Since the first weeks of the pandemic, through lockdown, the subsequent restrictions of Covid 19, right up until the beginning of the 2021/22 academic year (in which restrictions were eased, with trepidation), leaders and managers have been tested like never before.
In schools and colleges across the world, leaders have had to make difficult choices, often with minimal information, around every facet of their roles. From the use of bursary funding, to sourcing relevant tech to support students, it has been an enormously trying time.
Throughout this time, professional development for all staff has been vital. Whether in supporting teachers to move online and deliver remote sessions, or in collecting, collating and assessing evidence for the TAG/CAG process, professional development has rarely been so responsive and collaboratively produced and facilitated.
But what does this look like for leaders in the coming academic year? What support is required for leaders and managers as Covid is no longer the only priority? As the new National Professional Qualifications are rolled out for the first time, the professional development of leaders and managers are moving into swift focus.
Previously, NPQs had focused around supporting current or aspirant middle leaders (NPQML), senior leaders, (NPQSL), Headteachers (NPQH) and Executive Leadership (NPQEL). However, with the new NPQs, this is soon to change, with more qualifications based around whole-setting themes such as leading teacher development, leading teaching and leading behaviour and culture (with the NPQSL, NPQH and NPQEL to remain).
Additionally, the way in which these qualifications are assessed is also changing significantly. Previously, the NPQs had been assessed through a portfolio which would be produced alongside teaching and independent research. The new NPQs, however, will be assessed via a much shorter, case study question response.
With the NPQs set to offer much more robust opportunities to lead on individual strands, the question remains as to whether they will become more popular in Further Education. Though the qualifications themselves are not aimed at a particular sector, they remain much more popular in Primary and Secondary education, and the offer of nationally accredited leadership qualifications for FE leaders remains that of the Education and Training Foundation’s suite of leadership qualifications or the traditional Masters route.
As the NPQs have been rolled out by the Department for Education, there has been much discussion and debate about the ‘golden thread’ that runs through all continuous professional development. From the support offered in early career teaching (mentors, support offered during the ECT year etc.) to the newly funded NPQs, there are certainly a range of development opportunities. But does this ‘golden thread’ extend to Further Education?
With so many different structures, contexts, regional priorities and professional development programmes in the colleges within a region (let alone nationally), it can be difficult to see how managers and leaders in Further Education are attached to the ‘golden thread’ at times.
So, what then is the answer? Well, for professional development to be truly meaningful, there must first be a consistent approach. The new NPQs, and much of the professional development offered nationally, are clearly geared towards Primary and Secondary colleagues. Even working with a single delivery partner who could lead this for a cohort of Further Education leaders would represent enormous progress.
Additionally, this opportunity for national collaboration between Further Education managers and leaders would represent a chance for discussion around best practice (something which can be sorely lacking in FE when regional colleges compete within the same student pool). Providing a collaborative space, not only to share best practice, but also to frame discussions within the context of research and theory would also provide fantastic learning opportunities for all involved.
With high turnover rates of staff (and similarly high turnover rates in leaders), FE specific modules/ units or approaches within the new NPQs could also present opportunities for progression for aspirant leaders and provide a consistent thread to those completing the qualifications. With so much variability between settings, completing a qualification which gives a consistent approach to the many challenges in Further Education would also be enormously beneficial.
Clearly, there are a range of opportunities discussed above which already exist throughout Further Education. However, few of them offer opportunities to meaningfully engage with substantive research (something which is itself lacking in Further Education).
With the NPQs fully funded and facilitated online and face to face (throughout the country), this is the perfect time to truly present a ‘golden thread’ not just for those in Primary and Secondary, but through to Further Education.
About the author
Jonathan Kay
Jonny Kay is Head of Teaching, Learning and Assessment at a college in the North East. He has previously worked as Head of English and maths in FE and as an English teacher and Head of English in Secondary schools. He tweets @jonnykayteacher and his book, 'Improving Maths and English in Further Education: A Practical Guide', is available now.