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The specialist NPQs include: Leading Teaching, Leading Teacher Development, and Leading Behaviour and Culture.
The leadership NPQs include: Senior Leadership, Headship, and Executive Leadership.
Below is an overview of the framework for the specialist and leadership NPQs and the associated scholarship funding eligibility criteria for each one. You can download your own copy of this NPQ Crib Sheet as a pdf here:
Please see the below information, taken from the Content Frameworks produced by Department for Education, which you may find useful in deciding which NPQ is the right choice for you:
There is also an additional support offer available for new headteachers and those that have/are/will be engaging in an NPQH. It is called the New Headteacher Programme, please see below for further information on this …
An additional support offer has been designed for new headteachers. The programme is for participants at any stage of their NPQH (pre/post/during) or any headteacher in their first 2 years in post. The offer is designed to:
• work alongside NPQH to tackle the high attrition levels of head teachers newly in post
• address well evidenced challenges, allowing head teachers to feel part of a supportive community that fosters confidence, self belief & “perspective”
• enable new head teachers to:
– apply NPQH knowledge & skills to their context
– thrive through building support networks
– sustain themselves using social & psychological resources for leadership
There will be four entry points per academic year, and the programme format is a flexible roll-on, roll-off model and supported with Communities of Practice (10 monthly 3 hour sessions) with additional mentoring & range of other collaboration opportunities.
Forest Learning Alliance are a formal Delivery Partner of the Education Development Trust (Lead Provider on both the Early Career Framework and new National Professional Qualifications programmes).
We are offering an evidence-based and highly impactful professional development pathway for teachers and leaders at all levels, which will make a tangible impact on classroom practice, school culture and pupil outcomes.