Those leading behaviour and culture have the potential to cultivate a behaviour system that nurtures a culture for learning and enables all pupils to thrive.
With influence over school culture and support for those with complex needs as well as professional development and implementation, leaders of behaviour and culture play a vital role in school improvement.
The National Professional Qualification for Leading Behaviour and Culture (NPQLBC) is aimed at teachers who have, or are aspiring to have, responsibilities for leading behaviour and/or supporting pupil wellbeing in their school. Responsibilities may include ensuring good behaviour and a culture of high expectations and learning are maintained across the school.
Our delivery model is grounded in tried-and-tested evidence of effective school improvement from both the UK and US. The programmes are underpinned by theory, mapped for progression across all qualification levels, and application of learning prioritised to facilitate successful implementation.
The programme will use ‘see it, name it, do it’ as an organisational structure for scaffolding learning to the point of mastery. The model is a highly applied and personalised approach coined by the internationally renowned Leverage Leadership Institute.
- See it: The approach goes beyond theory by using current, real-life models of exemplary practice
- Name it: By identifying features of exemplary practice, the invisible is made visible. Participants reflect on their current practice and name their ‘gaps’
- Do it: Participants are guided through implementation planning with time for practice, peer feedback and the use of gap tasks. As part of formative assessment, participants then ‘fix their gaps’ by applying their learning in school.
EMBEDDED ASSESSMENT PRACTICE
Opportunities to ‘do it’, through practice and planning give the best chance of successful implementation and lead to rapid school improvement. Application of learning provides regular practice opportunities for final scenario-based assessment.
The programme is made up of a blend of synchronous and asynchronous components totalling a maximum of four days plus self study.
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