NPQLT graduate Daniel Dowson, Shirley Heath Junior School, reflects of his NPQ journey with TDT and shares the impact this has had on his professional practice and the learning outcomes of his pupils
How has participating in the NPQ benefited you?
The National Professional Qualification in Leading Teaching has transformed my pedagogical practice. As a Primary School Teacher, prior to planning any unit of work, I now consider the end goal – a thought process I had never considered prior to the NPQLT. This newfound ideology provides me with further opportunities to adapt to all learners in my classroom; this practice is subsequently shared with colleagues within year groups and subjects. The NPQLT has also supported in providing high-quality feedback for all pupils.
‘The range of formative assessment strategies obtained from the qualification, alongside considerations to cognitive load, has increased academic attainment in my classroom – also evident via KS2 SATs results.’
Furthermore, the NPQLT has supported me with leading my subject of PE. The work on curriculum, and de-implementation, has meant that I have been able to explore issues further, and rectify any issues with the support of colleagues. The use of the Education Endowment Foundation’s (EEF) implementation strategies, shared by TDT, mean that changes within my subject are not overwhelming, thus making me an effective and considerate leader. The NPQLT has transformed my subject leadership for the better!
Has the course changed how you approach leadership?
‘I now feel ready to support all colleagues with subject leadership within my school setting.’
Since completing the National Professional Qualification in Leading Teaching, my ability to develop staff subject knowledge (and professional development) around my subject has vastly improved. The knowledge I have obtained around supporting staff with professional development has significantly improved, considering workload and accessibility requirements. My confidence to implement professional development (from implementing change) has increased, coming from knowledge about how to ‘explore’ initial problems. TDT’s support around this was invaluable, and the further reading provided was of high quality – for example, samples and documents from the EEF. I now feel ready to support all colleagues with subject leadership within my school setting.
How easy did you find participating in your TDT NPQ? What would you say about the quality and content of our NPQ curriculum?
‘The opportunities to discuss learning further with colleagues from a range of settings opened my mind to the vast world of school leadership.’
The NPQLT facilitated by TDT is outstanding. The range of asynchronous learning, national / local webinars and face-to-face conferences was pivotal to passing the qualification and obtaining new knowledge. The opportunities to discuss learning further with colleagues from a range of settings opened my mind to the vast world of school leadership. The opportunities to discuss with colleagues, and enhance my own professional development through the NPQ, would not have been possible without the opportunities provided via TDT. The asynchronous learning was of the perfect amount, summarising and developing key learning points, and not adding significant to my workload. Online forums were also a great chance to collaborate on real-life school issues further with colleagues. Much of the asynchronous learning was adaptable and applicable to my setting and class, thus providing me with further opportunities to enhance my professional development.
What three words would you use to sum up the course?
‘Informative, inspiring, motivational.’
Thank you TDT!