ABSTRACT
Chapter 12 looks specifically at provision that aims to promote transformational professional development and school improvement. Drawing on her experience of designing and delivering programmes for serving and aspiring headteachers, including NPQH, Sarah Harrison explores some leadership development design principles aimed at providing a balance of challenge and support and positive long-term impact. This chapter may be of interest to providers of school leadership development, including local authorities, Multi-Academy Trusts (MATs), Teaching School Alliances (TSAs), and Research Schools, education charities, or commercial organizations. Offering a framework for how a provider might effectively design a programme, together with how programme design can go awry, some aspects of this chapter also offer a transferable resource to those seeking to design and develop CPD on a smaller scale, such as within an individual school
