School of Education, Communication and Language Sciences

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Aspiring leaders understanding their ‘selves’ and/in social contexts

This blog post follows up my initial thoughts concerning opportunities for change in August 2015 (https://www.bera.ac.uk/blog/an-opportunity-for-change). At that time, the opportunities in question related to the forthcoming review of National Professional Qualification programmes for Middle Leadership (NPQML), Senior Leadership (NPQSL) and Headship (NPQH) in England.  I was looking forward to the chance to weaken existing social structures relating to teachers’ professional learning.

Empirical literature on the theme of National Professional Qualifications for school leadership serves mainly to evaluate the programmes themselves in relation to the concept of leadership. I have not uncovered any existing accounts of how to prepare NPQ participants for final assessment in the English context.  A search of national leadership development programmes in Scotland suggested findings from Jenny Reeves and Christine Forde concerning complexities involving concepts of space, identity and agency.  Empirical work by these authors identifies a ‘third space’ which combines leadership development programme assessment when addressed within the school context.  This can become foggy when expectations of school conflict with experiences from face-to-face days on the leadership development programme.

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published on: 25 July 2016