Educational Leadership is an ever-evolving challenge, requiring not just the skills to manage change but the insight to lead it effectively. Recognising this, we have been thrilled to prototype 'Leading the How of Change', a professional learning programme tailored to support education leaders in Scotland. This programme sits in our school and leadership work, alongside Collaborative School and System Leadership (CCSL) and our new Leadership+ series of webinars.

This new programme has been shaped through a collaborative process with headteachers and senior school leaders, ensuring it meets the real needs of those navigating the complexities of leadership in our schools. It is open to headteachers and those who hold the GTCS Standard for Headship and is very much a safe space for working together on how we lead change.

Co-Design: Building a Programme That Resonates

The co-design process was fundamental to the creation of 'Leading the How of Change'. Engaging with school leaders from a wide range of contexts gave us a deep understanding of the challenges leaders face and the kind of support they value most. These discussions brought key priorities to light—leaders wanted a programme that was practical, reflective, and research-based, offering strategies they could apply in their work.

Most importantly, and this was echoed in the ICEA (2021-2023) findings, senior leaders need time and space to network with others leaders. Initially the concept of time and space may not seem adequately robust to shoulder the aims of a professional learning programme – but the energy generated by senior leaders who are afforded this luxury with other senior leaders is, quite simply, powerful to behold.

“I now think that I am not alone. I think today has been excellent for networking.”

Participant feedback

As we moved forward with plans another central theme that emerged was for a programme that could evolve alongside participants, allowing them to return in subsequent years to deepen their learning, to explore different facets of change leadership or simply to find the support afforded by time and space with each other. In response, the structure of 'Leading the How of Change' has been designed for adaptability, making it a resource leaders can continue to draw on over time.

To ensure relevance, our work takes account of the Curriculum Improvement Cycle. Indeed we use the markers from Scotland’s Curriculum as a clear framework for considering the how of change. This has been well received and one where we hope to make further connections as we progress.

Appreciative Coaching: A Strengths-Based Approach

One of the programme’s core components has been its emphasis on appreciative coaching strategies. This strengths-based approach encourages leaders to focus on what is already working well in their schools and use these successes as the foundation for further change. We actively endeavour to switch the narrative to one of positive consideration for the leaders we work alongside:

What do I do well? Where am I successful? What brings me joy?

Participants are reporting that this approach not only helps them reflect on their leadership practice but also gives a practical take away tool to empower their teams.

“I think I really needed this protected time for me. I feel like I have a bit more clarity about things I’m going to action.”

Participant feedback

Action Learning Sets: Turning Insights into Action

In terms of the feedback gathered, another highlight is the use of action learning sets. These structured, small-group sessions provide participants with opportunities to collaborate, reflect, and solve problems in real time. Leaders value the practical focus of these sets, which allow them to apply learning directly to the challenges they are facing.

This format also fosters a sense of community, enabling leaders to learn from and with one another. Many participants describe action learning sets as a key factor in helping them translate the programme’s ideas into actionable strategies for their schools. In order to do this, senior leaders are required to lean into some vulnerability in terms of an honest discussion about a change they are leading. It has been an absolute privilege to afford time and space for these valuable conversations.

“I feel empowered and ... therefore more positive about what I can achieve.”

Participant feedback

Wisdom and Cultural Intelligence: research based inserts

This year our prototype includes focused inserts on the wisdom of leadership and on the importance of cultural intelligence. These research based sessions explore how leaders navigate complexity with empathy and insight, fostering inclusive and adaptive school cultures.

“Fascinating. I want to research these further to enable me to deepen my own core and flex awareness and how this impacts on my interactions and decision making.”

Participant feedback

Participants describe these inserts as thought provoking and helpful. This focus on the human and relational aspects of leadership has been particularly appreciated. Our intention is to work with our do-design group to offer new research inserts next year to keep this programme fresh and, more importantly, allow participants to return in subsequent years to fresh research and learning materials.

A Reflective and Sustainable Learning Journey

As 'Leading the How of Change' evolves, the positive feedback from participants reinforces its value as a reflective and practical resource for education leaders. By combining research-based strategies, co-designed content, and opportunities for ongoing engagement, the programme is designed not just to meet the challenges of today but to support leaders in their continued growth.

For those who join, 'Leading the How of Change' we aim to fine tune a space for reflection, connection, and inspiration, empowering leaders to drive meaningful change in schools and communities.

And we would love to extend this opportunity to you if you hold the GTCS Standard for headship…

Further information about this programme is available at Leading the How of Change: Facilitated learning for strategic leadership