Leaders of Behaviour Course: Creating Positive School Cultures
Three face-to-face days and 90 hours online — lead behaviour, wellbeing and culture with evidence-based practice.
Built on the latest global evidence for leading behaviour in schools, this programme is for teachers and middle leaders responsible for behaviour, wellbeing and culture. You’ll develop the expertise to create safe, inclusive, high-expectations environments where pupils thrive — grounded in the EBTD Leadership Behaviours and the EBTD Deliberate Practice Model.
Across three immersive face-to-face days and 90 hours of online learning, you’ll learn to build strong culture, enable consistent systems, support pupils with complex needs and lead staff development. The programme draws on research including the EEF, Bandura and recent guidance on behaviour, wellbeing and implementation — and turns that evidence into daily leadership habits.
Programme structure
- 3 face-to-face days (1 per module): Each module begins with an in-person day of workshops, case studies and collaborative planning.
- 3 modules: After each day, complete 30 hours of structured online study and applied school-based tasks.
- Evidence-informed content: Aligned with global research on behaviour, social-emotional learning, wellbeing and implementation.
- Two golden threads: Every module explicitly rehearses EBTD Leadership Behaviours and uses deliberate practice (DEFINE – MODEL – PRACTISE – REFINE – REFLECT) so behaviour leadership becomes part of everyday school culture.
How you will learn & lead at EBTD
EBTD Leadership Behaviours: who you are as a behaviour leader
The course is underpinned by the EBTD Leadership Behaviours — including self-awareness and understanding people, integrity and trustworthiness, accountability with collective purpose, respect and inclusive leadership, and leading continuous improvement. Across the three modules you’ll keep asking: how do these behaviours show up in corridor conversations, behaviour meetings, restorative conferences and parent calls — and which behaviours do I need to strengthen next?
EBTD Deliberate Practice Model: how you change what you do
Each module uses the EBTD Deliberate Practice Model (DEFINE – MODEL – PRACTISE – REFINE – REFLECT). You will define specific leadership moves — for example, resetting expectations after a difficult week, running a behaviour briefing, or coaching a colleague after a challenging incident — see them modelled, practise safely, refine with feedback and then reflect on what happened in your real school context. Over time, this turns behaviour leadership into deliberate habits, not one-off initiatives.
Module 1
Building School Culture & High Expectations
Face-to-face day
Create a culture of mutual respect, trust and ambition. Explore how teacher expectations influence outcomes, how to model and embed shared values, and how to set clear goals that stretch and motivate pupils. Connect this explicitly to EBTD Leadership Behaviours such as Accountability With Collective Purpose and Respect and Inclusive Leadership, so culture work is not abstract — it becomes visible in daily interactions.
Online module
- Conduct a culture audit of your school or department, using behaviour, attendance and wellbeing data alongside pupil and staff voice.
- Explore case studies of schools that transformed expectations and ethos in high-pressure, exam-driven contexts.
- Analyse research on teacher expectations (e.g., Jussim & Harber; Rubie-Davies et al.) and how labels and language shape behaviour.
- Design a culture plan integrating values, routines and professional behaviours — with clear, observable leadership behaviours for your role.
Key questions
- How do leaders shape and sustain a culture of high expectations?
- What role do language, modelling and consistency play in building culture?
- How can leaders create a culture of professional trust and improvement?
How this transforms practice
Embedding clear expectations and shared values creates a safe, motivating environment. Strong culture drives behaviour, wellbeing and resilience while enabling staff to collaborate and improve together. Using deliberate practice, you’ll rehearse specific culture-building moves — from how you open a briefing to how you respond when expectations are missed — until they become calm, consistent habits.
Module 2
Enabling Conditions for Behaviour & Inclusion
Face-to-face day
Create predictable, safe and inclusive environments that support learning. Examine whole-school approaches to routines, rules and sanctions; develop consistency across classrooms; and engage parents and carers as partners. You’ll also explore how EBTD’s behaviour training for teachers dovetails with leadership work, so faculty and whole-school messages are aligned.
Online module
- Review behaviour systems for consistency and impact, using logs, incident data and staff feedback.
- Analyse EEF evidence on behaviour interventions and social-emotional learning, and what it means in busy Bangladeshi schools.
- Build routines, use positive reinforcement and support classroom management, particularly in large classes and shared spaces.
- Design an action plan to strengthen behaviour systems across your area, with clear roles for class teachers, tutors and support staff.
Key questions
- What makes whole-school behaviour systems effective and sustainable?
- How can leaders ensure consistency across classrooms and communal spaces?
- How can parents and carers be engaged as partners?
How this transforms practice
A predictable, inclusive environment reduces disruption and increases learning time. Whole-school systems and strong partnerships help all pupils feel safe, supported and motivated to succeed. Through deliberate practice you’ll script and rehearse key conversations — for example, re-setting corridor expectations with staff, or framing a difficult behaviour conversation with a parent — so they are clear, respectful and aligned with your values.
Module 3
Responding to Complex Behaviour & Leading Professional Development
Face-to-face day
Support pupils with complex behavioural needs and lead colleagues to improve practice. Tailor interventions without lowering expectations, address bullying and integrate safeguarding and SEND expertise. Design professional development and implementation plans that embed behaviour practice across the school — connecting directly to EBTD’s Leadership Behaviours of Self-Awareness and Understanding People and Leading Continuous Improvement.
Online module
- Review how your school supports pupils with complex behavioural needs, including escalation routes, pastoral systems and multi-agency work.
- Explore case studies of evidence-based anti-bullying approaches and trauma-informed practice.
- Analyse research on effective PD in behaviour and culture, and identify what is missing from your current offer.
- Design a CPD programme and implementation plan for consistent practice, structured around small, repeated deliberate practice cycles.
Key questions
- How can leaders tailor support without lowering expectations?
- What approaches best prevent and respond to bullying?
- How do leaders ensure PD in behaviour is impactful and sustainable?
How this transforms practice
Developing expertise in behaviour and culture ensures all pupils — including those with complex needs — are supported to succeed. Embedding evidence-based PD builds staff confidence and consistency, improving school climate long-term. Using the DEFINE–MODEL–PRACTISE–REFINE–REFLECT cycle, you will refine how you lead case discussions, restorative meetings and follow-up on agreed actions so that support is both compassionate and boundaried.
This course is part of EBTD’s leadership development in Bangladesh and connects with the wider Teacher Training (BD) offer.
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