Into Headship

Into Headship is Scotland’s national programme for aspiring headteachers. Successful participants are awarded the General Teaching Council for Scotland’s Standard for Headship, which is a mandatory requirement for all new headteachers in publicly funded schools. The programme is delivered in partnership between universities, local authorities and Education Scotland and awards a 60-credit postgraduate certificate at SCQF level 11 which can form part of a Masters leadership pathway.

In 2023, Cohort 7 concluded with 218 participants completing Into Headship. 230 are currently registered for Cohort 8 and will complete in 2024.  Post-programme evaluations are disseminated to those who have completed with 19 responses received from Cohort 7.  74% (n=14) agreed or strongly agreed that they feel more confident and knowledgeable to lead the school  and its community in developing a values-based strategic vision.  95% (n=18) agreed or strongly agreed that they had a clear understanding of the GTCS Standard for Headship, with 79% (n=15) stating that they agreed or strongly agreed that there had been an increase in their skills to lead strategic change. 84% (n=16) of respondents agreed or strongly agreed that there had been an increase in their awareness of the role requirements as a Headteacher.  When asked if the programme would help in improving their practice, 84% (n=16) agreed or strongly agreed, and 100% (n=19) stated they were likely or very likely to share their learning with colleagues

When asked what was the most valuable aspect of the professional learning, respondents noted that the reflective practice, the time to undertake professional reading and the opportunity to discuss with colleagues was all valued.  Others appreciated the awareness of research based practice, and the strategic change initiative.

"The structure to reflect on my own practice and development as a leader alongside the sign posting to professional reading"

"The variety of professional reading that we were signposted to, the opportunity to discuss with colleagues, the input of the course leaders was very inspiring"

Respondents noted that the impact of the programme would change the way they approached professional learning, and it helped to develop confidence in the roles and responsibilities of a head teacher. They wanted to continue to develop the networks and connections they had made, and it was a reminder to engage with all changes within education.

"Previously my professional learning has been about ASN needs and learning styles of pupils. This has now developed to incorporate leadership styles"

"Having moved into a Head Teacher role very recently, the reading around what education means, the moral values within the role and work on my strategic change analysis is supporting me as I begin to lead a school community"

Education Scotland also provides aspiring headteachers with two national conferences during their engagement with Into Headship, held annually. Following last year’s external evaluation of the programme, the national Into Headship Strategic Oversight Board have developed a workplan to take forward the considerations highlighted by Professor Alma Harris in her report. This includes working closely with the national design group, comprised of university and local authority partners, to review and update national programme guidance, structure and processes. The workplan has been informed through consultation with stakeholders at an Open Space discussion event in March 2023.

In Headship

The In Headship Programme is designed for new headteachers, to encourage and support them to develop and build upon the necessary skills, knowledge and understanding that is required of headteachers. The In Headship programme is delivered in partnership with three Scottish universities, beginning with a national conference in the autumn term and a further event in the summer term, which has an element of formative assessment. The In Headship programme is around 15 months long, with delivery taking place over one school session, and a formal assessment due early in the autumn term of a second school session. Cohort 6 completed in 2022 with 14 participants and Cohort 7 started in 2023 with 32 participants.

Feedback from Cohort 6 included:

"In Headship has supported my transition to headship. It provided a space for reflection, networking and discussion and common issues faced. Very much built on the work and learning covered on Into Headship"

"In Headship is an opportunity to develop broader and richer networks with colleagues in early headship. It has been invaluable to me in the development of my professional identity and has given me time, space and motivation to engage in professional research and reading"

Excellence in Headship (EiH)

Excellence in Headship is Scotland’s national professional learning offer for headteachers, providing leadership and learning opportunities in a variety of formats. Delivery continued in 2022/2023, alongside planning for a new evolution of the work with a streamlined budget.  Participants are encouraged to participate in an Induction session, with online and in person options available.   

The EiH team delivered over 50 professional learning events and sessions from Aug 2022 to June 2023. Between August 2022 and June 2023, there have been 109 new EiH participants and 32 new EiH Stretch participants.  This brings the total number of EiH participants to 1066 and total number of EiH Stretch participants to 129. 

There have been 40 EiH Learn sessions, 6 EiH Stretch sessions, 3 face to face EiH Inductions, 1 EiH online Induction, 1 EiH Stretch residential and 1 EiH conference delivered during the reporting period.  A total of over 900 participants have attended across all events, and evaluation surveys have been disseminated to all participants.

EiH Learns online sessions

Participants were asked how satisfied they were with the professional learning programme, with 98% (n=126) indicating that they were satisfied or very satisfied.  87% (n=112)  indicated that their skills around the professional learning topic had increased, and 85% (n=109) agreed or strongly agreed that their confidence had also increased. 

A large portion agreed or strongly agreed that they were more knowledgeable about the topic (89% (n=114))  and 96% (n=123) agreed or strongly agreed that the EiH Learns session was relevant to their practice.  Many participants (92% (n=118) felt inspired by the session and 95% (n=122) thought they were likely or very likely to implement what they had learned into their practice.  97% (n=125) felt that they were likely or very likely to share what they had learned with colleagues.  

When asked what impact do they think the EiH Learn session would have on their practice, many felt that they had more confidence in fulfilling their role as headteacher.  Others now felt as though they could now lead staff more confidently in areas of change, and to take the principles learned to further develop them with their networks of colleagues.  They also felt that the sessions allowed them to reflect on the culture and climate within their school environment, and they now had the tools and resources to provide support to their team.  Importantly, they could now also recognise the signs of overload in both themselves and in their team. 

‘We are very early in our working towards Digital leaders award and so there was an absolute wealth of information and guidance to support our developing a plan with the children.’

‘This was so reassuring. As a HT with no SMT, it can be a lonely place and hard not to let it all build up or be personal. I have lots to take forward and feel so glad I attended.’

‘I think learning in the area has moved on since i last considered teacher leadership and the role of practitioner enquiry to empower leaders was something i hadn't really considered.’

‘I will work with my staff team to consider creating clear pedagogical links to go alongside [my local authority’s] progression pathways’

EiH Online Induction - Critical Awareness

For this session, there were 31 attendees and 23 evaluation responses, giving a response rate of 74%.  91% (n=21) stated that they were satisfied or very satisfied with the session, and a large portion (82% (n=19)) agreed or strongly agreed that their skills around the professional learning topic had increased.  74% (n=17) agreed or strongly agreed that their confidence had increased, and 87% (n=20) now felt more knowledgeable about the topic. 

Many respondents agreed that that the professional learning was relevant to their practice (91% , n=21) and 95% (n=22) said they were likely or very likely to implement what they had learned at the session, with 78% (n=18) likely to share what they had learned with colleagues. 

When asked what impact did they think that the professional learning would have on their practice, most felt that the session provided them with time to think and plan, and supported the development of leadership skills and provided them with useful tools to take forward to use in their practice.  

"[It has helped to] raise more self-awareness around the impact of my role"

"It has allowed me to rethink my professional practice and what I want to take forward."

"[This session has helped to] Make me a better HT"

EiH Conference

89% (n=34) of respondents stated that they were satisfied or very satisfied with the overall quality of the EiH Conference.  Many respondents agreed or strongly agreed that their skills had increased (76%, n=29), and 84% (n=29) felt that their confidence had increased.  73% (n=28) felt that the session supported their wellbeing and 81% (n=31) agreed or strongly agreed that the EiH Conference had extended their professional connections and networks. 

When asked what impact they thought that the EiH Conference may have had on their practice, many agreed that it provided time to reflect that they needed to build in more time for their own professional learning.  They also felt that they could commit to being more vocal and ‘heard’ within the national discussion regarding reform and education, and they had more confidence in being able to challenge their colleagues’ thinking.  The conference also provided them with more confidence to connect with policy and being able to translate this into practice.