Aspiring to middle leadership (AML)

The Aspiring to Middle Leadership programme is designed to support teachers who are aspiring to middle leadership, and new or acting middle leaders.  The programme aims to develop knowledge and understanding of the roles of middle leadership, and the skills and abilities required to carry out the key aspects of middle leader roles, and participants are encouraged to take a responsibility in leading their own learning. 

In  2022-23, there was one cohort, which was a move away from two cohorts the previous year.  Participants of AML shared very positive experiences in their post-programme evaluations (n=449), with 97% (n=434) reporting they felt the learning was relevant to their practice, 97% (n=437) having developed their knowledge about research relating to middle leadership and 98% (n=440) saying were likely to implement the learning in their practice. Some examples of aspects participants found most valuable were:

"The PLAs being online so I could do the work at my own pace and in my own time. Great for fitting around work and home commitments"

"Self-reflecting on what I have learned and how to put it into practice.  Also really enjoyed chatting and sharing good practice and ideas with colleagues from across Scotland"

In 2022-23, a long-term follow-up was also carried out with the 2021-22 cohorts, to establish the impact of the programme on the participants and their learners. Of 124 responses, 39% (n=48) had changed role since participation in AML, 88% (n=43) of those who have changed role have moved into a formal role, 83% (n=103) have since had the opportunity to lead an area of work in their own context and 70% (n= 89) felt more empowered to influence changes to the culture of own establishment. Comments about how they viewed themselves as leaders after the programme included:

"I see myself as a leader in the classroom and across the whole school community. I don't need to have a specific role or title to take on leadership opportunities"

"I feel more confident when in challenging conversations with pupils, parents and colleagues. I take a calm and measured approach to dealing with situations to ensure I arrive at the best outcome. I feel more knowledgeable and comfortable when dealing with policy related topics"

Comments on how the programme impacted their empowerment, confidence and wellbeing included:

"I realise the effect on my wellbeing has been hammered in my new role which is really demanding. I’m learning that I need to pace and take care of myself"

"I decided to no longer pursue leadership commitments and prioritise my mental health and wellbeing"

Middle leaders leading change

Middle Leaders Leading Change (MLLC) is a professional learning programme designed to develop skills, knowledge and confidence in the use of coaching to reflect upon the key aspects of the role of middle leader.  It also supports further development in the use of an enquiring stance when planning and leading change, and engages participants in anti-racist thinking and approaches to middle leadership.

Participants are encouraged to use the dedicated MS Teams space to share resources and connect with other participants. In June 2023, completion certificates were issued to 213 participants for the 22-23 session and a post-programme evaluation was also disseminated to participants, with a 80% response rate (n=172).

Evaluative feedback was very positive, with 96% (n=165) of respondents stating that their knowledge increased regarding the roles of middle leaders, and 95% (n=164) increasing their awareness of their areas of own strength as a middle leader. 92% (n=159) also had an increased understanding of identity, privilege and power as a result of completing MLLC. 

Respondents also indicated that they were likely or very likely to share their learning with colleagues, (93%, n=160) and a large proportion (99%, n=170) stated that they were likely or very likely to implement their learning within their practice.

Respondents also provided feedback on what they felt was the most valuable aspect of the programme, with a main theme being the opportunity to engage in professional discussion and dialogue with colleagues, specifically colleagues from out with their local authority. Others valued the coaching element of the programme, and looked forward to implementing those skills into their practice. Others also noted an increased confidence in their role as a middle leader, and being able to hold difficult conversations using those coaching skills.

"I enjoyed working with colleagues from other LAs.  I wish we had critical friends to meet with periodically or had an opportunity to tie in a sharing event.  Learning about how others do things fascinated me on this course!"

"The coaching aspect allowed me rather than try solve or give answer to a problem we work through the issue together. I feel like it empowered the people I work with. I used similar techniques with the young people I work with and this too has made me a better more nurturing teacher"

Leading CLD

Leading CLD is a programme delivered in collaboration with the Professional Learning and Leadership Directorate and the CLD Standards Council with Education Scotland. The programme was delivered in May 2023 by colleagues from both directorates.

Participants were positive about Leading CLD and their professional learning experience.  They enjoyed the networking opportunities and the group discussions with peers that took pace.  Some participants indicated that additional professional learning on coaching may be of benefit, as well as other potential areas for development.  

Many participants noted that the networking opportunities were good or very good (86%, n=13), with a large majority likely or very likely to implement their learning from Leading CLD into their practice (73%, n=11).   Some participants noted that they planned to do additional reading and research on highlighted topics once the programme had finished, and 80% (n=12) indicated that they planned on sharing their learning with colleagues.

Participants were also asked about the coaching elements of the programme, and their feedback.  60% (n=9) agreed that the coaching element of Leading CLD had a considerable impact, and 60% (n=9) agreed that they were now more knowledgeable about coaching as a result.  However, only 46% (n=7) felt that their ability to coach others had increased.  Some participants indicated that more of a focus on coaching skills and expanding the coaching element of the programme would help to improve these figures.