GwE Leadership Development Programmes
International research demonstrates that leadership is second only to classroom teaching as an influence on learning and outcomes.

We believe that all our practitioners are leaders whether they lead learners, other practitioners or schools. We are committed to building leadership capacity by encouraging and supporting all practitioners to develop their own leadership potential and the leadership potential of others.

GwE are committed therefore to introducing a progressive, practice-based, career-long development of leadership for all. This is embodied in the leadership development pathway. The pathway reflects National principles and strategies for leadership development and is wholly consistent with the Professional Learning Model. It is underpinned by the Leadership Standards and the support and development opportunities within it will be flexible to the individual needs and circumstances of each practitioner.

GwE, in collaboration with other key stakeholders, have planned and prepared a comprehensive cross-sector Leadership Programme for practitioners of the Region.

We hope you will take advantage of these effective professional development opportunities.


MLDP - Middle Leadership Development Programme
A practical, cross-phase, development programme that will:
  • Increase your knowledge
  • Improve your confidence
  • Develop your leadership and management skills
A developing leadership partnership between GwE and schools across North Wales. The content of each development day will relate to the WH Leadership Standards. There are six face to face days, with one day for school to school visits.

ILM Leadership and Management - Level 4 and 5 Diploma - Education Professionals
The level 4 and 5 Diploma is a Higher Apprenticeship programme that aims to develop your management and leadership skills and techniques through a mixed assessment method, providing you with a qualification that is highly valued within education and intermationally recognised across all sectors of industry.

AHDP - Aspiring Headteacher Development Programme
Information to follow.

NPQH (National Professional Qualification for Headship)
The NPQH assessment programme decides whether or not a candidate meets the requirements to be awarded the Qualification.
The 2016-17 round of applications is now open. See below links to the relevant information and documentation.

NHDP - New Headteacher Development Programme
Information to follow.

HDP - Headteacher Development Programme
An unique and exciting professional development for successful Headteachers who are ready to progress to the next stage of their career. A 4 day programme that explores core leadership themes important for effective performance including:
  • leading change and successful outcomes
  • delivery to all stakeholders
  • empowerment and accountability
  • problem solving
  • teamwork
  • coaching
Opportunities are provided for you to study the development of the personal leadership behaviours, values and skills that impact on your own life, your teams and your school.
You will also have the opportunity to collaborate with other Headteachers in the GwE region.

Below is a list of GwE's forthcoming Leadership Programmes. Click the tabs for further information.



Leadership Development Programme'Middle Leaders...are the engine room of the school. They are the key to improving standards...' National Leadership Development Board 2014

A practical, cross-phase, development programme that will:
  • Increase your knowledge
  • Improve your confidence
  • Develop your leadership and management skills.

The Overview

Who is a leader?

Dr. Gerard Egan once discussed the idea of asking a hundred people to write down a word or phrase that defined the essance of leadership - so whenever the term leadership is mentioned, there would be a wide variety of responses.

He believed the essence of leadership was to have 'results beyond the ordinary' or results that reach a high standard of excellence'. He continued, 'Leadership is not about doing our job and meeting our objevtives; that is what we are supposed to do. Ordinary results are not the stuff of leadership.

‘Leaders are people who produce results beyond the ordinary and consistently meet standards of excellence. Anyone who does this in an organisation (school) is a leader. Therefore you can be a leader even though you are not head of anything. Leadership involves producing results that contribute to the overall wellbeing of the organisation. Leadership is about output, outcomes and impact that are beyond the ordinary’

Why is this programme different?

Our role is simple:

Our core purpose is to produce outcomes that are beyond the ordinary, by utilizing the best practice across our region. We endorse Wales’ strategy to improve standards in schools by developing school-to-school collaboration and working.

Our aim is to facilitate this school-to-school working in the area of middle leadership development. In short, schools supporting and leading schools.

Wales’ Leadership Development Pathway gives a clear message to schools that there is a need to ‘increase whole and across school responsibility; increasing responsibility for others’.

The Professional Learning Model (PLM) shown here will form the approach to GwE’s middle leadership development programme.

These cyclic drivers will be woven into this development programme and form the basis for both content and ways of working. The programme’s duration will be an academic year, with inter-sessional tasks. Every participant will lead a school project that must demonstrate an impact and improvement in standards of learning, behaviour or attendance.

The content of each development day will relate to the WG Leadership Standards. There are six face to face days, with one day for school to school visits:

  • Day 1: Leading learning and teaching
  • Day 2: Peer-to-peer working / classroom observation
  • Day 3: Self-evaluation and accountability
  • Day 4: Creating strategic direction and managing operational planning
  • Day 5: School to school visits: peer observations
  • Day 6: Leading staff and teams to achieve high standards of teaching and learning
  • Day 7: Accountability, impact, influence and celebration.

School-to-school collaboration will be a fundamental aspect of delivery.

Every professional in every school in North Wales should regard themselves as vital members of a self-improving community of educators. In order to deliver the best outcomes for all learners, we must learn from each other and ensure that the sharing of best practice becomes the norm. The underpinning philosophy of professional development and improvement in every school should be a professional-to-professional support which is facilitated within a culture of mutual respect.

The Detail

Who are the target audience?

This development programme is for current middle leaders in special, primary and secondary schools across the North Wales region. Each school is different; small, large, rural, urban, secondary, special, primary, consequently the term middle leader will be different in each school. For acceptance on this programme our suggested criteria is for teachers who:
  • have taught for at least for years
  • are at the very least deemed to be 'good practitioners'
  • are a subject, department or key stage leader
  • will have he opportunity to lead on a key priority from their school's development plan.
This development programme is a cross-phase approach that will enable all participants to understand, appreciate, share and collaborate with colleagues across our region.

When and where?

Two cohorts across the region: one through the medium of Welsh and on through the medium of English.
The programme resources will be available bilingually.

  • DAY 1: Thursday, 12 October 2017
  • DAY 2: Friday, 13 October 2017
  • DAY 3: Thursday, 16 November 2017
  • DAY 4: Wednesday, 24 January 2018
  • DAY 5: School to school visits
  • DAY 6: Tuesday, 17 April 2018
  • DAY 7: Friday, 29 June 2018 - morning only

Each day begins at 9.00am and finishes at 4.00pm. Participants must attend all days .

Costs / Funding:

No cost for all development days (GwE funded)
  • The school will meet all supply cover costs.
  • Participants will fund their own travel and research costs.
  • Schools may be able to access EIG/PDG grants if the school project is linked to a priority identified within their 'plans'.

Participants are expected to attend ALL development days

Programme content:

  • Participants will be involved in action research during the programme; they will be required to keep a reflective journal and demonstrate how this practice impacts on their personal development.
  • The Professional Leadership Standards will be addressed and enable participants to measure and track their progress and development and identify their future needs.
  • Each participant will lead a school project; they will be required to evaluate, plan, lead and monitor the progress of their project. They will be required to report back to their programme colleagues and facilitators and their SLT at school. Accountability is a key feature for all leaders.
  • Specific details for each day are shown below.
ProfMel Ainscow Quote

The process:

  • School-to-school working will be a clear aim of the programme in terms of utilizing the expertise of staff and leaders within 'effective schools'.
  • Visits to schools where middle leadership is deemed to be excellent.
  • Observations of teaching and shadowing middle and senior leaders in the workplace.
  • Theory and resarch: discussions regarding the most effective methods of teaching and learning and leadership.
  • One-to-one and group mentoring and coaching.
  • Reflective practice and collaborative learning.


To improve experiences for pupils, improve and raise standards.

To develop leadership.


GwE’s MLDP is aligned to and addresses Welsh Government’s Professional Leadership Standards.

Day 1:
A clear understanding of what constitutes excellent learning and teaching:
  • our ways of working; GwE's Middle Leadership Development Programme (not a 'course')
  • personal development and learning models and approaches: study groups
  • effective T and L practice; pedagogy/metacognition
  • national priorities to improve teaching and learning
  • data analysis and understanding (whole school and individual pupil level) and its use to determine actions for improvement
  • models and observation of outstanding teaching and learning
  • leadership strategies to influence and improve the quality of teaching and/or behaviour.
Day 2:
Peer to peer (classroom) observation. Mentoring and coaching:
  • key documents that illustrate effective learning and teaching
  • research and practice creating a protocol for peer-to-peer observation
  • classroom climate
  • protocols for and encouraging peer-to-peer observation
  • coaching and mentoring skills
  • feedback skills
Day 3:
Leadership, accountability and self-evaluation:
  • effective leadership
  • leadership and management
  • monitoring, evaluation and review/data analysis
  • writing objevtively/evaluate statements
  • the cycle of improvement
  • accountability and reporting back to line managers; governors; external bodies
Day 4:
School to School Visit; peer observations:
  • During development days 1, 2 and 3 delegates will pair up with a colleague and arrange a half day visit to one another’s schools. Here they will conduct a peer observation and experience different processes, systems and procedures in another school.
Day 5:
Creating strategic direction and managing operational planning:
  • strategic planning and intent
  • identification of personal values, beliefs and passion
  • vision and mission statements
  • using self-evaluation information
  • operational planning - SMART plans
  • prioritising; delegating; finance
  • re-visit effective leadership styles
Day 6:
Leading staff and teams to achieve high standards of teaching and learning:
  • characteristics of highly effective teams
  • team dynamics and roles of individuals
  • emotional intelligence traits
  • team development and stages of productivity
  • motivation and high performance
  • supporting staff through 'change'
  • dealing with conflict
  • skills - delegation/time management
  • performance management
  • dealing with underperformance
Day 7:
Accountability, impact, influence and celebration:
  • This final half-day session will be a celebration of the year’s work. Each delegate will share their project with a small group of colleagues and Challenge Advisers/LA Advisers. They will speak about the impact that their work has had at school and their learning about leadership.

An opportunity to develop effective middle leadership skills


'All leadership roles share some common skills and attributes, particularly working with and influencing others to improve the learning experiences for all learners. However, at different stages in the leadership journey the individual will have different sets of needs...'

Middle leaders in schools will have different areas of responsibility which may include curriculum leadership, departmental or phase leadership, pastoral leadership, leadership in additional support provision, or leadership of specific school improvement priorities. They will have line management responsibility for a team of staff; lead a team delivering a specific area of provision; or a team involved in development activities. In taking their particular areas of responsibilities forward, middle leaders contribute to the school improvement agenda particularly in building a culture of learning to address the needs of all learners, while also contributing to the development of capability more generally.

Suggested activities relating to the milestones for middle leaders (aligned to the Leadership Standards) are;

Key Area 1

Creating strategic direction

Take responsibility for the effective implementation of aspects of the school’s vision and performance outcomes within your area. Share this vision with your team and others by producing and implementing an evidence-based development plan based on clear success criteria.

Key Area 2

Leading learning and teaching

Take responsibility for evaluating standards of teaching and learning across a subject or curriculum area. Work to ensure consistency of expectations and practice across the area of responsibility. Identify areas for improvement and good practice. Share these with your team and others by producing and implementing an evidence-based development plan which includes identified outcomes and impact. Identify, model and share good practice through involvement with learning and teaching work across and beyond the school.

Key Area 3

Developing and working with others

Model learning and self-reflection. Take responsibility for supporting and challenging individuals or groups to deliver improvement to achieve excellence. Lead by example in setting high expectations for self and others. Promote a positive ethos of collaborative team working. Be aware of team dynamics and use appropriate leadership style to get the best out of all members. Use system opportunities such as performance management and professional learning activities to encourage team and individual development.

Key Area 4

Managing the school

Takes responsibility for ensuring consistent implementation of agreed policies, plans and procedures across areas you are responsible for. Implements self-evaluation procedures in line with whole-school policy.

Key Area 5

Securing accountability

Implementing agreed school systems for accountability within the areas you are responsible for. Being accountable to the team and the wider school for your own contribution. Preparing reports on the work and standards achieved in the area you are responsible for. Having clear systems in place which recognise the accountabilities and contribution of others.

Key Area 6

Strengthening the community focus

Take responsibility for developing an ethos of collaboration with colleagues from beyond the school. Maximise community partnerships and opportunities for learners to learn from and with their local and wider community. Develop a clear understanding of the characteristics of the local community, e.g. world of work to inform planning.

Taken from the “Leadership Milestone Matrix — WG 2015”


Click here to download the pdf document

ILM-Level45-EDU-English-Nov2017-PICTURE 1

ILM-Level45-EDU-English-Nov2017- PICTURE 2



Primary, Secondary and Special


Welsh and English


School to school working will be a clear aim of the programme in terms of utilising the expertise of staff and leaders within effective schools across the region.

Visits to schools where leadership is deemed to be effective.

Observations of teaching, and shadowing headteachers and deputy headteachers in the workplace.

Theory and research: discussions regarding the most effective methods of teaching and learning and leadership within schools.

Reflective practice and collaborative learning.

One to one and group mentoring and coaching, both during and after the programme.


To support and extend the leadership development of senior staff within schools across North Wales.

To identify and further develop those staff who are considering moving towards headship within the next three years.


Succession planning process established for schools, LAs, GwE and delegates.

A quantifiable outcome in relation to pupils’ standards (within 18 months of starting the programme).

Delegates personal and professional learning and growth and development will be identified and established.

The GwE learning model (shallow/deep/profound learning) will be addressed. Delegates’ progress of experiences, skills and attributes will be established.


Senior leaders in Secondary, Primary and Special schools from across North Wales


Two cohorts regionally


Cost Cost to school Eligible grants
Fully funded Supply to the school GGA


Approximately 16 per cohort


Application form completed by each applicant with supporting statement from their Headteacher


The National Professional Qualification for Headship (NPQH) is a rigorous assessment programme for practitioners who are aspiring to be headteachers and is mandatory for all teachers moving into their first headship post in Wales.

If you intend to move in to headship as your next career step and are considering applying for the NPQH, then you’ll need to be familiar with the Leadership Standards. Before considering submitting an application, you must have completed an Individual Leadership Review (ILR) of your practice against the Leadership Standards and have consulted with appropriate colleagues.

The NPQH assessment programme shouldn’t be seen as professional development for those not ready for headship. Applicants should only apply if they’re committed to moving into headship in the immediate future.

The ILR should help to determine whether you’re ready to submit yourself for selection or whether further development or professional learning is required before applying.

If, after completing the ILR and discussing with colleagues, you believe that you’re ready for headship, then you should arrange to attend a briefing session.

More information about NPQH is available on the Learning Wales website.

For further information click here.



Primary, Secondary and Special




Each term will focus on excellence in leadership and involve an element of shared excellent practice from both within and outside the region. External and local providers will deliver on the varying topics which will include:
  • How do we know that teaching and learning are in a safe place in our schools?
  • How do school leaders achieve an appropriate balance between control and trust, structure and freedom, tight and loose? Why is this important? How can we develop a risk taking culture in our schools?
  • Are the leadership and management of change the same thing?
  • What do we need as individuals to be able to successfully lead and/or manage change in our schools?
  • The effectiveness of ‘distributed leadership’. How to put in place a successful, working model.


To develop new head teachers and ensure that they are prepared for the crucial role of headship and are offered a sustained professional development programme to support them in their post.


To improve Senior Leadership in Primary and Secondary Schools across the region.


New Heads and Acting Heads




Fees Cost to schools Eligible Grants
Fully funded Supply for the school


According to need


GwE Bulletin or Dashboard



For practising Headteachers (Primary, Special and Secondary)

In fostering aptitude, aspiration and learning in every child, GwE has identified first-class leadership as an imperative. Effective leadership is recognised as key to building the successful schools of the future.

Teacher with Pupil
Leadership, teamwork and coaching are the prime drivers that can turn any school into a great school; with literacy and numeracy part of the core foundations that determine every child’s future and their potential.

A stimulating and rewarding leadership development programme for Practising Headteachers eager to participate in this unique leadership development experience.

6 - 10 November, 2017

If you tell me, I will listen. If you show me, I will see. But if you let me experience, I will learn.

(Lao-Tse, 5th Century BC)

Through experiential learning, the Programme will...Half-day Intro

Explore the core leadership themes in effective performance including:
  • strategic thinking and implementation
  • leading change towards successful outcomes for all
  • stakeholders
  • engagement, empowerment and accountability
  • problem solving
  • high performing teams and teamwork
  • coaching.
Provide the opportunity to work with other Headteachers in the GwE region and enable the learning and development of the personal leadership behaviours, values and skills that impact on your life, your teams and your school. days

LtEI uses a wide range of practical and theoretical learning methods coupled with both individual and peer coaching opportunities in a reflective, supportive and enjoyable, learning environment. Although experiential and practical in its content, the Programme is not a test of physical prowess or fitness. No prospective participant should feel unsuited to the Programme due to any physical limitations.

What some of our previous participants have to say:

"I was expecting to be presented with lots of advice about how to improve my leadership skills. Instead, by the time I had completed the five days, I was equipped with the confidence, self-awareness and potential to do this for myself. It was the best piece of leadership learning I have ever undertaken."

“The course has had a profound effect on my working life. Genuinely more than any other training I've been on. My Senior Leadership Teams see more robust systems, procedures more clearly defined and a person more organised and knowledgeable about the organisation as a whole because I'm not "in it!". I am constantly surprised about how much more I know and see because I've ensured I'm out of the 'doing it' loop.”

“A fantastic five days. I feel refreshed and invigorated by the whole experience.”

“A year on, the core values learnt are still impacting on my ability to be a strategic Head. It has given me the confidence and capacity to take on new challenges I would not have considered doing previously . On a personal level I have grown in confidence.”

“The most pleasurable experience I have had in a long time and I'm glad that I engaged openly from the beginning. It opened my eyes and changed my outlook on a lot of things.”

“What an amazing five days we had! My only wish is that this kind of experience was available 10 years ago for us. Felt very emotional at the end of the experience and what a strange feeling it was driving to school on Monday morning.”

“Never thought for a minute the impact my four days experience would have on my role as a school leader. I know look at my staff in a different way. Have I successfully managed a couple of my under performing members of staff? Have I delegated the correct tasks to the correct people on my team?"

"I`m feeling really excited about the future. I so very much appreciate the fact that I had this enlightening experience.”

“The five days were absolutely fantastic - I thoroughly enjoyed every moment. Team Sky have already been planning what we might be able to do as a group and are looking at how we can collaborate to develop leaders within our schools.”

"An enjoyable, challenging leadership experience that is still having a positive impact on my personal leadership. Insightful hooks and theories explored in context followed by feedback that is personal and developmental."

Leadership Through Experience


About LtEI:

The programme will be run in partnership with Leadership through Experience (International); specialists in leadership development with significant experience in designing and delivering inspirational leadership development programmes for private and public organisations both nationally and internationally.


The Programme is non-residential and runs over five consecutive days. A full commitment over the full five days is essential.

To register your interest in participating please contact Ceri Siân Kenrick by 12pm on Monday, 16 October 2017.

Ceri Siân Kenrick
Support Officer
Ffôn / Tel: 0300 500 80 87
E-bost / E-mail: cerisiankenrick@GwEGogledd.Cymru

Bryn Eirias
Abergele Road,
Colwyn Bay, Conwy, LL29 8BY