This is probably the most demanding course I completed through the Principals' Training Center, but also one of the most rewarding. It assumes you already have a basic understanding of assessment in schools and then challenges many of the assumptions you bring with you. The greatest value for me was developing a much deeper understanding of the purpose of assessment. Rather than simply measuring learning, effective assessment should shape future learning, inform better teaching and help leaders make more thoughtful decisions. It is an intensive course, but one that has had a lasting influence on how I think about assessment and school improvement. I would recommend it to school leaders who want to move beyond assessment as accountability and towards assessment as a tool for improving learning.

This was one of the most enjoyable courses I completed through the Principals' Training Center because it provides a broad perspective on what makes schools genuinely effective. Rather than focusing on one aspect of leadership, it explores how the many different elements of a school fit together and the important role played by students, staff, parents and the wider community. One of the unexpected benefits was the people I met during the programme. The professional relationships and conversations were just as valuable as the course itself, and I am still in touch with several colleagues I met there. I would recommend this course to aspiring and experienced school leaders who want to step back from the day to day demands of leadership and think more strategically about creating a thriving school community.

This was the first course I completed with the Principals' Training Center, and it was a challenging introduction. Like the Assessment Leadership course, it is intensive and expects you to think deeply about the purpose of curriculum rather than simply its content. One of the biggest lessons for me was understanding that curriculum and assessment cannot be separated. You cannot have a meaningful curriculum without assessment, and you cannot have effective assessment without a well-designed curriculum. The course also introduced me to the principles of backwards design, encouraging leaders to begin with the desired learning outcomes before planning teaching and assessment. It fundamentally changed the way I thought about curriculum design and helped me see curriculum as a strategic leadership responsibility rather than simply an educational document.

This course probably sat closest to my own experience and interests, so I approached it with a reasonable level of confidence. Even so, I came away with plenty of new ideas and practical approaches that influenced my leadership. One of the biggest shifts in my thinking was around lesson observations. Rather than relying on traditional hour-long observations, the course reinforced the value of shorter, more frequent visits that build a richer picture of teaching over time. Those regular interactions also create more natural opportunities for coaching, professional dialogue and ongoing development, rather than observations becoming isolated, high-stakes events. Like several of the PTC programmes, the relationships I built during the course have endured, and I am still in touch with a number of colleagues from the cohort. I would recommend this course to any school leader responsible for developing teachers and improving the quality of teaching and learning.

Of the six PTC courses I completed, this was probably my favourite. It challenged me to think differently about leadership, not by focusing first on leading others, but by asking me to understand myself. The course creates space for honest self reflection, and at times that can be both humbling and emotional. It certainly was for me. However, that process reinforced a belief I have carried into my own leadership: if we expect to lead others well, we must first understand ourselves. Alongside the learning itself, I also built lasting professional relationships and remain in touch with several members of the cohort. I would recommend this course to any leader who wants to strengthen not only the way they work with teams, but also their understanding of who they are as a leader.

Of the PTC courses I have completed, this was probably my favourite. It challenged me to think differently about leadership, not by focusing first on leading others, but by asking me to understand myself. The course creates space for honest self reflection, and at times that can be both humbling and emotional. It certainly was for me. However, that process reinforced a belief I have carried into my own leadership: if we expect to lead others well, we must first understand ourselves. Alongside the learning itself, I also built lasting professional relationships and remain in touch with several members of the cohort. I would recommend this course to any leader who wants to strengthen not only the way they work with teams, but also their understanding of who they are as a leader.

This course is recommended because it focuses on the fundamental skills that underpin effective leadership in any organisation. Participants consistently value its practical approach, opportunities to learn alongside peers and emphasis on applying leadership skills in real workplace situations.