London Centre for Leadership in Learning
The UK’s largest Higher Education centre for research, development and teaching in educational leadership, innovation and impact.
Interim Director: Dr Trevor Male
The London Centre for Leadership in Learning (LCLL) is the UK’s largest Higher Education centre for educational leadership with a strong, and growing, international presence. We are based within the Department for Learning and Leadership at the UCL Institute of Education (IOE) and offer expertise across a range of leadership fields.
Our research generates leading-edge evidence and theory which then informs our teaching, consultancy and partnership work with educational organisations and leaders in London and beyond. We hope you will want to engage with LCLL, whether as a partner, a student or a member.
Partnership, public engagement and impact
We have a strong commitment to partnership, public engagement and impact in all that we do and we are pleased to lead IOE-wide initiatives in this area such as the IOE Research and Development Network.
- Develop criticality: build evidence-based, theory-informed and innovative approaches to policy and practice.
- Deepen learning: broaden perspectives and forge connections between theory, policy and practice.
- Nurture collaboration: encourage shared thinking within and between communities of learners.
- Activate knowledge: develop and mobilise knowledge and understanding within organisations and systems.
- Enhance equity: promote understanding about, and action around, equity and social justice.
- Our staff
Trevor Male, Programme Leader, MBA Educational Leadership
LCLL Senior Management Group
Jonathan Dale, Director of International Leadership Development
Karen Edge, Reader in Educational Leadership
Toby Greany, Professor of Leadership and Innovation
Sue Hellman, Director of UK Consultancy and Knowledge Transfer
Research, teaching and consultancy staff
Tracey Allen, Senior Lecturer in Educational Leadership
Annette Beard, Programme Leader for NPQ Leadership Curriculum and Leadership Suite
Domini Bingham, Lecturer in Educational Leadership
Max Coates, Senior Lecturer in Educational Leadership
Peter Earley, Professor of Educational Leadership and Management.
Melanie Ehren, Reader in Educational Leadership, Head of the UCL Research Centre for Educational Evaluation and Accountability
Jenny Francis, Strategic lead for NPQ Leadership Curriculum and Exploring Headship
David Godfrey, Programme Leader, MA Leadership
Rob Higham, Senior Lecturer in Educational Leadership
Rupert Higham, Programme Leader, MA in Applied Educational Leadership and Management
Kim Leathem, Programme Leader, Bespoke Team
Ruth McGinity, Programme Leader, MA Leadership (Teach First)
Mark Quinn, Programme Leader, Bespoke Leadership Programmes
Kathryn Riley, Professor of Urban Education
Samrah Rizvi, Project Manager, International Leadership Development
Sarah Seleznyov, Programme Leader, Bespoke Leadership Programmes
Karen Spence-Thomas, Programme Leader, Bespoke Leadership Programmes and Co-Lead IOE R&D Network
Louise Stoll, Professor in Professional Learning
Carol Taylor, Programme Leader, Bespoke Leadership Programmes
Joanne Waterhouse, Head of Academic Programmes
Liz Wood, Senior Lecturer in Educational Leadership
Professional Services Support Team
Mike Beaton, Administration Manager for NPQ Leadership Curriculum
André Beck, Finance and Programme Administrator for NPQ Leadership Curriculum
Maria Delcuratolo, Programme Administrator for NPQ Leadership Curriculum
Tim Lancaster, Programme Administrator
Samina Miah, Finance and Programme Administrator for NPQ Leadership Curriculum
Monika Robak, PA to Director of the Centre
Claude Romero, Events Administrator for NPQ Leadership Curriculum
Gopal Sharma, Learning Technologist
Shamim Sobur, Senior Programme Administrator for NPQ Leadership Curriculum
Claudia Turbet-Delof, Senior Events Administrator for NPQ Leadership Curriculum
Margaret Turner, Senior Programme Administrator, Bespoke Leadership Programmes and R&D Network and Events
Maggie Woods, Senior Programme Administrator for Leadership Suite
Find more about our researchers, publications, activities, groups and themes: UCL Research Portal, IRIS
- Masters degrees in educational leadership
Our flexible MA and MBA programmes draw on the extensive knowledge and research base of the UCL Institute of Education and are taught by leading experts in the field.
They enable leaders and managers from education and wider sectors to reflect on leadership theory and evidence and to relate this to their own practice, helping them become effective leaders of learning and change. Participants have opportunities to network with and learn from other professionals from a variety of settings.
• MA Leadership
• MBA Educational Leadership (International)
• MA Applied Educational Leadership and Management (online)
- Graduate Research
The IOE was ranked number one in the world for Education for the fourth year running in the World QS University Rankings 2017, so it is the perfect place to study for a PhD or EdD in educational leadership.
Doctoral students based in LCLL study various aspects of leadership and gain an excellent grounding in research design and methodology, selecting from the IOE’s wide range of specialist programmes. They receive supervision from LCLL’s academic team to support their personal research.
- Leadership Development programmes
Our cutting-edge research, together with our close collaboration with schools, ensures that our programmes keep pace with current policy and practice.
Programmes are delivered at the IOE or on-site for schools, groups of schools, local authorities and multi-academy trusts.
We offer the option for delegates on many of our programmes to opt in to the Independent Study Module (ISM) which provides an opportunity to gain Masters level accreditation for their learning and the development of their leadership skills. The ISM attracts 30 credits towards one of our Masters degrees, for example the MA Leadership or MBA (Educational Leadership).
LCLL Leadership programmes for every stage of your career
Our offer includes:
- Early Leadership for new or aspiring leaders.
- Developing Middle Leaders for those with some experience as middle leaders.
- Widening Leadership for those aspiring to or in a senior leadership role.
- Exploring Headship, a networking programme to support newly appointed prinicpal or headteacher during the first two years in post.
- Trust-Ed: MAT Team Leadership Programme, an executive leadership programme for senior teams in medium-sized Multi-Academy Trusts.
LCLL programmes that support individual and organisational learning
Our offer includes:
- Facilitator Development: leading adult learning – develop your skills in leading adult learning and explore what is known from research about effective facilitation.
- Professional Development Quality Mark – an audit tool to enable schools to evaluate the quality of their professional development approaches and to identify ways to improve further. We offer external verification for the Quality Mark Awards.
- Leading Professional Development for Impact - develop your leadership of professional learning and evaluate the impact of PD on teacher effectiveness and student outcomes.
- Foundations for Successful Coaching – develop your leadership coaching skills to support change, personal performance and learning.
- Head of Year: getting the best from your team – develop your leadership skills and explore strategies to empower your team.
- Leading Learning: Developing as a lead Practitioner - apply research about great teaching and learning to your context and evaluate the impact on teacher practice and pupil learning.
- Leading Lesson Study Across Schools - lead and manage effective lesson-study projects within schools, ensuring strong and sustained impact on pupil attainment.
- Leading Research and Development in schools - design and lead evidence informed school based enquiry projects, developing a culture of research engagement.
- Research into Action - provides school leadership teams with a simple, powerful framework for envisioning and effecting positive change.
- Research Informed Peer Review - improve your school with a deep form of peer review, enhanced by evidence-informed principles of evaluation and implementation.
- National Professional Qualifications
The London Centre for Leadership in Learning, together with outstanding Teaching Schools and their partners, has formed a dynamic collaboration - Leadership CoLab – to offer the National Professional Qualifications. The curriculum is structured around four levels that reflect the different stages in a leader’s professional development and career.
- NPQEL: Executive Leadership, leading across several schools
- NPQH: Headship, leading a school
- NPQSL: Senior Leadership, leading across a school
- NPQSL: Middle Leadership, leading a team
In addition we offer continuing professional development programmes to support headetachers and their schools:
- Exploring Headship: an extension of the National Professional Qualifications. This programme is based around a series of face-to-face sessions, facilitated events and one-to-one coaching for newly appointed headteachers in their first year of headship.
- 360 Diagnostic: a peer evaluation tool to drive professional development in educational leadership.
- Bespoke Leadership Development
We work with you to co-design individual projects and bespoke leadership programmes to meet the specific needs and contexts of your educational organisation, using evidence-based approaches and tools to improve learning and outcomes for pupils, practitioners and leaders.
Examples of recent projects
NQT and NQT+1 Primary Partnership Programmes in Newham
In partnership with three teaching schools in Newham, we designed an NQT and NQT+1 bespoke programme to support NQTs and teachers in their second and third year of teaching.
Both programmes are based on core modules which are studied in depth over a four-week cycle. The programmes provide opportunities for teachers to improve and embed their classroom practice through a blend of interactive sessions, reading, reflection, action research, case studies and observing learning and teaching. They are informed by national and international research and innovative local practice to enable teachers to show impact in their classrooms. All sessions are facilitated by current lead practitioners based in Newham schools alongside established experts in their field from UCL Institute of Education.
The Field Federation, Enfield
Implementing a federation-wide approach to collaborative classroom-based enquiry. We co-designed and facilitated a programme to structure and support collaborative enquiry across two schools in the federation. The enquiry foci stemmed from seven school improvement priorities. UCL Institute of Education consultants developed the skills of SLT members to serve as enquiry facilitators within and across schools.
The project aims were to: improve the effectiveness of PD; develop teachers as critically reflective practitioners and increase their professional autonomy; create a learning environment that reflects research-informed best practice in professional development.
Seven Kings Teaching School Alliance
Making a difference through collaborative enquiry – a programme for teachers in their third year of teaching. The primary aim of this programme was to enable teachers to work collaboratively to review, develop and extend their practice in new and innovative ways. We designed and facilitated five workshops throughout the year to: establish small research learning communities with a shared focus area; build skills in enquiry research; support teachers to access ‘what’s known’ about ‘what works’; share findings with others within and across schools so changed practice is sustained.
Topics investigated included:
- Does ’Drop Everything and Read’ have an impact on students’ enjoyment of reading?
- How can we engage disaffected learners?
- Strategies for increasing A and A* grades in science
- Does ‘talk for maths’ impact on pupil learning and attitudes at KS2?
Connecting Knowledge project
The Rosendale Connecting Knowledge project introduced lesson study as a professional development approach to a group of schools in Lambeth, with a view to developing teacher-practitioners with the skills to lead lesson study.
The project involved lesson study projects within schools being facilitated by teacher-practitioners from neighbouring schools and a series of ‘open house’ research lessons, where lessons about effective teaching and learning were shared with a broader audience from beyond the school.
- Global Reach
As a global centre of expertise, we provide a diverse and varied international consultancy and professional development offer. We work extensively with international schools in many locations. We also support governments of other countries in the development of education systems, working with ministries to provide professional learning and development for school leaders including Executives and Principals.
Examples of LCLL’s international work
North-South school partnership impact assessment
This large-scale research project, involving 1600+ schools across all four countries of the UK, five countries in Africa (Ghana, Kenya, Uganda, South Africa and Tanzania) and three countries in Asia (India, Pakistan and Sri Lanka), was funded by the Department for International Development (DFID). It explored the impact of partnerships on schools and the intended and unintended outcomes for learners, teachers, schools and communities. The research included a focus on exploring partnerships that have made student-focused learning a central feature. The research identified factors contributing to high momentum partnerships, and offered recommendations for teachers and leaders, supporting organisations and policymakers to enhance partnership influence.
Qatar, Professional Development Programme
LCLL was commissioned by the Ministry of Education, Qatar, to develop a bespoke professional development programme for Qatari school principals and education managers. The programme certified them to offer professional development programmes in the fields of leadership and pedagogy. The four-module programme included coaching, change management, advanced facilitation and school leadership. Successful participants were awarded both an IOE certificate and Ministry of Education accreditation.
The Roots International Schools Project
We supported Roots International Schools (RIS) in Pakistan to develop leadership capabilities within its rapidly growing chain of schools. The chain is the third largest network of schools in the country and offers a wide range of international qualifications. RIS has a dedicated training department which has been delivering teacher training for 25 years and has trained over 10,000 teachers to date. The intensive, interactive five day leadership programme ‘Transforming Education – Authentic Leadership’ delivered in Islamabad, Pakistan included consultancy support, has helped to build the organisation’s leadership capacity as it expands into the Middle East.
- Leadership Networking Opportunities
UCL Institute of Education Research & Development (R&D) network
The IOE R&D network was launched as a vehicle to connect schools, colleges, alliances and trusts that want to build their capacity for evidence-informed improvement with the IOE’s huge range of researchers, knowledge and expertise.
You can join as a single organisation or existing alliance/network. Membership brings access to the IOE’s library, a facilitated annual workshop to assess your school/network’s progress and priorities for developing evidence-informed practice and access to a dedicated membership website.
For full details see the Research and Development Network website.
Published: Sep 27, 2017 11:54:33 AM
Published: Jul 14, 2017 4:34:51 PM