Senior Leaders Programme: Leading with Purpose
Three face-to-face events and six online modules — develop the expertise to lead improvement across your school.
Our Senior Leaders Programme is built around the latest global evidence for effective senior leadership in schools and anchored in the EBTD Leadership Behaviours and the EBTD Deliberate Practice Model. Across three immersive face-to-face events and six online modules, you’ll develop the expertise to lead improvement beyond the classroom — shaping vision and strategy, building staff capacity, improving teaching quality, strengthening culture, managing resources and leading in partnership with parents and communities.
Programme structure
- 3 face-to-face events (6 days total): Each event introduces two modules through interactive workshops, case studies and expert input.
- 6 modules: After each event, complete ~20 hours of online learning per module to deepen understanding and apply it to your context.
- Evidence-informed content: All modules draw on the global evidence base for effective senior leadership and align with EBTD’s own frameworks.
- Two golden threads: Every module explicitly develops the EBTD Leadership Behaviours and uses deliberate practice (DEFINE – MODEL – PRACTISE – REFINE – REFLECT) so leadership learning turns into daily habits.
How you will learn & lead at EBTD
EBTD Leadership Behaviours: who you are as a senior leader
The programme 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. Each module asks you to reflect on which behaviours you are currently strongest in, and which you want to develop, so leadership growth is anchored in daily actions rather than abstract traits.
EBTD Deliberate Practice Model: how you change what you do
Every module uses the EBTD Deliberate Practice Model (DEFINE – MODEL – PRACTISE – REFINE – REFLECT). You will define one specific leadership move (for example, a line management conversation, curriculum conversation, or behaviour briefing), see it modelled, practise it safely, refine it with feedback and then reflect on the real impact in your team. Repeating these cycles across the programme builds confident, sustainable leadership habits.
Module 1
Leading with Vision & Strategy
Face-to-face day
Explore how senior leaders develop a compelling vision and align strategy with school priorities. Examine research behind vision-driven leadership and learn to translate values into measurable outcomes. Through case studies and peer discussion, build skills in setting direction, communicating purpose and leading improvement planning — with a focus on EBTD Leadership Behaviours such as Impact Through Communication and Influence and Accountability With Collective Purpose.
Online module
- Conduct a vision and mission audit of your school or phase.
- Map strategic priorities to pupil outcomes and improvement goals.
- Analyse international case studies where clear vision improved culture and attainment.
- Draft a strategy statement that communicates your leadership vision to staff and stakeholders.
Key questions
- What makes a vision compelling and actionable?
- How can strategy be aligned to measurable outcomes?
- How do you communicate vision so it inspires and unites your team?
How this transforms practice
Grounding leadership in vision and strategy creates clarity and shared purpose. Evidence-based strategy keeps improvement coherent, sustained and focused on learning. Using deliberate practice, you will rehearse short “vision moments” — how you talk about priorities in meetings, corridor conversations and with parents — until they feel natural and aligned with EBTD’s Leadership Behaviours.
Module 2
Developing People & Building Capacity
Face-to-face day
Focus on building capacity by developing others. Engage with research on instructional leadership, staff motivation and effective professional development. Practical activity includes coaching, mentoring and designing CPD that drives classroom improvement — strongly connected to behaviours such as Leading Continuous Improvement and Respect and Inclusive Leadership.
Online module
- Review current staff development systems and their impact.
- Design a CPD model combining evidence-based training with classroom coaching and deliberate practice cycles.
- Plan for succession and distributed leadership across your team or phase.
- Reflect on your leadership style and its impact on staff development and wellbeing.
Key questions
- How can senior leaders create a culture of professional growth?
- What role do coaching and mentoring play in capacity-building?
- How can succession planning secure sustainable improvement?
How this transforms practice
Effective leaders multiply impact by developing others. Building staff expertise and confidence creates a workforce capable of leading continuous improvement. You’ll use the DEFINE–MODEL–PRACTISE–REFINE–REFLECT cycle to plan, rehearse and refine coaching conversations and line management meetings so they are high-challenge, high-support and clearly grounded in shared behaviours.
Module 3
Teaching & Curriculum Excellence
Face-to-face day
Ensure teaching quality and curriculum coherence. Explore curriculum planning, pedagogy and assessment through an evidence-based lens, and consider how to monitor classroom practice without unnecessary workload. You will connect this work to EBTD’s teacher-facing modules (for example, Curriculum Design, Assessment & Feedback, Metacognition and Mind to Memory) so senior and middle leaders are pulling in the same direction.
Online module
- Conduct a curriculum sequencing review for one subject or phase.
- Analyse how assessment data informs teaching and learning and where it does not.
- Explore research such as Rosenshine’s Principles and the EEF guidance reports.
- Develop an action plan to improve teaching quality across a phase or department.
Key questions
- How can leaders ensure a curriculum is coherent and ambitious?
- What evidence-informed practices most improve teaching quality?
- How do you balance accountability with support in monitoring teaching?
How this transforms practice
Prioritising curriculum and pedagogy enables consistent, high-quality learning. Pupils experience well-sequenced teaching that maximises progress. You’ll deliberately practise running subject review meetings and feedback conversations so they are respectful, focused and tightly linked to curriculum intent and classroom practice.
Module 4
Leading Behaviour & Culture
Face-to-face day
Set high expectations, design effective behaviour systems and promote equity and inclusion. Explore the evidence behind behaviour interventions and embed approaches that enhance wellbeing and belonging. You’ll examine how senior leaders model calm, consistent responses and how EBTD Leadership Behaviours support culture-building across teams.
Online module
- Review behaviour and culture strategy, including data and staff perceptions.
- Analyse case studies of schools transforming culture with evidence-based policies and routines.
- Explore restorative approaches alongside traditional systems and clarify where each is appropriate.
- Design a culture development plan integrating expectations, routines, recognition and wellbeing.
Key questions
- How can leaders set and sustain high expectations across the school?
- What are the most effective evidence-based approaches to behaviour?
- How do you balance discipline, inclusion and wellbeing?
How this transforms practice
A positive culture reduces disruption and creates conditions for learning. Clear expectations and inclusive practices help pupils and staff thrive. Through deliberate practice you’ll rehearse key leadership moves — such as leading a behaviour briefing or addressing a pattern of concern — so that they are calm, predictable and aligned with your shared values.
Module 5
Organisational Management & Resources
Face-to-face day
Manage resources, time and staff effectively. Make strategic decisions about budgets, timetabling and staffing, and use data intelligently to support accountability and improvement. You’ll explore how senior leaders can manage complexity while staying grounded in EBTD Leadership Behaviours such as Integrity and Trustworthiness and Accountability With Collective Purpose.
Online module
- Review budget allocation and identify priority improvements linked to student outcomes.
- Analyse research on effective resource management in schools.
- Explore case studies of data-informed decision-making and workload reduction.
- Develop a resource plan aligning staff, time and funding with strategic goals.
Key questions
- How do leaders ensure resources support learning effectively?
- What systems enable transparent, efficient management?
- How can data inform sustainable improvement rather than drive short-term reactions?
How this transforms practice
Strategic resource management ensures every decision maximises impact on outcomes and builds efficiency, accountability and trust. You’ll use deliberate practice cycles to refine how you present data and resource decisions to staff, so conversations are transparent, evidence-informed and aligned with your core values.
Module 6
Working in Partnership & Leading Across Communities
Face-to-face day
Lead beyond the school gate. Engage parents, boards and local communities as partners in improvement and lead collaboration across schools and networks. You’ll explore how senior leaders can represent their school with clarity and humility, and how partnership work reflects EBTD behaviours such as Impact Through Communication and Influence and Respect and Inclusive Leadership.
Online module
- Map current partnerships within your community and identify gaps.
- Explore case studies of successful school–community collaboration.
- Develop a stakeholder engagement plan to build stronger relationships.
- Draft a cross-school improvement initiative to scale collaboratively.
Key questions
- How can leaders build trust with parents and communities?
- What makes external partnerships effective and sustainable?
- How can cross-school collaboration accelerate improvement?
How this transforms practice
Engaging beyond the school strengthens trust, accountability and resources. Partnerships and networks expand opportunities for pupils and enable wider system improvement. You’ll deliberately practise key public-facing moments — presentations, parent meetings, stakeholder updates — so your message is consistent, evidence-informed and clearly connected to your school’s vision.
This programme is part of EBTD’s leadership development in Bangladesh and connects with the wider Teacher Training (BD) offer.
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