National Professional Qualification
for Leading Teacher Development (NPQLTD)
National Professional Qualification (NPQ): Leading Teacher Development
NPQLTD gives participants all of the essential knowledge, skills and concepts that underpin successful leadership of teacher development. Participants will cover ‘learn that’ and ‘learn how to’ statements in four areas:
- 1 – Teaching
- 2 – Designing Effective Professional Development
- 3 – Delivering Effective Professional Development
- 4 – Implementation
See the NPQLTD Framework tab for the full programme content.
What are the benefits?
The fully blended learning approach combined with performance coaching and enrichment activities make this an exciting and valuable opportunity for those who have, or are aspiring to have, responsibilities for leading the development of other teachers in their school.
The NPQLTD qualification is aligned to Masters credits and can act as a springboard on to Liverpool Hope University’s MA in Leading in Education or the MBA in Educational Leadership.
Benefits for Participants
- Become adept in supporting initial teacher training, early career teachers as well as the wider development of all colleagues across the school
- Develop expertise across a number of specialist areas related to their role (e.g. designing professional development)
- Purpose-built virtual learning environment enabled for mobiles and tablets
- Guaranteed support to pass the final assessment
- Content contextualised for your locality and updated to reflect national developments and legislation
- Facilitation and support from serving school leaders in outstanding schools and delivery at local venues
Benefits for Schools
- Regular progress updates for mentors and headteachers
- Support succession of school leaders and build a cohesive, impact-focused school leadership team
- A professionally aware and informed leader who can make evidence-based decisions and approach leading teacher development in an effective and efficient manner
- The ability to review and evaluate practice in order to bring about change and get the best outcomes for young people and staff within the organisation
How is NPQLTD delivered?
NPQLTD makes use of a blended delivery model consisting of face-to-face events, online study, webinars and coaching.
NPQLTD participants will attend 3 face-to-face events. Our nationwide delivery partnership network allows us to bring face-to-face training to a school near you and facilitated by local school leaders.
Participants access online learning and support via our virtual learning environment (VLE) Canvas. Through Canvas, participants are able to engage with learning communities of peers and access multimedia content. They can also access research and expert school-led practice aligned to the curriculum content for the qualification and receive high-quality feedback from experienced online mentors and in-school coaches.
Online-only Delivery Model
NPQLTD participants can choose to complete the programme via our virtual online delivery model. This delivery model includes virtual live online events to replace face-to-face events.
NPQLTD Qualification Structure
Who is this for?
The National Professional Qualification for Leading Teacher Development (NPQLTD) is suitable for teachers who have, or are aspiring to have, responsibilities for leading the development of other teachers in their school. They may have responsibilities for the development of all teachers across a school or specifically trainees or teachers who are in the first two years of their career.
Leading the development of other teachers is complex. Although the role varies, many of those leading teacher development who will take this qualification are considered to be part of the middle leadership team. They may indirectly manage a team of mentors or coaches and their work is focussed on supporting initial teacher training, early career teachers as well as the wider development of all colleagues across the school.
What does it cost?
Costs to be confirmed.
In collaboration with an Expert Advisory Group, the Department for Education consulted extensively with the sector to design the reformed suite of NPQs. This has included invaluable input from teachers, school and trust leaders, academics and experts.
The frameworks set out two types of content. Within each area, key evidence statements (“Learn that…”) have been drawn from current high-quality evidence from the UK and overseas. This evidence includes high-quality reviews and syntheses, including metaanalyses and rigorous individual studies. In addition, the NPQ frameworks provide practical guidance on the skills that teachers and school/trust leaders should be supported to develop. Practice statements (“Learn how to…”) draw on both the best available educational research and on additional guidance from the Expert Advisory Group and other sector representatives.
The Education Endowment Foundation has independently reviewed the frameworks to ensure they draw on the best available evidence and that this evidence has been interpreted with fidelity. The NPQ frameworks will be kept under review as the evidence base evolves. As in any profession, the evidence base is not static and research insights develop and progress.
|Designing Effective Professional Development|
|Learn that…||Learn how to…|
1. Teaching quality is a crucial factor in raising pupil
Select evidence-based approaches and design effective professional development by:
Avoid creating unnecessary workload by:
|Delivering Effective Professional Development|
|Learn that…||Learn how to…|
1. Professional development is likely to be more effective
Deliver effective professional development by:
Play a formal role for trainee and early career teachers by:
|Learn that…||Learn how to…|
|1. Implementation is an ongoing process that must adapt to
context over time, rather than a single event. It involves
the application of specific implementation activities and
principles over an extended period (e.g. implementation
planning, ongoing monitoring).
2. Successful implementation requires expert knowledge of
the approach that is being implemented and the related
area of practice (e.g. behaviour), which is shared
3. Implementation should involve repurposing existing
processes and resources (e.g. governance, data
collection) rather than creating a separate set of
4. Effective implementation begins by accurately diagnosing
the problem and making evidence-informed decisions on
what to implement.
5. Thorough preparation is important: time and care spent
planning, communicating and resourcing the desired changes provides the foundation for successful delivery.
Teachers and leaders should keep checking how ready
their colleagues are to make the planned changes.
6. Implementing an approach with fidelity (i.e. as intended)
increases the chance of it impacting positively on school
practice and pupil outcomes. Any approach should
specify which features of the approach need to be
adopted closely and where there is scope for adaptation.
7. A combination of integrated activities is likely to be
needed to support implementation (e.g. training,
monitoring, feedback) rather than any single activity.
Follow-on support (e.g. through high-quality coaching) is
key to embedding new skills and knowledge developed
during initial training.
8. Delivery of a new approach is a learning process –
expect challenges but aim for continuous improvement.
Monitoring implementation is an essential tool in
identifying, and acting on, problems and solutions.
9. The confidence to make good implementation decisions
is derived, in part, from confidence in the data on which
those decisions are based. Reliable monitoring and
evaluation enable schools to make well-informed choices,
and to see how their improvement efforts are impacting
on teacher knowledge, classroom practices and pupil
10. A school’s capacity to implement an approach is rarely
static (e.g. staff leave, contexts change). Sustained
implementation requires leaders to keep supporting and
rewarding the appropriate use of an approach and check it is still aligned with the overall strategy and context.
11. Implementation benefits from dedicated but distributed
school leadership. Senior leaders should provide a clear
vision and direction for the changes to come. At the same
time, implementation is a complex process that requires
feedback from staff and shared leadership
12. Implementation processes are influenced by, but also
influence, school climate and culture. Implementation is
easier when staff feel trusted to try new things and make
mistakes, safe in the knowledge that they will be
supported with resources, training, and encouragement
to keep improving.
Plan and execute implementation in stages by:
Make the right choices on what to implement by:
Prepare appropriately for the changes to come by:
Deliver changes by:
Sustain changes by: