NPQLBC Behaviour and Culture: An Introduction
Face-to-face event 1
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Session One
Welcome Programme orientation and participant learning journey
Feedback/ Review
Event programme
Event aims and outcomes
• To review initial learning and application and articulate initial shift in knowledge and understanding
• To engage with the key themes of ‘Leading Behaviour and Culture’ content areas: Enabling conditions for good behaviour, Complex behavioural needs and Implementation
• To be familiar with key ‘learn that’ and ‘learn how to’ statements
• To understand key related research and its implications for practice
• To align research to application through others’ practice and then to own practice
• To identify learning pathway for remainder of Cycle One to address areas for development
• To participate in peer conversations to support and challenge colleagues to develop knowledge and understanding
The National Professional Qualification (NPQ) programmes
NPQ Leading Teacher Development
For those who are, or aspire to, lead the development of other teachers
12 months (followed by assessment)
NPQ Leading Teaching
For those who are, or aspire to, lead teaching in a subject, year group, key stage or phase
12 months (followed by assessment)
NPQ Leading Behaviour & Culture
NPQ Senior Leadership
NPQ Headship
NPQ Executive Leadership
For those who are, or aspire to, lead behaviour and culture and/or pupil well-being
12 months (followed by assessment)
For those who are, or aspire to be, senior leaders leading across a school
18 months (followed by assessment)
For those who are, or aspire to be, headteachers leading across a whole school
18 months (followed by assessment)
For those who are, or aspire to be, executive leaders with responsibility across more than one school
18 months (followed by assessment)
Minimum of two years teaching
Minimum of two years teaching
Minimum of two years teaching
Minimum of two years teaching and in a middle leadership role or senior leadership role
18 months from headship application
Current deputy headteacher, vice principal or new to headship
Minimum of three years as a head of school/headteacher
BPN’s core business: Engaging with and contributing to producing world class teaching and leadership in our schools and academies through high quality professional development opportunities.
The National Professional Qualifications
NPQ Leading Teacher Development
NPQ Leading Teaching
NPQ Leading Behaviour & Culture
For those who are, or aspire to, lead the development of other teachers 12 months (followed by assessment)
For those who are, or aspire to, lead teaching in a subject, year group, key stage or phase
12 months (followed by assessment)
For those who are, or aspire to, lead behaviour and culture and/or pupil well-being
12 months (followed by assessment)
NPQSENCO
NPQ Senior Leadership
NPQ Headship
NPQ Executive Leadership
Minimum of two years teaching
Minimum of two years teaching
Minimum of two years teaching
For those wanting to become an expert in special educational needs coordination and discover how to cultivate an inclusive culture in their school
18 months (followed by assessment)
For those who are, or aspire to be, senior leaders leading across a school
18 months (followed by assessment)
For those who are, or aspire to be, headteachers leading across a whole school
18 months (followed by assessment)
For those who are, or aspire to be, executive leaders with responsibility across more than one school
18 months (followed by assessment)
Minimum of two years teaching Teacher Reference Number
Minimum of two years teaching and in a middle leadership role or senior leadership role
18 months from headship application
Current deputy headteacher, vice principal or new to headship
Minimum of three years as a head of school/headteacher
BPN’s core business: Engaging with and contributing to producing world class teaching and leadership in our schools and academies through high quality professional development opportunities.
Reformed National Professional Qualifications –
1. Increased focus on evidence-informed research with explicit connection to the DfE programme frameworks
5. There will be an online leadership mentor assigned to all participants engaging in a specialist NPQ programme to support with all online aspects – they will be the main point of contact
2. Six National Professional Qualifications rather than four
3. Minimum 95% commencing an NPQ must remain engaged until the end of the programme
4. School improvement projects are replaced by an unseen case study and compliance of 90% engagement to achieve the qualification
6. All participants on specialist NPQ programmes will have an in-school performance coach assigned by the school to support from a school perspective through a participative coaching approach
7. The DfE scholarship awarded to programmes will follow a different allocation system
8. Ofsted will undertake inspection of NPQ provision
Programme engagement, compliance and assessment
To pass the NPQ participants must engage with a minimum of 90% of the programme and pass a summative assessment task. All elements of the programmes are grouped into four engagement areas and have a % requirement designed to ensure participants meet and exceed the specifications.
Leadership Development Record (LDRs) 90% minimum completion requirement
Face-to-face events 100% minimum attendance requirement
Online learning and coaching 90% minimum completion requirement
Formative Assessment Tasks 100% minimum completion requirement
NPQ specialist framework (12 months)
NPQ delivery workforce roles
• Participant to lead
• Leadership Mentor (LM)
• In-School Performance Coach (ISPC)
• Face-to-face event facilitators
• Assessment team
NPQ assessment insight
SAT preparation
• Formative assessment tasks (FATs) to inform progress and development direction to prepare and practise
• Assessment tab on Canvas contains all guidance and information required (released near end of programme)
SAT
• Eight-day window at the end of the programme
• Unseen case study
• Participants write and submit written response to case study of 1,500 words max
• To gain the qualification, the participants will need to:
• engage with at least 90% of the programme’s elements
• pass one summative assessment task (case study scenario)
Participant Learning Journey so far
Review – leadership learning and practice
Task
Use your completed Induction Cycle LDR and Practice Activity feedback as a prompt to focus individual review:
• In which areas and for which statements has your understanding developed the most?
• How have you applied your understanding and what impact has it had on:
a) your leadership?
b) school practice?
• What leadership behaviours (Resource 8) have you demonstrated?
• What areas do you need to continue to work on and develop? How will you address these?
Use Resource 3 to make notes against these headings.
Session Two Introduction to content areas, key themes and concepts
Leading behaviour and culture
Teaching
Implementation
School
Leading behaviour and culture
Professional
Complex
Enabling conditions for good behaviour
Content areas: Key themes
Selfawareness
Environment and relationships
Whole-school approach
Motivation and investment
Teaching and support
Influences and predictors
Individual
Session
Three
Enabling conditions for good behaviour: concepts, research and practice application
Enabling conditions for good behaviour: Session statements
Learn that…
3.5. Teaching model behaviours will reduce the need to manage misbehaviour.
3.6. Teachers should encourage pupils to be self-reflective of their own behaviour.
3.9. The ability to self-regulate one’s emotions affects pupils’ ability to learn, success in school and future lives.
Learn how to…
Support the development of a positive, predictable and safe environment for pupils by:
3.a. Contributing to the creation of a whole school approach to recognition, rules and sanctions that is built on strong relationships between pupils and staff, complements the intended school culture and includes a clear approach to escalation of behaviour incidents.
3.b. Ensuring that this positive, predictable and safe environment is consistently maintained across the whole school including during extra-curricular activities, in communal spaces, on school trips and travelling to and from school.
3.c. Explicitly teaching model behaviours (including self-regulation) to pupils.
Enabling conditions for good behaviour: Research task
• Groups of 4
• 20 minutes
• Read one ‘enabling conditions for good behaviour’ research piece from Resource 1 each, recording individual notes on Resource 4
• Discuss in group – what is resonating?
• Record key pieces of knowledge arising from the research, recording the statement related to each
Selfawareness
Environment and relationships
Whole-school approach
Motivation and investment
Teaching and support
Enabling conditions for good behaviour: Research discussion
1. What are the key things you understand from the research about enabling conditions for good behaviour?
2. How can this evidence inform your leadership of behaviour and culture?
3. How can this evidence improve pupil outcomes?
4. How does this research support your development as a leader?
Selfawareness
Environment and relationships
Whole-school approach
Motivation and investment
Teaching and support
Enabling conditions for good behaviour: Research summary
• Behaviour is learned. Children’s behaviours are shaped by the expectations and examples provided by important adults in their lives and by their peers.
• Teaching students replacement behaviours such as appropriate attention-seeking, social skills, problem-solving and selfmanagement strategies is successful, and as a result, inappropriate behaviours such as disruption and aggression are reduced.
• Interventions focused on largely positive responses (including training teachers to positively encourage learning behaviour and putting in place reward systems) to the challenge of misbehaviour are more effective that punitive measures.
Selfawareness
Environment and relationships
Whole-school approach
Motivation and investment
Teaching and support
Enabling conditions for good behaviour: Research
summary
• The importance of encouraging learners to be self-reflective about their learning behaviour can be linked with the research about metacognition and self-regulation.
• Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress. The approaches help pupils to become more independent as learners and to evaluate and manage their own learning behaviours.
• Emotional regulation is an influence on behaviour.
• Self-regulation of emotions is a key influence on academic success, which is also an influence on behaviour.
• Children who can appropriately regulate positive and negative emotions have higher levels of achievement in early elementary maths and reading.
Selfawareness
Environment and relationships
Whole-school approach
Motivation and investment
Teaching and support
Enabling conditions for good behaviour: Case study application
Task:
• Choose a case study most suited to your context from Resource 4 (enabling conditions for good behaviour).
• Whilst watching, add to your notes on Resource 4 with new knowledge for you in your context (‘enabling conditions for good behaviour’ row) – 10 minutes.
• In small groups, consider the questions and how the leaders’ responses could influence your leadership in school – 10 minutes.
Questions:
How does the leader explain their support for the development of a positive, predictable and safe environment for pupils by:
• Contributing to the creation of a whole school approach to recognition, rules and sanctions that is built on strong relationships between pupils and staff, complements the intended school culture and includes a clear approach to escalation of behaviour incidents? (3.a.)
• Ensuring that this positive, predictable and safe environment is consistently maintained across the whole school including during extra-curricular activities, in communal spaces, on school trips and travelling to and from school? (3.b.)
• Explicitly teaching model behaviours (including self-regulation) to pupils.? (3.c.)
Session Four
Complex behavioural needs: concepts, research and practice application
Complex behavioural needs: Session statements
Learn that…
4.2. If pupils need more intensive support with their behaviour, the approach may need to be adapted to individual needs.
4.3. Pupil behaviour has multiple influences. Teachers can manage some of these influences directly, some indirectly, and there are some that may be outside the purview of teaching staff.
4.5. Understanding a pupil’s context will inform effective responses to complex behaviour or misbehaviour.
Influences and predictors
Individual needs and context
Bullying
Expertise
Learn how to…
Support pupils who need more intensive support with their behaviour by:
4.b. Liaising with parents, carers and specialist colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.
Complex behavioural needs: Research task
• Groups of 3
• 20 minutes
• Read one ‘complex behavioural needs’ research piece from Resource 1 each, recording individual notes on Resource 4
• Discuss in group – what is resonating?
• Record key pieces of knowledge arising from the research, recording the statement related to each
Influences and predictors
Individual needs and context
Expertise Bullying
Complex behavioural needs: Research discussion
1. What are the key things you understand from the research about complex behavioural needs? 2. How can this evidence inform your leadership of behaviour and culture?
3. How can this evidence improve pupil outcomes?
4. How does this research support your development as a leader?
Influences and predictors
Individual needs and context Expertise Bullying
Complex behavioural needs: Research
summary
• Interventions for targeted populations of students with more behavioural issues are often highly effective when they are tailored to the needs of the individuals involved, rather than attempting to implement the same strategies for all individuals.
• The success of a behavioural intervention hinges on identifying the specific conditions that prompt and reinforce the problem behaviour. Teachers should carefully observe the conditions in which the problem behaviour is likely to occur and not occur.
• The most effective support relies on a full and recent assessment of a child or young person’s individual strengths and weaknesses.
Individual needs and context
Expertise Bullying Influences and predictors
Complex behavioural needs: Research
summary
• Pupil behaviour has multiple influences, and some of those can be directly managed by teachers.
• Behaviour is learned and children’s behaviours are shaped by the expectations and examples provided by important adults in their lives and their peers.
• Learning behaviours develop from the interaction of the individual with contextual and social factors.
• Giving consideration to the influences related to the individual, contextual and social factors is key in supporting children’s behaviour. Influences can include:
o relationships with peers, teachers and family
o aspects of teaching and learning and school organisation
o parental education levels and views
Influences and predictors
Individual needs and context
Expertise Bullying
Complex behavioural needs: Case study application
Task:
• Choose a case study most suited to your context from Resource 4 (complex behavioural needs).
• Whilst watching, add to your notes on Resource 4 about new knowledge for you in your context (‘complex behavioural needs’ row).
• In small groups, consider the questions and how the leaders’ responses could influence your leadership in school.
Question:
How does the leader support pupils who need more intensive support with their behaviour by:
• Liaising with parents, carers and specialist colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations? (4.b.)
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Session Five
(i)
Implementation:
concepts, research and practice application
Implementation: Session statements
Learn that…
6.1. Implementation is an ongoing process that must adapt to context over time, rather than a single event. It involves the application of specific implementation activities and principles over an extended period (e.g. implementation planning, ongoing monitoring).
6.4. Effective implementation begins by accurately diagnosing the problem and making evidence-informed decisions on what to implement.
6.5. Thorough preparation is important: time and care spent planning, communicating and resourcing the desired changes provides the foundation for successful delivery. Teachers and leaders should keep checking how ready their colleagues are to make the planned changes.
Learn how to…
Plan and execute implementation in stages by: 6.a. Ensuring that implementation is a structured process where school leaders actively plan, prepare, deliver and embed changes.
Make the right choices on what to implement by: 6.d. Identifying a specific area for improvement using a robust diagnostic process, focusing on the problem that needs solving, rather than starting with a solution.
Prepare appropriately for the changes to come by: 6.l. Developing a clear, logical and well specified implementation plan, and using this plan to build collective understanding and ownership of the approach.
(Deliver and) Sustain changes by: 6.r. Using reliable monitoring and evaluation to review how the implementation activities are meeting the intended objectives and continue to align with school improvement priorities.
Implementation: Research task
Groups of 3
20 minutes
Read one ‘implementation’ research piece from Resource 1 each, recording individual notes on Resource 4
Discuss in group – what is resonating?
Record key pieces of knowledge arising from the research, recording the statement related to each
Implementation: Research discussion
What are the key things you understand from the research about implementation?
How can this evidence inform your practice, and help you in developing behaviour and culture?
How does this research support your development as a leader?
How can this evidence improve pupil outcomes in your setting?
Implementation: Research summary
“One of the characteristics of effective schools, in addition to what they implement, is how they put those approaches into practice. [The framework statements for implementation] set out some important principles of implementation: the process of making, and acting on, effective evidenceinformed decisions. The principles and activities can be applied to a range of different school improvement decisions – programmes or practices; whole school or targeted approaches; internally or externally generated ideas. The statements should be treated as guiding principles and activities, rather than as a rigid set of steps.”
– Department for Education, 2020: 26
Implementation: Research summary
“Treating implementation as a process, not an event; planning and executing it in stages.” (Sharples et al., 2019)
Explore Prepare Deliver Sustain
Implementation: Research summary
• New ideas are often introduced with too little consideration for how the changes will be managed and what steps are needed to maximise the chances of success.
• Implementation: process of making, and acting on, effective evidence-informed decisions
• EEF recommendations for school leaders:
1) Adopt the behaviours that drive effective implementation.
2) Attend to the contextual factors that influence implementation.
3) Use a structured but flexible implementation process.
Implementation: Case study application
Task and question:
• Using your chosen case study from Resource 7, add your new knowledge to Resource 4 (‘implementation’ row):
o ongoing process/foundations
o explore
o prepare
o deliver
o sustain
• Whilst watching, add to your notes on Resource 4 about new knowledge for you in your context ('implementation' rows).
• In small groups, consider the questions and how the leaders’ responses could influence your leadership in school.
• How did the leaders describe the treatment of implementation as a process (not an event); planning and executing it in stages? (6.a.)
Session Five (ii)
Implementing your vision
POP: Your vision for behaviour and culture
POP: Your vision for behaviour and culture
Individual task (15 minutes)
• Go through our completed Resource 4 to remind yourselves of new knowledge gained through the event so far.
• Using the POP template in Resource 5, create your vision for behaviour and culture in your setting.
• Use the event statements (presented as prompting questions below the POP template) to prompt your thinking.
• Identify areas you would like support and challenge from your group to develop.
Paired task (5 minutes)
• Take turns to briefly present your vision.
• Ask for support and challenge to develop the vision.
• Record any additional ideas on your vision.
Your vision for behaviour and culture
Whole group discussion
1. During the event, what are the most important issues you have identified within your setting, in the context of leading teacher development, and seek to address in your vision?
2. What key potential solutions feature in your vision that you would implement first, and why?
3. What challenges might arise in securing the successful implementation of your vision, and how will you plan for/address them in your implementation plan? Why have you chosen this approach?
Implementing your vision
“Vision without implementation is hallucination.”
– Thomas Edison
Task
• Individually, use phase 3 of your POP vision (Process) and the blank Implementation template in Resource 7 to begin to complete ‘Problem/Issue’, ‘Intervention/Potential solution’ columns and ‘Challenges’ row of the Implementation Plan.
• In pairs, use Resources 8 and 9 to identify the leadership behaviours and skills necessary for implementing this vision effectively in your setting.
Review and preview of learning
Review and preview of learning
Individual task
Using your blank Cycle One LDR as a prompt to focus your individual thinking, begin to plan your learning pathway for Cycle One:
1. Complete the initial ratings in the Cycle One LDR, making note of where the low ratings lie.
2. Read through Resources 10 and 11 to plan your potential learning pathway. Focus your pathway on your lower ratings and what is most relevant for your context:
• Where to focus your time during your online learning
• Which 3 (of 9) practice activities to undertake
3. Write these choices into the ‘identify actions…’ column next to the lower initial ratings only.
4. Add other actions arising (e.g., in-school performance coach discussion, meet with the HT/Lead for x, etc.) into the ‘identify actions to improve knowledge and direct online learning pathway’ column next to your lowest rated statements only.
Deliberate Practice: A call to action
The Five Principles of Deliberate Practice
Beyond
SEE IT – Get buy in and confirm key insight of specific context, outcomes and practice strategies.
Work toward well-defined Specific Goals Focus intently on practice activities
NAME IT – Probe and illustrate to target and make sense of participant need and context. Action experience.
USE IT – Apply in practice, implement learning in specific context.
Receive and respond to High-quality feedback Develop a Mental model of expertise
REVIEW IT – Interpret and reconstruct, making sense of what was first seen. What has made the biggest difference to practice?
KEEP IT – Develop mental model and being able to articulate impact and shift in knowledge / understanding.
Session Seven
Next steps
Participant Learning Journey – Cycle One
You are here
Gradebook check
Canvas \ Log in \ Grades \ Assignment Group
1. Log in to Canvas.
2. Go to ‘Grades’ and select ‘Assignment Group’.
3. Check that you have completed the tasks at the top of the gradebook (tick or 1 in score column).
4. Scroll down until you reach today’s date and check that all tasks to that point have a tick or 1 next to them.
5. If there are any incomplete/missing, make a note of them and prioritise for completion after the event.
Evaluation
Contact details for questions
• First point of contact: online Leadership Mentor (programme, online tasks)
• In-school application of learning: In-School Performance Coach
• Other queries: NPQ Participant Support