
‘This course has shifted my thinking in education significantly. The shared expertise, our visits and discussions are all tremendously valuable.’ PARTICIPANT ON THE ASPIRING LEADERS PROGRAMME
‘Outstanding, practical, incredibly useful and inspirational.’ PARTICIPANT ON CPD COURSE: DEVELOPING THE ROLE OF AN EFFECTIVE PRIMARY SCIENCE SUBJECT LEADER
23
24
The London Centre for Leadership in Learning Continuing Professional Development
Making Headway with ICT COURSE MANAGER TOM PRESKETT TELEPHONE ENQUIRIES +44 (0)20 7612 6162 EMAIL ENQUIRIES t.preskett@ioe.ac.uk
groups of staff in school, although it can be studied individually. Pupil voice is an important aspect of the research process and seminars are supported by webbased materials. There are flexible start dates to fit in with your school calendar, with the opportunity to study the module over two or three terms.
WEBSITE www.ioe.ac.uk/lcll
Making Headway with ICT is a one-day training course aimed specifically at school leaders who lack confidence in their everyday use of ICT. Participants receive coaching, support and advice on a group and individual basis to develop personal ICT skills and confidence. This is supplemented by one month of post-training support. The course focuses on the skills that headteachers need to improve efficiency.
Postgraduate Professional Development The Institute of Education, working in partnership with schools, LAs and other organisations, offers postgraduate professional development (PPD) opportunities to follow an in-depth programme of study which leads to a postgraduate award. These modules are subsidised for teachers by funding from the Training and Development Agency for schools (TDA). Two examples of such modules include: TEACHER-AS-RESEARCHER: USING TEACHERS TV TO ILLUMINATE CONTEXTS AND ISSUES COURSE MANAGER HILARY BOURDILLON TELEPHONE ENQUIRIES +44 (0)20 7612 6528 EMAIL ENQUIRIES h.bourdillon@ioe.ac.uk
This 30 credit module supports school-based activities and draws on aspects of your day-to-day work as a focus for enquiry and research. It is designed to be studied in
LEADING INQUIRY-BASED PROFESSIONAL LEARNING COMMUNITIES CONTACT DR SVETA MAYER TELEPHONE ENQUIRIES +44 (0) 1752 791021 EMAIL ENQUIRIES enquiries@thenlp.org
This module is offered by a partnership between the LCLL and Networked Learning Partnership (NLP) and is accredited for 60 credits at M level. The module enables you to establish a whole school inquiry focus by focusing on school leadership and existing data and the process directly contributes to self-evaluation and supports Ofsted preparation. An inquiry approach offers continuous professional development opportunities to all your staff and provides a real focus to planning, preparation and assessment. All adults within and associated with your school can be involved and pupils may also be active participants in the collaborative inquiry. Tutors work with you to frame a collaborative inquiry question and provide coaching, tuition and a learning community framework. The module is offered for staff in individual schools, a cluster of schools or across LAs. Both of the above modules link with and complement other CPD frameworks in which you may be involved, such as Chartered London Teacher status or the GTC's Teacher Learning Academy. They can be undertaken as a free standing programme or contribute to a Masters Degree or Graduate Diploma in Professional Studies in the case of the Teacher-as-Researcher module.
www.ioe.ac.uk/lcll Continuing Professional Development
Mentoring and coaching
mentor-coaches who can provide confidential personal mentoring and coaching for individuals, teams and whole organisations.
TELEPHONE ENQUIRIES +44 (0)20 7612 6412 EMAIL ENQUIRIES llcllmc@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll WHAT IS IT?
Thirdly, mentoring and coaching is integral to other support we offer, including programmes for NCSL such as Leading from the Middle, and our London Leadership Strategy programmes such as Investing in Diversity.
Mentoring and coaching are supportive ways of helping people personally identify their developmental needs, and ways of working with them to generate and put into place feasible strategies to help fulfil them. WHAT WE OFFER
There are three main ways in which we support mentoring and coaching. Firstly, the LCLL offers a rich variety of training courses that accord fully with the principles of the National Framework of Mentoring and Coaching. These focus on modelling and developing key generic skills that can be used flexibly in a wide range of contexts. Programmes can be tailored to meet the particular needs of individuals, teams, action groups or whole organisations wishing to develop their mentoringcoaching capacity and are available both at the Institute of Education and at venues of the clients’ choice. Successful completion of the LCLL four-day Mentoring-Coaching programme can be used to gain 30 credit points towards a graduate diploma or MA degree. Secondly, as well as providing training in the skills of mentoring and coaching, we also offer mentoring and coaching services directly to individuals. The Centre has a select group of highly experienced
‘This is one of the most useful courses I have ever been on – at every level it met and exceeded my expectations.’
25
26
The London Centre for Leadership in Learning Continuing Professional Development
Short courses on offer (some examples) EARLY YEARS
LEADERSHIP
• Teaching in the foundation stage (accredited course) • One child, many cultures: celebrating and supporting cultural diversity in the foundation stage
• Preparation for primary deputy and assistant headship (accredited course) • Improving performance management: improving learning • Making sense of mentoring and coaching and making them work for you in your school
PRIMARY
• Understanding the theory and practice of nurture groups (accredited course) • Behaviour management for teacher assistants • From emergent writing to emergent mathematics • What is personalisation in the primary school? • Learning mentors: roles and responsibilities SECONDARY
• Voice and choice: developing writers • Observing other teachers • Promoting positive behaviour: a whole school approach and key strategies
MINORITY ETHNIC ACHIEVEMENT
• Teaching bilingual English learners (accredited course) • African, Black British and Caribbean literature in the classroom • Supporting 14-16 year old new arrivals with English as an Additional Language EDUCATIONAL PSYCHOLOGY
• Dynamic assessment • Bright Start: a practitioners’ workshop.
27
28
The London Centre for Leadership in Learning
Leadership Development Programmes FOR ASPIRING MIDDLE MANAGERS
• To develop core leadership skills • To support the development of job application skills.
Leadership Foundation Programme FEATURES PROGRAMME MANAGER ROSEMARY CAMPBELL-STEPHENS TELEPHONE ENQUIRIES +44 (0)20 7612 6245 EMAIL ENQUIRIES investingindiversity@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll WHO IS THIS FOR?
Black and minority ethnic teachers (BME) in London borough secondary schools, who have Qualified Teacher Status (QTS), a minimum of two years’ experience and who want to apply for middle management positions.
The programme offers: • time for personal and professional reflection • the opportunity to network and grow professionally with other BME educators • the intellectual space to clarify the additionality that you bring to leadership as a BME educator • the opportunity to develop innovative ways of leading learning in an urban context.
FOR MIDDLE LEADERS DURATION
Part-time over two terms.
Starting in Management
ATTENDANCE
COURSE LEADER MARY DAWE
The course comprises: • Four twilight sessions • One full day session.
TELEPHONE ENQUIRIES +44 (0)20 7612 6412
FUNDING
WHO IS THIS FOR?
London Challenge funds the course so there is no cost to participants provided that the applicant’s school is a London borough secondary.
New and aspiring middle leaders; newly qualified teachers (NQTs) who have taken on some management responsibility and overseas trained teachers (OTTs) who have management responsibilities and are unfamiliar with the British system.
AIMS
EMAIL ENQUIRIES r.daglish@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll
To provide support and guidance to those applying for their first leadership and management post or those new in their first leadership and management post.
DURATION
OBJECTIVES:
ATTENDANCE
• To explore the concepts of leadership and management • To explore the key skills, knowledge, understanding and personal qualities of effective managers and leaders • To develop core people management skills
There are no formal attendance requirements.
Each seminar lasts two hours.
www.ioe.ac.uk/lcll
29
Leadership Development Programmes
AIMS
• To acquire knowledge and skills to develop management capacity • To provide a foundation for future leadership development • To provide a structure which allows participants to tailor their learning to suit individual needs.
FOR MIDDLE LEADERS
Leading from the Middle COURSE LEADER MARY DAWE TELEPHONE ENQUIRIES +44 (0)20 7612 6616 EMAIL ENQUIRIES lftmlondon@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll/lftm
ENTRY REQUIREMENTS
There are no pre-requisites for this programme Participants are able to choose as many seminars as they wish depending on the skills they need to develop.
WHO IS THIS FOR?
For subject leaders, pastoral leaders, SENCOs, heads of year and cross-curricular co-ordinators in early years, primary, secondary and special schools.
FEATURES
• Seminars delivered centrally, in school or local authority setting or at the IOE • Flexibility to create a flexible personalised programme.
DURATION
MODULES
ATTENDANCE
A range of seminars are available covering a wide variety of topics.
Participants must attend every session on the programme to gain a certificate.
ASSESSMENT
AIMS
There is no formal assessment for this programme.
• To develop and improve the leadership skills, confidence and expertise of middle leaders in London schools • To recognise and address the challenges of working in a London school.
RELATED PROGRAMMES
Participants can continue their learning on Leading from the Middle, a nine month leadership programme for middle leaders.
‘All aspects of the seminar were particularly useful. I know it will aid me greatly in my work.’
Start dates in September and April over a ten-month period.
ENTRY REQUIREMENT
You must hold one of the posts listed above and lead a team of individuals within a school. FEATURES
• Self-directed blended learning programme with a mixture of online learning and face to face sessions • Offered as collaborative groups within boroughs.
3
30
The London Centre for Leadership in Learning Leadership Development Programmes
3
MODULES
FOR CURRENT, MIDDLE AND SENIOR MANAGERS
A range of topics are covered which help develop your leadership and management skills. These include selfawareness, self-development and leading teams.
Investing in Diversity COURSE LEADER ROSEMARY CAMPBELL-STEPHENS
ASSESSMENT
TELEPHONE ENQUIRIES +44 (0)20 7612 6245
There is no formal assessment for this programme. However, you can gain accreditation through the Teacher Learning Academy or credits towards an academic qualification such as a graduate diploma or an MA.
EMAIL ENQUIRIES investingindiversity@ioe.ac.uk
RELATED PROGRAMMES
Participants can continue their learning on Leadership Pathways, a one or two year programme which builds on Leading from the Middle and can be used as a bridge to the National Professional Qualification for Headteachers (NPQH), see page 32.
WEBSITE www.ioe.ac.uk/lcll WHO IS THIS FOR?
Experienced black and minority ethnic (BME) middle or senior managers with Qualified Teacher Status (QTS) who are actively seeking promotion and wish to enhance their leadership credentials. DURATION
One year part-time and comprises ten twilight sessions, a residential weekend and a one-day seminar. FUNDING
London Challenge funds the course so there is no cost to participants provided that the applicant’s school is a London borough secondary or primary. AIMS
‘I feel the programme has had a positive effect and has helped in the process of changing the culture in the school.’
• Designed to identify potential BME school leaders • Will provide leadership coaching of the highest calibre, drawing on best practice inside and outside of education • Prefaced on culturally literate leadership training that addresses the key skills needed for today’s school leaders • intended to increase the number of high calibre BME leaders in the capital’s schools. The provision of bespoke training for under represented groups is supported by section 37 of the Race Relations Amendment Act (2000). FEATURES
• Time for personal and professional reflection • The opportunity to network and grow professionally with other BME educators.
www.ioe.ac.uk/lcll
31
Leadership Development Programmes
FOR CURRENT, MIDDLE AND SENIOR MANAGERS
FOR THOSE PREPARING FOR HEADSHIP
Developing the Urban Leaders of the Future
Leadership Pathways COURSE LEADER DOLAPO OGUNBAWO
COURSE LEADER PROFESSOR KATHRYN RILEY
TELEPHONE ENQUIRIES + 44 (0)20 7612 6435
TELEPHONE ENQUIRIES +44 (0)20 7911 5365
EMAIL ENQUIRIES leadershippathways@ioe.ac.uk
EMAIL ENQUIRIES k.riley@ioe.ac.uk
WEBSITE www.ioe.ac.uk/lcll
WEBSITE www.ioe.ac.uk/lcll WHO IS THIS FOR?
An innovative and highly successful practical programme. WHO IS THIS FOR?
For aspiring leaders designed to help them understand more about their local community context and bring this knowledge back into the school.
The programme is aimed at established leaders in schools such as assistant headteachers, heads of department and key stage co-ordinators. The programme builds on Leading From the Middle and replaces the access component of NPQH. DURATION
DURATION
12 to 24 months
Three sessions (including a two-day residential) and links to Leading from the Middle and Investing in Diversity leadership programmes.
AIMS
FEATURES
This innovative and practical programme focuses on leadership and learning in our rich and diverse city schools. It connects to Government initiatives such as Every Child Matters and Young London Matters. The programme draws on the most up to date knowledge from research and best practice, and has a strong developmental focus.
To improve the quality of leadership at this level by developing highly skilled, effective leaders able to: • become more effective managers and leaders of change • play a full part in the leadership of learning communities • play a full part in whole school activities such as school improvement planning • critically review and challenge practice • contribute to the development of the leadership capacity of their colleagues • have the expertise and experience that will give them a secure foundation on which to consider headship. FEATURES
• An initial Learning Needs Assessment takes place in order to establish the leader’s personal and contextual learning requirements
3
32
The London Centre for Leadership in Learning Leadership Development Programmes
3
• A large and diverse range of modules and units to suit differing learning needs • It offers a blended learning process, incorporating online units, face to face skills days and coach and mentor support • The modules are designed around work-based learning with a heavy emphasis on application and outcomes.
time to gain experience in whole school leadership. You will follow one of these routes through the programme depending on an assessment of your application detailing your achievement and expertise in whole-school leadership and management. ATTENDANCE
Time away from normal school activities is up to 11.5 days. This includes a 48-hour residential. FOR THOSE PREPARING FOR HEADSHIP ENTRY REQUIREMENTS
National Professional Qualification for Headship (NPQH)
Anyone with sound experience of leadership at a wholeschool level can apply for a place on NPQH. AIMS
PROGRAMME MANAGER JEANNETTE MADDOX TELEPHONE ENQUIRIES +44 (0)20 7612 6617 EMAIL ENQUIRIES npqhlondon@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll
A full description of the course can be found on the website of the National College for School Leadership. Please note that this course is currently being reviewed by NCSL and further information on the new structure can be found at www.ncsl.org.uk/npqh WHO IS THIS FOR?
On 1 April 2004 it became mandatory for all-first time headteachers in the maintained sector to hold NPQH or to have secured a place on the programme. From 1 April 2009 only those holding NPQH will be eligible for appointment to a first headship.
• Contribute significantly to raising standards in your school • Develop your role as a leader and manager • Implement planned change both within yourself as a leader and in the school • Work with peers individually and in teams • Share good practice with colleagues • Enjoy the challenge and support of highly experienced facilitators • Develop your problem solving skills • Develop your leadership and management skills in preparation for headship • Build networks with colleagues in other schools • Learn about new ideas and strategies in line with current educational policy • Have instant access to high quality resources. FEATURES
DURATION
The programme can take from six to fifteen months to complete. There are two routes, accelerated for those very close to headship and standard for new members on the leadership team and/or those who perhaps need more
• Incorporates a range of different learning opportunities including self study, supported by high quality materials and online learning • Is focused on hands on school improvement • Reflects national priorities in education and sets
www.ioe.ac.uk/lcll
33
Leadership Development Programmes
rigorous standards • Recognises prior experience, learning and achievement • Is challenging, practical and up to date linking theory and practice • Self–managed and personalised course. You will decide with your tutor the depth to which you will study each of the 16 units.
FOR HEADSHIP AND BEYOND
Head for the Future COURSE LEADER ANN BROUGHAM TELEPHONE ENQUIRIES +44 (0)20 7612 6809 EMAIL ENQUIRIES headforthefuture@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll
HOW IS THIS PROGRAMME ASSESSED?
Assessment takes place in two parts: • School-Based Assessment of your achievement in the key areas of headship • Final Skills Assessment of your capacity to demonstrate the skills necessary for headship using the criteria in the National Standards for Headteachers • NPQH graduates will be able to take forward 30 credits towards one of our MA programmes. A further 30 credits may be attained via additional assignments, subject to your previous qualifications. For more information, please contact NPQHLondon@ioe.ac.uk
WHO IS THIS FOR?
Head for the Future is a new leadership development programme replacing the successful Leadership Programme for Serving Headteachers (LPSH), which directly tackles emerging challenges for headship, particularly the need to collaborate with other schools and agencies. Head for the Future provides a blend of feedback, debate, reflection and commitment to action and will help shape your leadership for years to come. Any headteacher with more than three years’ experience is eligible to apply. PROGRAMME STRUCTURE
Phase 1 Orientation: 4-6 hours in total over 4-8 weeks To gain feedback on your leadership, you will nominate colleagues to complete questionnaires and receive feedback generated from your own answers.
‘The materials are excellent as are the leadership and development days.’
Phase 2 Focusing on the future; focusing on change: 3-day Residential (2-nights) The residential explores models of outstanding leadership and the comparative data from your colleagues with a focus on the connection between these and school outcomes, the current and future educational landscape and a preferred future for your school. The residential stimulates peer development groups Phase 3 Committing to change: 4-6 weeks, in school
3
34
The London Centre for Leadership in Learning Leadership Development Programmes
3
Back at school, you will challenge perceptions of your context and harness support of colleagues across and beyond the school community. There are a range of self-paced activities and on-line support tools that you can access to support this work. Phase 4 Leading the change: approx nine months, in school Over the next nine months in school, you will implement your agenda for change. Online and facilitator support will be available. Phase 5 Heading for the future: one day workshop (12 months after Phase 2) The final formal part of the programme is where you share progress. There is a focus on succession planning and cascading lessons learned.
• For senior leadership teams facing challenges or transitional points • For local authorities. WHAT WE DO
We offer a range of generic team programmes focused on either team development or strategic thinking as well as those with a more specific focus. Of particular interest to local authorities is a team development programme, which is centred on the key Every Child Matters and Extended Schools agendas. AIMS
FOR SENIOR LEADERSHIP TEAMS
Our programmes are based on the strong evidence that successful teams are not an accident but are built from conscious commitment to performance and achievement. The programmes are particularly designed for many of the newly formed teams that have been created as children's services have been integrated.
Team Development Programmes
STRUCTURE
COURSE LEADER MAX COATES TELEPHONE ENQUIRIES + 44 (0)20 7612 6412 EMAIL ENQUIRIES wtfs@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll TEAMWORK
The London Centre for Leadership and Learning is a leading provider of team development programmes. We have worked extensively in this crucial area with schools and local authorities. WHO IS THIS FOR?
• For senior leadership teams wanting to become even better • For senior leadership teams which have undergone a number of changes in personnel
Suites of staged programmes have been developed. These are in a series of formats or stages building from a single introductory day to more comprehensive eight-day programmes delivered over four to six months. Central to the programme is four days of facilitation and/or mentoring and coaching. The latter has proved particularly valuable in supporting the professional development of individual team members and so raising the performance and direction of the whole team. The schools’ programmes can be offered through NCSL’s Working Together for Success or Developing Capacity for Sustained Improvement.
35
36
The London Centre for Leadership in Learning
Master’s and Doctorates MASTER’S
All of our master’s degree courses are linked in a modular scheme. This allows for considerable choice and flexibility, and provides a clear intellectual and professional focus tailored to your particular needs.
trainers and assessors, local authority advisors, are encouraged to apply. DURATION
One year full-time. Two to four years part-time. (Consultancy pathway part-time only.) ATTENDANCE
MA Leadership COURSE LEADER DR KAREN EDGE TELEPHONE ENQUIRIES +44 (0)20 7612 6619 E-MAIL ENQUIRIES lcllpostgrad@ioe.ac.uk
Full-time students attend two evenings a week Part-time students attend one evening per week (Consultancy pathway includes day, evening, weekend and residentials.) There may be some weekend attendance.
WEBSITE www.ioe.ac.uk/lcll ENTRY REQUIREMENTS
We have a strong tradition of excellent MA teaching and learning. Participants can select to specialise in one of four core areas within their MA Leadership programme including:
A good first degree (or equivalent). For the MA Leadership with specialisation in Educational Leadership and Management at least two years’ management experience or relevant organisational experience is required.
• Educational Leadership and Management (Pathway leader: Dr Karen Edge) • Learning-centred Leadership (Pathway leader: Max Coates) • Urban Leadership (Pathway leader: Professor Kathryn Riley) • Consultancy for Leadership Development (Pathway leader: Dr Raphael Wilkins)
AIMS
As a participant in our MA Leadership programme, you will engage with leading academics and practitioners from the IOE as well as the leading professionals enrolled in our programmes from across London and around the world.
The aims of the course are: • to enable participants to reflect critically on key areas of theory, research and practice underpinning educational management and leadership • to apply key theory and research findings to their own professional practice • to analyse and reflect critically on the policy context as it impacts on educational leadership and management • to explore ways in which educational management and leadership can contribute to the improvement of educational systems and institutions and to the quality of teaching and learning.
WHO IS THIS FOR?
CORE MODULES REQUIRED FOR ALL MA LEADERSHIP
The course is aimed primarily at educational leaders and managers. Others, with wider educational responsibilities, including advanced skills teachers, consultants, mentors,
SPECIALISATIONS
Leading and Managing Change and Improvement; Doing and Using Educational Leadership and Management Research
www.ioe.ac.uk/lcll
37
Master’s and Doctorates
ADDITIONAL REQUIRED MODULES FOR EACH PATHWAY
ATTENDANCE
Educational Leadership and Management Understanding Education Policy, Dissertation or Report in Educational Leadership and Management
You will take one module per term, with Friday and Saturday attendance. There will be two-day residentials and day sessions at the Institute of Education.
Learning-centred Leadership Leadership for the Learning Community, Dissertation or Report in Learning-centred Leadership
ENTRY REQUIREMENTS
Urban Leadership Leading in Diverse Cultures and Communities, Dissertation or Report in Urban Leadership
A good honours degree (or its equivalent) and relevant leadership experience at a senior level, for example as an assistant or deputy head or headteacher. Graduates of the National Professional Qualification for Headship (NPQH) automatically gain 30 credits towards the MBA. AIMS
Core modules are assessed by coursework of up to 5,000 words. Assignments include essays, critical reviews, case studies and work-based projects. All MA Leadership programmes require a Dissertation (20,000 words) or a Report (10,000 words).
The aims of the course are to: • develop scholarship, critical reflections and academic skills to support reflective practice, theory and research • analyse how the policy context impacts on school leadership and management • support your development and role as a strategic thinker, leader of learning and in school improvement.
MBA School Leadership (International)
FEATURES
HOW THIS COURSE IS ASSESSED?
COURSE LEADER PROFESSOR DAVID HOPKINS TELEPHONE ENQUIRIES +44 (0)20 7612 6619 E-MAIL ENQUIRIES lcllpostgrad@ioe.ac.uk WEBSITE www.ioe.ac.uk/courses WHO IS THIS FOR?
Senior leaders in schools and others in related senior leadership contexts – for instance, in colleges and local authorities. DURATION
Two to four years part-time. This programme is not offered full time.
You will benefit from taking this course because: • it is designed explicitly to meet the needs of senior leaders in schools • it recognises and critically explores important debates in and around school leadership • it is taught by both Institute academic staff and visiting experts. MODULES
System Leadership (30 credits) Financial Management (15 credits) Marketing and Strategy (15 credits) Leading People for Effective Learning (30 credits) Leading in Diverse Cultures and Communities (30 credits) Dissertation (60 credits) or Report (30 credits) on school leadership.
3
38
The London Centre for Leadership in Learning Master’s and Doctorates
3
OPTIONAL FIELDWORK
DURATION
The module Leading in Diverse Cultures and Communities has an optional fieldwork trip for students to engage in the comparative study of leadership in a range of international settings. Students will choose from a range of international settings, to best meet their own needs and interests. The field trip will equip students to think about their own leadership practices through new insights into the ways leaders lead in other countries.
Normally two years’ part-time, though the programme can extend to four years’ part-time depending on the student’s work circumstances.
OPTIONAL MODULES
If you chose to write a Report instead of a Dissertation, you can take a 30-credit optional module from any master’s course at the Institute.
ATTENDANCE
See page 37. ENTRY REQUIREMENTS
Normally a first degree or professional equivalent with at least two years of resource management experience. AIMS
MBA School Business Leadership (International)
• To offer professional and intellectual challenges in relating policy, theory and practice for the future of the education system • To improve and consolidate your strategic understanding of thinking about, and research in, key knowledge, concepts, models and practices in senior leadership in education • To foster the development of networks and collaborative arrangements with senior leaders to explore and embed significant improvement in your own organisation and across the system.
COURSE LEADER FERGUS O’SULLIVAN
FEATURES
TELEPHONE ENQUIRIES +44 (0)20 7612 6619
You will benefit from this programme as it will provide: • a high-level and challenging professional development experience in education business leadership specifically designed and taught by international leaders in the field • insights into exciting new areas of education leadership development to enhance your career prospects • a focus for the improvement of your personal and organisational leadership practice.
HOW IS THIS COURSE ASSESSED?
By written coursework assignments of up to 5,000 words for each 30-credit module and up to 2,500 words for each 15-credit module. You will also write a 20,000-word Dissertation or 10,000-word Report.
EMAIL ENQUIRIES lcllpostgrad@ioe.ac.uk WEBSITE www.ioe.ac.uk/courses WHO IS THIS FOR?
This new programme is aimed at school business managers/bursars but others with resource management responsibilities in education organisations and from countries other than the UK are welcome. It will be taught alongside the MBA School Leadership (International) for teacher-leaders, offering, where appropriate, opportunities for joint lectures and workshops.
www.ioe.ac.uk/lcll
39
Master’s and Doctorates
MODULES
Authentic Leadership in Education Systems (30 credits) Strategy and Marketing (15 credits) Finance Management (15 credits) Leading People for Effective Learning: human resources (30 credits) Value-added Leadership in Diverse Resource Regimes (30 credits) Dissertation (60 credits) or Report (30 credits) on an aspect of education business management
MA Applied Educational Leadership and Management (Distance Learning) COURSE LEADER DR MEGAN CRAWFORD TELEPHONE ENQUIRIES +44 (0)20 7612 6379 EMAIL ENQUIRIES i.bowditch@ioe.ac.uk WEBSITE www.londonexternal.ac.uk/aelm For application forms to download and further information
OR FIELDWORK OPTIONS
COURSE LEADER DR MEGAN CRAWFORD
The Value-added Leadership in Diverse Resource Regimes Module offers an optional International Study School and fieldwork opportunity for students to engage in an aspect of education business leadership in an international setting which contrasts or compares with their own practice, thus providing insights into ways in which leaders tackle complex leadership issues. Alternatively, a similar study can be done in the student’s own locality or region.
TELEPHONE ENQUIRIES +44 (0)20 7612 6379/6027
HOW IS THIS COURSE ASSESSED?
The modules are assessed by coursework assignments of up to 5,000 words for 30 credits (2,500 words for 15 credits) which can be essays, critical reviews, case studies or work-based projects. The final stage is either a Dissertation of 20,000 words or a Report of 10,000 words or equivalent.
EMAIL ENQUIRIES enquiries@external.lon.ac.uk WEBSITE www.ioe.ac.uk/courses/maaelm
This modern, interactive programme for professional educators has been designed for total flexibility. You can study in a way that suits you. You do not have to give up work or change your personal circumstances. You can gain a prestigious University of London qualification at postgraduate certificate, postgraduate diploma or MA level. You can also choose to take a single module and will receive a certificate of achievement. WHO IS THIS FOR:
The programme is designed to be of international relevance. It is for: • leaders and managers in schools and colleges • educational consultants and administrators • those who work for national or regional government in a planning, development or inspection role. DURATION
Three to five years (flexible study). ATTENDANCE
The course is taught entirely via online distance learning.
3
40
The London Centre for Leadership in Learning Master’s and Doctorates
3
ENTRY REQUIREMENT
A good honours degree (or equivalent) and two years’ management experience. Students who have NPQH or a local alternative may apply for exemption from an optional module.
Postgraduate Certificate in Consultancy for Educational Leadership Development COURSE LEADER DR RAPHAEL WILKINS TELEPHONE ENQUIRIES +44 (0)20 7612 6619
AIMS
EMAIL ENQUIRIES lcllpgcert@ioe.ac.uk
This course will: • equip you with the knowledge to improve your understanding of educational management and leadership • enable you to apply theory and research to your own working environment • foster your continuing professional development through reflection on practice • allow you to consider issues related to the policy context of education • give you the chance to contribute towards improvement of educational systems and institutions and to reflect on the quality of learning and teaching.
WEBSITE www.ioe.ac.uk/lcll
FEATURES
• Study by distance learning • Access a virtual learning environment and specially written course materials • Reflect on your own and colleagues’ experience • Work collaboratively with other participants online • Support from expert tutors within an online learning environment • Evaluating through continuous assessment and unseen written examination.
WHO IS THIS FOR?
This postgraduate certificate is suitable for: • headteachers and senior managers who would like to extend their leadership and development roles • headteachers who have completed the Leadership Programme for Serving Headteachers (LPSH) and wish to take their learning further • consultants, mentors and trainers of NPQH (National Professional Qualification for Headship), LPSH (now Head for the Future) • local authority advisors and consultants working on school improvement • trainers and assessors delivering national programmes • higher and further education lecturers who would like to develop their consultancy skills • advanced skills teachers seeking the skills to work in a consultancy capacity • consultant leaders • making a change in career direction (for example, consultancy instead of headship). DURATION
One year part time. ATTENDANCE
This course consists of three modules, each requiring five days’ attendance over one term.
www.ioe.ac.uk/lcll Master’s and Doctorates
ENTRY REQUIREMENTS
A good first degree (or equivalent) and at least two years’ management experience.
DOCTORATES COURSE LEADER DR MEGAN CRAWFORD TELEPHONE ENQUIRIES +44 (0)20 7612 6424
AIMS
This course will: • improve the ability to critique key models in research, consultancy, organisational effectiveness, leadership styles and approaches to adult learning • develop skills required for a client-centred approach to consultancy, mentoring-coaching and working with teams • deepen understanding of the links between personal and professional development • accredit personal learning both on the programme and in the workplace. FEATURES
Unique features of the course include its emphasis on generating lasting change and its special focus on leading in times of change. If you successfully complete all three modules and course assignments at the appropriate level you can carry forward 90 credits towards an MA Leadership at the Institute of Education. The MA requires 180 credits in total including a Dissertation or Report. HOW IS THIS COURSE ASSESSED?
Assessment is based on a reflective learning journal, a DVD (with analytical notes) of a piece of ‘live’ consultancy, and a presentation with a written summary of an extended consultancy assignment.
EMAIL ENQUIRIES m.crawford@ioe.ac.uk
The LCLL has a research community of full-time and parttime research students from the UK and overseas. These students are studying on either the MPhil/PhD, EdD or International EdD programmes. All of these degrees enable you to research a topic of interest to considerable depth. Although studying for a doctorate is about independent work, the IOE provides a strong support structure. In addition to your supervisor, you become a member of a thriving doctoral school, with an ESRC recognised training programme. Current students at the LCLL are researching a range of issues, including inspection, team working, leading in diverse cultures, and leadership styles and contexts. The LCLL research tutor would be pleased to discuss your plans informally before you apply to the Doctoral School.
EdD Specialist Option on Leadership and Learning in Educational Organisations EMAIL ENQUIRIES p.earley@ioe.ac.uk
This popular six-day intensive course, offered at doctoral level once a year, addresses the methods and techniques of enhancing learning and leadership within educational organisations. In particular, it deals with educational improvement and the ways in which different forms of leadership can contribute towards the development and enhancement of student learning, staff development and institutional growth. The course draws upon a wide range of leading researchers from across the Institute, to provide an overview of the central issues around leading and learning.
41
42
The London Centre for Leadership in Learning
43
Research and Development Research and the LCLL CONTACT PROFESSOR PETER EARLEY TELEPHONE ENQUIRIES +44 (0)20 7612 6424
and staff workload and wellbeing. In 2006, Professor Stoll and colleagues produced resource materials for educational leaders to develop their institutions as professional learning communities.Our titles are available through the IOE bookshop at www.jscampus.co.uk/ioe
EMAIL p.earley@ioe.ac.uk.
Research is integral to the work of the Centre, informing our practice in leadership and management programmes, consultancy and CPD. We are committed to applying and developing for the benefit of improving policies, practices and outcomes for leadership in learning, particularly in urban settings. Yet, at the same time, our practice in these areas is a rich resource for our research enquiries. We conduct research and evaluation ourselves and collaboratively, working with and drawing upon research and expertise from the rest of the Institute of Education. In this way, we support new approaches to knowledge creation, development and transfer. The Centre has a growing number of research students to help promote and sustain our evolving research culture. We also plan to fund a number of School Leader Research Fellows to research the ever-changing landscape of educational leadership. Recently completed and current funded research and evaluation projects include a study of school selfevaluation and CPD (CfBT Trust); sustainable ‘green’ school leadership (NCSL), professional learning communities (DfES), urban leadership (Esmée Fairbairn) and an evaluation of a pilot scheme in London secondary schools entitled ‘Future Leaders’ (NCSL). PUBLISHING
Publishing and disseminating the results of the Centre’s research and development activity is crucially important and we have an impressive record (over 150 publications in the last five years) including best selling books on school leadership, CPD, learning-centred schools and classrooms,
London Education Research Unit
.
CONTACT DINA MEHMEDBEGOVIC EMAIL ENQUIRIES d.mehmedbegovic@ioe.ac.uk TELEPHONE ENQUIRIES +44 (0)20 7612 6479
The London Education Research Unit, launched in January 2007, develops, co-ordinates, disseminates and initiates new research focusing on education in London. The Institute of Education has long been a significant centre of expertise and knowledge on educational practice and research in London and about London. The Unit works in partnership with the London Challenge, the Government Office for London and other London agencies to develop new areas of research. The Unit promotes new ideas in urban education policy and professional practice grounded in its research and teaching expertise. The Unit also seeks to promote London as an international centre of excellence in urban education and works with European and global partners to address issues in urban education worldwide. In 2007/8 the Unit will be issuing a series of research briefs and publications designed to inform practitioners of research findings of relevance to education in London. It will also be running conferences and seminars. Leisha Fullick, Pro Director for London at the Institute of Education, coordinates the work of the Unit. The unit is directed by Dr Ruth Lupton, whose work centres on urban schooling and issues of poverty and place.
3
44
The London Centre for Leadership in Learning Research and Development
Leadership on the Frontline Bringing City Leaders Together to Learn Together Re-engaging Disaffected Students in Learning PROJECT LEADER PROFESSOR KATHRYN RILEY
based meetings with headteachers and school principals • A Development Conference, with linked school visits, to share learning and explore particular aspects of the project • A diary activity, based on critical incident analysis • A Follow Up Development Conference and school visits • A final Summit (Summer 2008) for all project participants.
TELEPHONE ENQUIRIES +44 (0)20 7612 6424 EMAIL ENQUIRIES k.riley@ioe.ac.uk
OUTCOMES FOR PARTICIPANTS
WEBSITE www.ioe.ac.uk/lcll
• A rich developmental experience • Involvement in a cross-city network of headteachers in challenging urban contexts • Ongoing feedback of project findings, publications and materials • Developmental materials for school leaders and aspiring urban leaders.
WHO IS THIS FOR ?
Headteachers and school principals. Local authorities. BACKGROUND
Leadership on the Frontline is a flourishing research and development project. To date, it has brought together 70+ headteachers and school principals from schools in challenging urban contexts across London and the United Kingdom. Under planned developments the project will follow the broad frame established so far (in terms of tools, networking, collaboration and knowledge-sharing across city contexts), but will bring the learning from the project more directly back into schools. It will also build on the knowledge base about urban leadership, and support the thinking and development of school leaders in ways that connect to the Every Child Matters agenda. FEATURES
• A visit to each school and an interview with the headteacher to establish the central challenges for him/her in relation to school and community context, being a leader in a challenging environment, issues of values and beliefs • Meetings with pupils and a structured activity to discuss pupils’ perspectives on school as well as community city-
BRINGING CITY LEADERS TOGETHER TO LEARN TOGETHER
Based on the flourishing research and development project Leadership on the Frontline, this project brings together schools leaders across the UK to develop greater understanding about the context and challenges for urban leadership. It includes research-based activities on pupils’ perspectives, city-based meetings and residential development conferences with linked school visits. RE-ENGAGING DISAFFECTED STUDENTS IN LEARNING
Following the completion of this highly successful London Challenge Project, a range of activities will come on stream from 2007, including: • A Virtual Learning Environment • Developmental Workshops • Primary-based cross-agency developmental project focused on vulnerable pupils.
www.ioe.ac.uk/lcll
45
Research and Development
Effective Professional Learning Communities Creating and Sustaining Professional Learning Communities PROJECT LEADER PROFESSOR LOUISE STOLL EMAIL ENQUIRIES l.stoll@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll BACKGROUND
Research that the LCLL conducted with the University of Bristol and the University of Bath tells us that that a professional learning community is an inclusive group of people, motivated by a shared learning vision, who support and work with each other, finding ways, inside and outside their immediate community, to enquire on their practice and together learn new and better approaches that will enhance all pupils’ learning. Professional learning communities make a difference. In short, being an active participant in a professional learning community helps people make the most of all the different initiatives in which they are involved. Most importantly, professional learning communities make a difference to pupils’ learning and engagement, which is a central concern of the LCLL. The aim of the research was to identify and provide practical examples of: • the characteristics of effective professional learning communities in different kinds of schools • key factors inside and outside schools which seem to help or hinder the development of these communities • innovative practices for ongoing professional learning and development. The LCLL is very committed to ensuring that research findings can be helpful to leaders of learning in schools
and Local Authorities.(The research report is available at (www.dfes.gov.uk/research/data/uploadfiles/RR637.pdf). Therefore,we asked schools involved in the project to tell us what would be most valuable for them. On the basis of this feedback and supported by the Innovation Unit, we translated our findings into source materials that schools, early years settings, colleges and centres can use to help promote their development as PLCs (www.ncsl.org.uk/networked/networked-o-z.cfm). The materials are intended either for self facilitation or for facilitators to adapt. The LCLL is working with a range of colleagues who are using the materials and would be delighted if any London leaders would be interested in developing a collaborative project where these materials might be one learning source.
International Network for School Improvement HEAD OF THE NETWORK JANE REED TELEPHONE ENQUIRIES +44 (0)20 7612 6347 EMAIL ENQUIRIES insi@ioe.ac.uk WEBSITE www.insi.org.uk
The Network gives a central place to pupils’ learning in school improvement. It does this by promoting a partnership between research and practice, which inform and strengthen each other, and by undertaking work which is pupil focused, learning centred, research informed, and community building. The Network designs and supports school improvement which: • involves students and staff in active participatory learning
3
46
The London Centre for Leadership in Learning Research and Development
3
• addresses barriers to learning • studies the leadership and organisational processes that support learning • strengthens the connection between the classroom, school and its community.
London Strategic Unit HEAD OF UNIT PHILIPPA KINGS TELEPHONE ENQUIRIES +44 (0)20 7612 6516 EMAIL ENQUIRIES lsu@ioe.ac.uk
The Network currently has 700 members from a wide range of educational backgrounds both in the UK and overseas. The Network provides opportunities to collaborate with and learn from colleagues in schools, children’s services and higher education institutes across the UK. It offers a range of events, publications and projects to members as well as the opportunity to be linked to the broad range of expertise and knowledge available across the Institute of Education as a whole. The Network is well connected internationally and continues to develop and build these partnerships. Joining the Network membership provides you with many benefits and services (For the full list visit www.insi.org.uk): • research digests, regular publications, projects and events that support professional learning • projects where you can join with a community of schools and children’s services staff to study an aspect of learning in depth • reduced rates for all Network events, research seminars and workshops • a 25% reduction on membership of LCLL which includes special rates for Centre events.
WEBSITE www.ioe.ac.uk/lcll/lsu WHO IS THIS FOR?
• • • • • •
Existing teachers of numeracy, literacy and ESOL Teachers of 14-19 age range Prospective Skills for Life Teachers Adult learners Teacher trainers Local authorities.
The work of the unit is aimed at those who are teaching the 14-19 year old age range and also adult learners. The unit was set up to research and forecast the future supply and demands for skills for life teachers and teacher trainers. It is also involved with a pre-service teacher training programme, ensuring quality advice and guidance for teachers and teacher trainers and supports the continuing development of a strong regional infrastructure. BACKGROUND
The London Strategic Unit is an important initiative arising from the government’s Skills for Life strategy. The unit has been set up to enable the London region to respond more effectively to the government’s Skills for Life and Success for All agendas. This is known as the skills for life sector and the core subject areas are literacy, numeracy and ESOL. With over 500,000 learners currently taking up Skills for Life learning in London and an estimated 10,000 teachers, there is an urgent need for a coordinated approach to ensure a sufficient supply of teachers quality of teaching and learning.
47
48
The London Centre for Leadership in Learning
Supported development TDA London Regional Centre
London Aimhigher
TELEPHONE ENQUIRIES +44 (0)20 7612 6984 EMAIL ENQUIRIES b.goedhuys@ioe.ac.uk
Across London, Aimhigher activities reach about 70,000 targeted students each year
WEBSITE www.ioe.ac.uk/lcll
CONTACT JOHN HALL EMAIL ENQUIRIES aimhigher@ioe.ac.uk
LCLL provides the London Regional Centre for the Training and Development Agency for Schools (TDA).
WEBSITE www.londonaimhigher.ac.uk WHO IS THIS FOR ?
Working closely with the TDA Regional Advisers, our team of Programme Leaders and Centre Co-ordinators organise and quality assure the delivery by our trainers and facilitators of TDA-Development programmes to support the school workforce in promoting positive change, including in the fields of: • Extended Schools • Targeted Youth Support Programme • Parenting Support Programme • School Improvement Partner pilot • Performance Management. These development programmes support the Every Child Matters (ECM) agenda, and benefit from our detailed knowledge of local contexts across London.
• Young people aged 13-19 (particularly from underrepresented groups) and their teachers, tutors and parents • Older learners and returners to education. • Aimhigher brand champions in schools, colleges and universities • Connexions/IAG personal advisers and careers advisers • Admissions staff in Higher Education institutions, employers and training providers. THE LONDON AIMHIGHER TEAM AT THE LCLL
The Aimhigher programme, which operates across England, gives young people – especially those with no relevant family history of higher education – a better understanding of what higher education can offer, and assists their successful progression to higher education through academic and vocational routes.
Chartered London Teacher Status All of our professional and leadership development programmes and events support the 38,500 London teachers already working towards Chartered London Teacher status (CLT). FOR FURTHER DETAILS REGISTRATION AND FAQS www.clt.ac.uk SHARED RESOURCES www.lcll.org.net GUIDANCE AND STANDARDS www.londonchallenge.gov.uk
The development of London’s Aimhigher strategies and the overview of London-wide performance are the responsibility of a small regional team based within the LCLL. Aimhigher activities, which involve most of London’s secondary schools, over 50 FE and sixth-form colleges and its over 40 universities, are arranged and delivered through six local or geographical partnerships, and three thematic partnerships for the arts, health and related
www.ioe.ac.uk/lcll
49
Supported Development
professions, and sport. Typical activities include taster days, master classes, mentoring and information and guidance for parents. The London Aimhigher team is also responsible for the annual European Social Fund/HEFCE summer schools programme in the London region. Through this, approximately 3,000 Year 10 and Year 11 students a year have seen at first hand what higher education is about, with many of them spending their first time away from their families to stay in a university hall of residence.
Consultancy TELEPHONE ENQUIRIES +44 (0)20 7911 5564
SUPPORTING OUR CLIENTS
The forms of support we provide reflect the range of our clients’ needs. We offer diagnostic reviews to help clients clarify the most effective focus for external support, as well as offering a range of individual diagnostic tools. Clients may need increased capacity, such as the addition of expertise to their leadership team, or interim management, but we prefer where possible to build the client’s capacity. This may be through team programmes, or individual support such as critical friendship and mentoring and coaching, or developmental support with change management, or the development of quality management and selfevaluation.
EMAIL ENQUIRIES lcllconsultancy@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll
GIVING INDEPENDENT ADVICE
The consultancy service aims to enable individuals and organisations to become stronger through learning, especially through solving problems that appear difficult and to build capacity for continuous improvement.
Other clients engage us primarily for our independent standpoint: we conduct reviews and external evaluations, and support stakeholder consultations, as well as general facilitation and helping to broker new models of partnership working.
CLIENTS
CONTINUING PROFESSIONAL DEVELOPMENT
Our clients include the UK Government, international governments, national and regional bodies, local authorities, voluntary sector organisations, and individual educational institutions (early years, schools, FE and HE). We work with Children’s Services departments, leadership teams, other teams and institution-wide groups, support staff and individuals. We capture the perceptions of pupils and students, and other stakeholder and user groups, and work developmentally with governing bodies. Our international consultancy includes working with delegations visiting the UK, and providing professional learning and development in overseas locations.
Much of our consultancy supports professional learning. We offer tailor made CPD programmes within client organisations, as well as short courses on topical or strategic issues for participants drawn from a number of organisations, and we provide interactive workshops and conference keynotes. For further details see the CPD section on Page 22. Drawing upon the research expertise across LCLL and the Institute, we help institutions to become more research engaged, support reflective practice and action research, and design and conduct commissioned research projects.
3
50
The London Centre for Leadership in Learning Supported Development
3
WORKING WITH YOU
The subject matter covered in the course of our consultancy work is very wide ranging. Some of it is concerned with leadership and change in aspects of management such as visioning, values and purpose; business and resource management; and human resource management and development. Other aspects focus on school effectiveness and improvement, curriculum and assessment, student voice and home-school partnerships. We have projects concerned with the development of organisational culture and professional learning communities. We are also actively supporting the Every Child Matters agenda, inclusion and diversity, extended schooling, the diversification of pathways at 14+, and we have projects drawing on the Centre’s expertise in urban education.
consultancy in many parts of the world including China, USA, Australia, Canada, Brazil, Hong Kong, Singapore, Malaysia, Malta, Germany (Services Children Overseas), Sweden, the Cayman Islands, Cyprus and Bahrain, Taiwan, Norway, Papua New Guinea, New Zealand, Brazil, Canada, South Africa, Zimbabwe, Botswana, India, Pakistan, Brunei, Saudi Arabia, Kuwait and the United Arab Emirates. This work helps to connect the LCLL and the IOE to leadership thinking and practice internationally. Part of our international activity is to organise and facilitate study tours to England for headteachers, education officers and inspectors. Some of these are themed, for example, to explore education partnerships between the state, church and independent sectors. We also provide briefings and discussion sessions on education policy for ministerial level international delegations.
International TELEPHONE ENQUIRIES +44 (0)20 7911 5564 EMAIL ENQUIRIES lcllconsultancy@ioe.ac.uk WEBSITE www.ioe.ac.uk/lcll
Another aspect part of our international work is the delivery of school leadership programmes, including NPQH for overseas-based candidates, and tailored middle leadership programmes which are delivered in a range of international locations.
INTERNATIONAL ACTIVITY AND LINKS
The London Centre for Leadership in Learning receives many international requests for support and development work, partly generated by international interest in systemlevel reform in the UK. Our contributions to global developments include presentations and consultancy work in developed and developing countries, the provision of leadership programmes, participation in international conferences and study visits for leaders and policy makers. To support leadership and school improvement, the LCLL presents keynotes about leadership issues and provides
At any particular time we are undertaking a range of international research, for example the North South School Partnership Impact Assessment. NORTH SOUTH SCHOOL PARTNERSHIP IMPACT ASSESSMENT This ongoing research is exploring the impact of school partnerships on schools in the UK, Africa and Asia. More specifically, we are interested in examining the intended and unintended outcomes for learners, teachers, schools and communities. We are particularly interested in exploring partnerships that have made student-focused learning central to their participation. The first year of the
www.ioe.ac.uk/lcll
51
Supported Development
research, funded by the Department for International Development (UK), will involve a large-scale quantitative study of UK schools (500) partnered with schools in Africa and Asia (500). The second year of the study, pending funding, will involve 32 UK schools and 32 African and Asian schools in qualitative case studies of the impact of school partnerships on leaders, teachers, students and communities.
Partnerships TELEPHONE ENQUIRIES +44 (0)20 7911 5564 EMAIL ENQUIRIES lcllconsultancy@ioe.ac.uk
Leadership Strategy; with the Training and Development Agency for Schools (TDA); and with the Specialist Schools and Academies Trust and HSBC for the provision of the i-Net International Networking for Educational Transformation. Through our activities we also promote partnership working, and support collaborations. For example, we are active in projects which bring together groups of staff from different institutions, and from different localities, to collaborate over extended periods in fields such as improving children’s learning, building professional learning communities; and addressing issues of urban education context.
WEBSITE www.ioe.ac.uk/lcll
The LCLL approach is to work in partnership. We work with not ‘on’ our clients, ensuring that we get alongside people, understand their perspective, respect their priorities, and establish a high level of co-ownership of the activity or process.
Virtual Learning Environment (VLE) CONTACT TOM PRESKETT TELEPHONE +44 (0)20 7612 6162 EMAIL t.preskett@ioe.ac.uk WEBSITE www.lcll.org.uk
We work in close partnership with the London Challenge on initiatives such as Chartered London Teacher, the Government Office for London, and the Mayor’s Office. We work with London local authorities, especially with regard to CPD opportunities, and with a wide range of educational establishments, agencies and interest groups. A number of our conferences and events are arranged jointly with partner organisations. Some of our accredited programmes have been developed and tailored collaboratively to match a client’s specific needs and local circumstances. LCLL has contractual partnership arrangements with other organisations, including with the National College for School Leadership (NCSL) for the provision of leadership programmes and for our contribution to the London
The LCLL VLE is an environment set up to act as the virtual hub of the centre’s development projects, conferences and events. Our expansion plans over the next two years are for the VLE to house several London education networks and e-learning activities of LCLL courses and to share the findings and implications of our research. CAN I ACCESS THE LCLL VLE NOW?
It is accessible to all on www.lcll.org.uk WHAT DOES ‘VIRTUAL HUB OF THE CENTRE’S CONFERENCES AND EVENTS’ MEAN?
The LCLL VLE will house the centre’s conference/event dates, papers and news about the Centre’s work. It will
3
52
The London Centre for Leadership in Learning Supported Development
3
also be a space for communicating learning, news and information around the events. WHAT ARE LONDON EDUCATION NETWORKS?
The LCLL is committed to developing London-wide structures for supporting education. Any LCLL initiative/project will create a VLE community where it benefits those involved and can attract others to get involved.
CAN ANYONE VIEW THE COMMUNITIES WITHIN THE LCLL VLE?
Most of the communities are accessible using guest access which basically means there is no registration process. A few of the communities are password protected which is circulated to those involved in that particular network or event. In both cases, it is preferable to create an account for yourself. If you do this, the system will remember which communities you visit and you are able to contribute to the various discussions that take place.
ARE THERE ANY LONDON EDUCATION NETWORKS ALREADY USING THE LCLL VLE?
HOW DO I CREATE AN ACCOUNT?
Yes, the largest is the Chartered London Teachers’ community. This is a regularly updated space that houses latest news, resources and discussion on the topic of Chartered London Teachers. The next large scale community will be the London’s Learning community working with London CPD leaders. Both of these communities are open to any user. There are also numerous small scale research and development projects currently operating.
If you try to get into any community OR if you click Login on the front page (www.lcll.org.uk), you are taken to a login screen with a create new account button on it. Fill in these boxes and validate the account from your email. The whole process takes no more than three minutes.
‘A very open and positive atmosphere was created throughout the programme.’
WHAT OTHER COMMUNITIES ARE THERE?
There are some communities associated with LCLL courses. These are only relevant to participants on those courses.
53
54
The London Centre for Leadership in Learning
Membership of the LCLL Membership of the LCLL is open to those who support the achievement and well-being of children, young people and adult learners. Join an established network of professionals, linking into the work, library facilities, resources and expertise of the Institute of Education. SOME BENEFITS OF MEMBERSHIP
• 50% reduction on one LCLL conference. • 10% reduction on all IOE CPD short courses – www.ioe.ac.uk/cpd. • Discount on all International Network for School Improvement (INSI) conferences and seminars. • 10% reduction on all purchases at the IOE’s Bookshop. • Regular newsletter and electronic updates on all LCLL activities. • Invitations to taster sessions for leadership programmes. • Invitations to IOE professorial lectures. • Invitation (plus guest) to our Annual Summer Lecture. • Invitations to attend any one of the eight LCLL learning conversations per year. For further information, a booking form and details of how to join, contact londoncentre@ioe.ac.uk
Senior Staff DIRECTOR
Jan Robertson PRO DIRECTOR LONDON
Leisha Fullick PROFESSORS
Peter Earley, David Hopkins, Barbara MacGilchrist VISITING PROFESSORS
Brent Davies, Andrew Hargreaves, Peter Matthews, Kathryn Riley, Louise Stoll HEAD OF LEADERSHIP AND MANAGEMENT (ACCREDITED PROGRAMMES) AND DIRECTOR OF RESEARCH
Peter Earley VISITING FELLOW
Nick Johnson READERS, SENIOR LECTURERS AND LECTURERS
Marianne Coleman, Megan Crawford, Karen Edge, Anne Gold, Fergus O’Sullivan and Chris Watkins, RCUK Academic Fellow Rob Higham HEAD OF CONSULTANCY AND KNOWLEDGE TRANSFER
Raphael Wilkins HEAD OF CONTINUING PROFESSIONAL DEVELOPMENT
Vivienne Porritt HEAD OF SENIOR LEADERSHIP PROGRAMMES
Jeannette Maddox HEAD OF MIDDLE LEADERSHIP PROGRAMMES
Mary Dawe HEAD OF THE INTERNATIONAL NETWORK FOR SCHOOL IMPROVEMENT
Jane Reed HEAD OF THE LONDON STRATEGIC UNIT FOR THE LEARNING AND SKILLS WORKFORCE
Philippa Kings PROGRAMME MANAGERS
Ann Brougham, Rosemary Campbell-Stephens, Patricia Clark, Max Coates, Dean Huit, Denis Maclure, Dolapo Ogunbawo RESEARCHERS
Elpida Ahtaridou, Dina Mehmedbegovic
The London Centre for Leadership in Learning Institute of Education 20 Bedford Way London WC1H 0AL www.ioe.ac.uk/lcll Inspiring leadership and professional development
General Enquiries Telephone +44(0)20 7612 6689 Email londoncentre@ioe.ac.uk Marketing Telephone +44 (0)20 7612 6907 Email londoncentre@ioe.ac.uk
Photography: Phil Meech Brochure Design: Chapman Design Print: DSI Colourworks
This brochure has been printed on material from sustainable sources.
Director’s Office Telephone +44 (0)20 7612 6890 Email j.robertson@ioe.ac.uk