Short courses


Leading Learning: Developing as a Lead Practitioner

  • 18 hours
  • 3 days


Leaders of learning need a specific leadership skill set and a detailed knowledge of research into what 'good teaching' looks like. 

This three-day course for educational leaders, heads of departments and lead practitioners will help you develop your leadership skills.

It will help you:

  • better diagnose individual needs and provide personalised support to stretch and challenge colleagues
  • understand and practice the skills required for high-quality professional conversations 
  • refine your practice as a leader of learning to maximise opportunities and outcomes for all learners
  • work effectively alongside colleagues with varying needs to refine and develop their practice
  • develop your skills as a reflective, professional and adaptive practitioner
  • have the tools to evaluate the impact you have on teacher practice and pupil learning

You'll be taught by curriculum experts from the London Centre for Leadership in Learning (LCLL) at UCL Institute of Education (IOE).

Who this course is for

The course is relevant for:

  • specialist leaders of education
  • heads of departments
  • lead practitioners

    Course content

    The course consists of three sessions on different days:

    Session 1: The role of the leader of learning and planning for impact

    • Developing a genuine client-centred model to get the most from teachers
    • The cycle of effective contracting for support programmes: from diagnosis to successful outcome
    • The role of coaching: listening skills and reflection and negotiation
    • Planning for impact: changing leadership practices to improve pupil outcomes

    Session 2: Contracting and the power of talk

    • Powerful conversations that lead to improved learning
    • Emotional intelligence: the importance of self-awareness and self-management 
    • Managing challenging conversations, conflict and resistance

    Session 3: Effecting powerful changes in practice

    • Exploring the relative impact of models of support for teaching and learning
    • What we know from research about 'good teaching' and how we identify it
    • Identifying next steps as a school, as team, as individuals

      Course structure

      There are three full days of face-to-face sessions, interspersed with focused tasks carried out in your own school. Sessions combine bursts of theory with practical activity.

      An essential feature of this programme is a personalised development project. This is a small-scale assignment which enables you to apply learning from the programme to your own practical leadership of learning within the school. You'll be asked to share their learning and the difference they have made through it in the final session.

      Learning outcomes

      By the end of the course, you'll have learned how to:

      • effectively analyse client needs
      • create a client-centred approach to supporting development
      • use coaching skills, e.g. listening, feedback and negotiating to support your colleagues' self-reflection and learning
      • manage powerful and challenging conversations
      • draw on effective strategies to manage conflict and resistance
      • develop as an emotionally intelligent leader who is self-aware and can self-manage
      • plan effectively for impact
      • use research about good teaching to support your colleagues in school

      Course team

      Mark Quinn

      Mark Quinn

      Mark is Bespoke Programme Leader at LCLL. He works in partnership with local authorities, academy trusts and schools in the state and independent sectors to design and deliver bespoke professional development programmes. He's constructed and facilitated middle leadership and lead practitioner programmes for local authorities across London. Before joining the IOE. Mark worked for 22 years as a teacher and secondary school senior leader, leading on teacher training, induction and whole-school staff development.

      Course information last modified: 23 Oct 2019, 12:01