Last month, I was delighted to welcome the second cohort of aspiring headteachers onto the Into Headship programme. This postgraduate qualification will prepare them for the challenging role of headship and help raise standards and attainment across the whole of the Scottish education system.

These are the first teachers to join the programme since the Scottish government announced that everyone undertaking the qualification would have their studies fully funded. This new policy has been widely welcomed for removing the burden of cost in career progression, when we know that recruiting to headteacher posts in some parts of Scotland can be challenging.

Personally, I was delighted at the decision by the government - it’s a positive recognition of the importance and value of Into Headship, and a clear commitment to the quality of teaching and leadership in Scotland. The development of Into Headship was led by the Scottish College for Educational Leadership (SCEL), but it was only possible through strong partnership working with colleagues from universities, from local authorities, from the General Teaching Council for Scotland and from teachers themselves.

As an organisation, it’s vital for us to listen and understand the challenges and opportunities, as experienced by all of the people we seek to support.

As we progress, we are committed to continued partnership working across the system and to building on feedback from current heads, past participants and aspiring new leaders, too, so that we understand fully their learning needs and keep the programme as relevant as possible.

Learning to lead

Into Headship is aimed at teachers aspiring to headteacher posts within two-to-three years. The programme focuses on learning to lead across a whole school community: understanding the importance of staff capacity building, considering the policy context headteachers and schools operate in, how that influences planning decisions at a local and regional level, and how it can influence curriculum development and working with parents, local businesses and other organisations.

Some 145 teachers embarked on the programme in September 2015, working across seven universities and with local authority coordinators across Scotland.

To support their learning, each participant is also working with a mentor and a coach, and engaging with a series of management modules to increase their knowledge in specific aspects of school management.

We’ve been enthused by the positive feedback so far and we are using this, as well as any suggestions for improvement, to enhance the programme further for this new group.

We’re also now working on the other aspects of the master’s pathway to incorporate middle-leadership development and a programme to support new headteachers on appointment to the role. This will be enhanced by the recent Scottish government announcement of further support for headteachers through Excellence in Headship, a professional learning programme that includes the opportunity to participate in international exchanges.

I see these as crucial next steps in this work. We all know the impact that a great headteacher has on a school and how influential they are in their school communities. So it goes without saying that we must do everything we can, at SCEL, in local authorities and working with other national organisations, to support teachers on this career pathway from classroom teaching and middle-leadership roles to headship, with continued support once in post.

I’m keen to hear views from across the system

Even though there is a concerted drive to improve this support, however, I realise that some of the best and most capable teachers in our system don’t see headship as an attractive option and remain reluctant to move into these roles (see “Fears over standards as staff shun headship roles”, TESS, 16 September).

Of course, sometimes this can be for personal reasons - some of the best teachers choose to stay in the classroom because they feel that this is where they can have the biggest impact, working directly with young people. Partly, it can be about lifestyle.

Some teachers can’t move for a promoted post and choose to stay in a role that best meets the needs of their families.

I wonder, though, if for some there’s a perception that there’s still a lack of support for those teachers looking to take the leap. Do they see the role as unmanageable, and if so, how do we support this better at system level?

Promoting the job

We need to work hard to ensure that we have brilliant, relatable and authentic role models across the system. We need to make sure that these role models have the skills and strategic knowledge required to take on leadership roles, as well as the support necessary to do the job.

I believe that we also need to promote the role of headship as a genuinely attractive opportunity, and a valued chance to make a difference to a child’s learning and development at a higher level.

Yes, it’s emotionally demanding and it’s pressurised, but so is classroom teaching. In my own experience, leading a school is a true privilege and it’s important the best people take up these roles.

I think we’re on our way, but it’s really important to be honest about what still needs to be done and how we can work together in order to achieve this.

I’m keen to hear views from across the education system on what SCEL can do to move things further forward - contact me at gillian.hamilton@scelscotland.org.uk or via Twitter at @CEOScel.

Gillian Hamilton is chief executive of the Scottish College for Educational Leadership