Leading from the Middle (LtfM) is a blended-learning programme. Learning takes place through a combination of face-to-face sessions, online activities and school-based activity (the Leadership Focus).
The focus of face-to-face learning is on skill development of coaches and participants. The sessions consist of three full development days and two twilight sessions delivered within your region. Middle leaders who are part of the same group application will be expected to attend the same face-to-face events.
View the LftM programme model 
(698kb, 1 slide)
The following is a summary of the face-to-face elements of the LftM programme:
Leadership coaches are provided with a full day's training to equip them for their role. The emphasis of this day is on the development of the interpersonal and process skills associated with coaching individual participants and understanding their role of leadership coach on the programme.
This twilight session brings together leadership coaches and middle leader participants as a learning set. They will be introduced to the programme as well as experiencing the online learning tools.
The focus of this day is to help middle leaders explore their leadership role and who they aspire to be within their leadership roles. Participants will explore:
Between development days 1 and 2, coaches attend their second face-to-face session, a twilight session focusing on developing their skills beyond the one-to-one and into one-to-group coaching and facilitation.
The focus of the day is on exploring the processes of change, setting goals and planning for action. The outcome will be a development plan to enable the participants to develop their leadership behaviour and skills in a sustained way. Participants will also consider overcoming barriers to change.
Participants will focus on areas arising from team leadership including:
This session focuses on:
Leadership Focus is a planned activity that allows participants to develop their leadership skills in practice in school. The activity may be based on an aspect of the participant's current role, such as the development of their team, or the delivery of a current initiative.
The online tools are a core element of the programme and form part of a blended approach to learning that includes both online and face-to-face elements as well as practical school-based activities.
LftM participants and leadership coaches will access online resources such as Learn to Lead and Virtual School. The online diagnostic activities will help participants understand their leadership strengths, team effectiveness and personal style preferences. Online learning is also a social activity where participants can engage with each other through online communities.
The purpose of the leadership coach is to facilitate participants' in-school learning by supporting them and challenging them to extend their practice in a number of ways:
Coaching sessions will be a combination of one-to-one and a whole learning set.
The leadership coach role is usually undertaken by an effective, experienced leader who is committed to making the programme work for the benefit of participants and the school. Potential coaches need to be aware of the level of continuous commitment required. At a basic level, leadership coaches need to:
The face-to-face commitment of the leadership coach involves attending:
Several previous leadership coaches have simultaneously participated in the National Professional Qualification for Headship (NPQH), using their experience as a leadership coach on this programme as an important source of evidence for NPQH assessment purposes.
The role of leadership coach also requires you to actively engage with the headteacher. The headteacher should support the application of members of staff, giving a strong message about the commitment to professional development of leadership at all levels within the school. Some headteachers may wish to act as leadership coach for middle leaders in their school. While some heads have successfully completed this role, potential coaches need to be aware of the level of continuous commitment needed to fulfil the role to its full extent.
Once colleagues have embarked on the Leading from the Middle programme, the headteacher continues to play an important role. Heads ensure that participants and leadership coaches have the encouragement and support needed to gain the most out of the programme.
The Leading from the Middle partnership statement 
(26kb, 2 pages) details the role of the headteacher at all stages of the programme.
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