Evidence-informed leadership: How my MA in Educational Leadership strengthened my practice

Daniel Jones, a graduate of NITE's MA in Educational Leadership and Chief Executive Officer in a primary multi-academy trust in England, shares why studying this master's degree has been so beneficial for his career.

Studying for a master's with NITE

My background is in primary teaching. I taught in three Inner City London Boroughs and then moved to Suffolk and held leadership positions including headteacher in three schools. I have a particular interest in provision for disadvantaged learners and was instrumental in Springfield Juniors in Ipswich being awarded the National Pupil Premium Award in 2017. I have led training and worked strategically with numerous schools nationally on this subject.

As the founding CEO of the Children’s Endeavour Trust, I have overseen the growth of the Trust from two to eight schools. With a responsibility like this, I felt it was my duty to ensure my leadership was evidence and research informed, so I set out to do the MA in Educational Leadership.

Why did you choose the MA in Educational Leadership?

As a leader, I found I learn best when connected to others. I was attracted to this course because I knew I would have a tutor and peer group to interact with. This allowed for shared thinking, shared accountability and the chance to be inspired by others on a parallel journey.

My cohort comprised colleagues from across the country in a variety of roles, some roles I could relate to and others from different phases and settings that built my knowledge. We had regular contact in our online tutor led meetings which were excellent in allowing us to support and challenge each other.

As the leader of a Trust, I see one of the greatest benefits of working in a family of schools is to collaborate and grow. I wanted to develop my skills to lead as well as possible and also, to be a role model for others in the organisation where we prioritise professional development.

I found the programme to be relevant and applicable to my duties, so the additional workload actually complemented and enhanced my role. The way the course was delivered provoked my thinking and informed thinking and decision making from consequential strategic direction to daily routine decision making.

What were the highlights of your course?

As a professional who has worked in education for over 25 years, it was energising to feel like a learner again. I have undertaken varied professional development and training in this time, however, being on a course like this with a cohort of peers over a two-year period was meaningful and substantial.

My tutor, George McWilliams, was knowledgeable and guided me very well to keep the right focus. He was responsive and always willing to challenge and push my thinking which I found engaging and motivating. My tutor guided and galvanised my study cohort to be a cohesive and inspirational group who supported each other to navigate the challenges in an enjoyable yet pragmatic way and always with a sense of humour.

How helpful did you find the support offered on the course?

My tutor used his core values and knowledge of the ever-changing educational landscape to support me very well. In routine sessions he ensured that my voice, and all voices were heard and valued and that ideas were scrutinised and developed.

Beyond the routines of the course, my tutor was available and would provide personal input at times when I most needed it to ensure I stayed on track. Beyond my personal tutor, all the course staff were supportive and the learning platform we used for the bulk of the study was well structured and accessible.

How do you think the course has impacted you?

The learning journey I completed has enabled me to become a more skilful and reflective leader. The research I have accessed has informed the majority of things I have done since. It has allowed me to consider the why and how things are done, for example how to make performance management of headteachers more focused on the most impactful things for pupils, for example teacher development.

I have developed my understanding of transferrable skills such as the implementation of change and it also connected me, as a peer and equal, with colleagues from many places and with many differing roles which was energising and informative.

What advice would you give to someone considering this course?

Do the course – it will impact upon your practice – but also ensure that you link all your learning to practical responsibilities in your role.