Supporting teacher professionalism through inter-school aspiring leaders’ programmes
7 min read
ROBIN HARDMAN, ASSISTANT HEAD – TEACHING AND LEARNING, TRINITY SCHOOL, UK
KIM WELLS, DIRECTOR OF TRAINING AND RESEARCH, CATERHAM SCHOOL, UK
WILL KEAT, ASSISTANT HEAD – TEACHING STAFF AND PROFESSIONAL DEVELOPMENT, EPSOM COLLEGE, UK
Background
One of the key characteristics of a profession is that there are well-defined progression routes from entry-level positions to leadership posts, accompanied by frequent, meaningful opportunities for professionals to improve their knowledge and skills (Winch, 2017). In part because schools’ leadership structures have changed significantly in recent years (Peacock, 2023), with new positions and tiers of responsibility created in many settings, there has been a lack of consistency in how teachers prepare for professional progression. Although National Professional Qualifications (NPQs) have gained popularity, government participation targets have not been met (Whittaker, 2023). It has traditionally been the case that teachers become middl
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