Leading their own learning, participants will:

• increase their knowledge of recent and emerging research around the roles of middle leadership
• enquire into their own strengths and areas for development as an aspiring or new middle leader
• increase their knowledge and understanding of the roles of middle leadership and the skills and abilities required to carry out key aspects of these roles
• increase their knowledge and understanding of an aspect of wellbeing, inclusion, equity or equalities, with a view to leading change in this area
• make connections, and learn with and from colleagues from different schools, settings and authorities.

Additionally it is hoped that participants will experience increased confidence, agency, wellbeing and connectedness through participation in the programme.

Teachers who:

• aspire to a middle leadership positions
• are new to a middle leadership role
• are in an acting capacity
• who are new to leading an area of whole-school or setting responsibility

The 2023 to 2024 programme will be delivered online and offered once. It runs from October until May, beginning with a pre-programme survey and some pre-reading, then an online Induction session, which focuses on expectations for the programme, the roles of middle leadership and self-evaluation in relation to these.

Participants then undertake individual, self-directed learning, using online Professional Learning Activities (PLAs) choosing from a selection of  eight activities. These each explore one of the roles of middle leadership identified in the research of John DeNobile.

Participants will select and complete at least two PLAs, based on their self-evaluation, between the Induction and the Touchpoint session, which takes place in January 2024.

The Touchpoint provides an opportunity to share learning with co-participants and to look ahead to the second part of the programme, which is focused on inclusion, wellbeing, equity and equalities. At least one further PLA should be completed from a selection on these areas.

The final Looking Ahead session takes place in April or May. Participants should have completed a minimum of 3 PLAs by this point. To complete the programme they are also required to submit a completed Learning Planner (see Support for Participants) and a post-programme survey.

An optional Learning Communities session will also be held in February/March for participants wishing to connect with participants in the same region.

We aim to make our programmes inclusive, welcoming and accessible for all of our participants. The programme application form includes space for accessibility requirements to be shared, if applicants choose.

While the programme is largely self-led, the Programme Leads are there to support participants throughout the programme, and can be reached by email at any point.

A Peer Supporter can be identified at the point of application. This could be a middle leader (but doesn’t have to be) from your own setting or elsewhere. The main role of the Peer Supporter will be to hold space and professional dialogue related to the participant’s learning. Further information about the peer supporter role will be shared in the Welcome Pack issued to successful applicants.

The three facilitated sessions include space and time for questions and discussion. The optional Learning Communities session will provide space for peer support and networking, with Programme Leads also on hand.

A Learning Planner template is provided to participants to help them plan their learning and will provide space for summary reflections at each stage of the programme.

A Microsoft Team in Glow will provide a space for participants to connect and share ideas.

If you’d like to be kept informed when the programme will next open to applications please complete the Professional Learning and Leadership future programmes MS Form.

For more information, please email us using a subject line including 'AML' and your query will be passed to the team.