International Professional Qualification for School Leadership- IPQSL.

Transcription

1 International Professional Qualification for School Leadership- IPQSL. Programme Guide and Schedule for Modules 1 and 2 Country Garden Education Group. October 6 th 2016 October 10th Guangzhou, China. 1

2 UCL Institute of Education The UCL Institute of Education is the world s leading school for education and social science. Founded in 1902, it is today unique amongst faculties of education in its scale and in the depth and breadth of its expertise, unparalleled both in its impact nationally and in its work with education systems around the world. In the 2016 QS rankings, the IOE was placed first in the world for education for the third year running, ahead of Harvard, Stanford and Melbourne. IPQSL Programme Overview Delivered world-wide, IPQSL provides international recognition for leadership development and professional achievement. The programme is intended for senior leaders in schools, including, heads of year or curriculum, deputy/vice principals and newly appointed principals. These senior leaders will have cross-school and wholeschool responsibilities. They will also clearly understand the strategic priorities and direction of the school in order to lead and manage their areas of responsibility. The programme consists of four modules selected by the Country Garden Education Group. The modules will be taught in pairs over two, five-day teaching blocks. Between the five-day teaching blocks, participants will undertake a school based project. In addition, there will be monthly, online, activities and presentations to support the school based project work. Programme Modules Module Title Module Lead Delivery Date Module 1. Effective Whole School Leadership and Management Joyce Matthews October 6 th -8 th 2016 Module 2. Improving the Quality of Teaching Dr Robin Attfield October 8 th -10 th 2016 Module 3. Leading Professional Development Professor Peter Earley May 2017 Module 4. Leading Change and Improvement Professor Peter Earley May

3 Module 1: Effective Whole School Management and Leadership Purpose This module will consider the significance of leadership across the school and explore motivations and behaviours that leaders bring to their role, including values and beliefs. This module will also focus on the senior leader s role in the effective management of the school processes and systems with an emphasis on managing teacher performance, behaviour, resources, health, safety, welfare, and the curriculum. Participants will look at how they apply their leadership in the workplace to address school improvement priorities. They will explore how they can ensure that all staff achieve their best. The ability to support the efficient management of resources (and where appropriate finances) will be considered. Using research findings, diagnostic tools and examples from practice, leaders will increase their understanding of their own leadership so they can build on their strengths and address development areas. What leaders will know on successful completion: Principles and practice of leadership in different contexts and roles, particularly in relation to senior leadership. Characteristics of highly effective leadership and the importance of emotional intelligence. Performance cultures that motivate staff and promote school improvement Knowledge of their own leadership, including strengths and areas for development Curriculum requirements/frameworks and freedoms strategies for effective professional development How to create and sustain a positive working culture. What leaders will be able to do on successful completion: Build the resilience and personal resources needed for effective leadership Improve their leadership effectiveness and strategies for learning in order to address school priorities Build confidence and self-assurance based on a realistic understanding of their abilities and strengths Develop strategies for reflection, self-awareness and a focus on personal improvement Prioritise more effectively Model effective leadership, seeking and acting on feedback Develop and implement their own leadership learning plan Work with other leaders to design and implement agreed frameworks for consistent performance Management and appraisal. 3

4 Module 2: Improving the Quality of Teaching Purpose In this module participants will review the international research evidence about leading and improving teaching. The module will look at how to improve teaching and learning across the school through the development and implementation of school wide policies, models of teaching and approaches to evaluating pupil progress. Participants will learn how to identify outstanding teaching, develop strategies to sustain and improve teaching and work with staff to develop their practice. Consideration will be given to working with other leaders to achieve these outcomes. The module will look at strategies to evaluate practice and how to support and challenge team leaders to improve their leadership of teaching and learning. The module considers how senior leaders work directly with teachers to improve and sustain performance. What leaders will know on successful completion: Effective pedagogy, including the achievement of outstanding teaching and learning and pupil progress International research and evidence on leading teaching and learning Lesson observation and strategies for improving performance whole-school data analysis Inspection frameworks and their relationship with teaching and learning How to support and challenge others to make improvements Classroom management to achieve high-quality teaching and positive behavior What leaders will be able to do on successful completion: Lead on, and be accountable for, school-wide initiatives to improve teaching and learning Support and challenge team leaders with responsibility for teaching quality Work with other school leaders to develop a collective understanding of the characteristics of outstanding teaching and how to achieve outstanding teaching Contribute to the school s strategic planning by providing an analysis of strengths and weaknesses in teaching and learning and be able to propose improvement actions Work with team leaders to implement school policy and strategy for lesson observations, performance management and appropriate professional development Develop understanding with team leaders of how to track pupil progress and make judgements about the quality of learning Develop and promote a coaching and mentoring culture focused on improving teaching Analyse and report on the quality of teaching and learning across the school 4

5 Module 3: Leading Professional Development Purpose This module will enable leaders to know how to design and implement a strategy for professional development that engages all staff and supports their leadership development in order to improve the quality of teaching, learning and outcomes for pupils. They will understand how professional development can enable staff to perform at their best. Participants will consider needs analysis in the context of school improvement priorities along with individual professional needs. Using research evidence, consideration will be given to a range of professional development opportunities available and their links to impact. What leaders will know on successful completion: The role of leaders in supporting and promoting a culture of continuing professional development linked to improvement Effective performance management and appraisal systems and their relationship with professional development and school improvement Research evidence about adult learning and effective professional development Professional development linked to improvement and impact Collaborative learning within and across schools Creating and developing professional learning communities What leaders will be able to do on successful completion: Plan a professional development strategy that leads to school improvement Work with other leaders to undertake individual, whole-school and/or partnership needs analyses Create and sustain professional learning and coaching cultures Plan and carry out impact evaluation of professional development Use data to monitor the cost-effectiveness and added value of professional development 5

6 Module 4: Leading Change and Improvement Purpose This module will teach participants the essential knowledge linked with leading change in order to achieve school improvement. Participants will review case studies and accounts of practice to evaluate how leaders implement change for improvement and consider a range of approaches to leading change for improvement (including models from Michael Fullan, John Kotter and G Bridge). Building on Michael Fullan s research work and using one of his analytical tools, participants will develop their own knowledge to help them lead change in their teams. What leaders will know on successful completion: How organisations change to improve the characteristics of successful and unsuccessful change programmes International evidence relating to effective change, including different ways of approaching change Leadership and management processes and tools that support change in schools How team leaders contribute to and influence school-wide change Professional qualities of effective team leadership in changing situations What leaders will be able to do on successful completion: Use the essential components of leading effective change to secure continuous improvement that is linked with the school s strategic plan Implement change that is consistent with the school s improvement priorities Lead and support team members in implementing change Articulate the reasons for and benefits of particular change Inspire, support and influence team members when there is a fear of or reluctance to change Use research evidence and practical examples to make informed decisions about the direction and pace of change 6

7 Programme Assessment IPQSL is underpinned by a competency framework which defines the characteristics that are needed to be effective in senior levels of school leadership, including knowledge, skills, attitudes and ability which are expressed in actions or behaviours. The assessment activities are based on these competencies: IPQSL Competencies Educational excellence Delivering continuous improvement Modelling excellence in teaching Learning focus Operational management Analytical thinking Holding others to account Information seeking Strategic leadership Self-awareness and selfmanagement Personal drive and accountability Impact and influence The award of the IPQSL certificate requires participants to: Attend each of the programme workshops for all four modules. Attend the monthly online activities. Complete each module assessment. Complete all the module activities including the required pre-reading. Undertake an individual or 360 degree based assessment on leadership behaviours. Complete the final assessment. Final Assessment (To be completed between October 2016 and May 2017) The final assessment will be based on a strategic leadership project undertaken within the participant s own school. The project should be based on the learning from IPQSL and will require a report to be submitted that includes evidence of class-room observation. An individual presentation will be required during the final part of the programme. During the final assessment presentation participants will need to demonstrate they are able to deliver successful and sustainable school improvement within their school and demonstrate how the programme has contributed to improvement of their own leadership skills. The IPQSL could be used towards a Masters qualification at UCL providing that entry requirements are met. 7

8 Recommended Pre-Reading All participants are requested to read the following booklet before attending the first week of teaching. This is an invaluable starting point for any study of leadership. Seven strong claims about successful school leadership This report summarises what makes a successful school leader: School leadership is second only to classroom teaching as an influence on pupil learning Almost all successful leaders draw on the same basic leadership practices The ways in which leaders apply these basic leadership practices show responsiveness to the contexts in which they work School leaders improve teaching and learning most powerfully through their influence on staff motivation, commitment and working conditions School leadership has a greater influence on schools and students when it is widely distributed Some patterns of distribution are more effective than others A small handful of personal traits explains a high proportion of the variation in leadership effectiveness 8

9 Programme Schedule Thursday October 6th 2016 Module 1. Effective Whole School Leadership & Management (Part 1) 08: Programme Launch The Importance of Leadership Morning break Topics Aims and Objectives UCL Institute of Education The International Context How will we work together? Hope and expectations Facilitation approach The UCL Moodle Protocols Assessment requirement The Ideal school Lunch What does a highly effective school leader look like? Afternoon break Characteristics of a good leader Emotional Intelligence Leadership strengths Personal leadership development Leadership and management Leadership & management definitions and differences. Time management Leadership development planning Setting of overnight review tasks (homework) Facilitators available for informal discussion. 9

10 Programme Schedule Friday October 7 th 2016 Module 1. Effective School Topics Management (Part 2) 08: Vision and values Preview//Review School vision in words actions, and culture. Values Moral purpose Morning break Leadership Styles Identification of 6 different styles and when to apply. Identification of personal leadership style Context and leadership style Lunch Creating impact and influence Understanding how to communicate with impact and influence. Developing personal impact and presence. Scenario based activity Afternoon break Context and culture Differences between context and culture. Culture theory Handy Improvement strategies Setting of overnight review tasks (homework) Facilitators available for informal discussion. 10

11 Programme Schedule Saturday October 8 th 2016 Module 1. Effective School Management (Part 3) Topics 08: Managing / Leading yourself Preview/Review Understanding stress response and consequences Morning break The Assessment Activity Action Research Appreciative Enquiry Basic Research methods Module 2. Improving the Quality of Teaching (Part 1) Lunch What sort of learners do we want to teach? Afternoon break Effective teaching for effective learning Setting of overnight review tasks (homework) Importance of teaching research findings Should we focus on teaching or learning? What sort of learners do we want? What is needed for effective lessons? The role of the senior leader in promoting effective teaching and learning (introductory) Facilitators available for informal discussion. 11

12 Programme Schedule Sunday October 9 th 2016 Improving the Quality of Teaching (Part 2) 08: Observing lessons Review/Preview Skills in lesson observation Observation and analysis of a lesson (video) Morning break Giving effective feedback Skills in developing effective feedback Practising giving feedback Lunch Differentiation and identifying student needs Afternoon break How are students different? Gifted and talented Purposes of the programme assessment Initial planning for inter-sessional project work Importance of the assessment activity Formative assessment Action Research Setting of overnight review tasks (homework) Facilitators available for informal discussion. 12

13 Programme Schedule Monday October 10 th 2016 Improving the Quality of Teaching (part 3) 08: Integrating assessment, teaching and learning (1) Morning break Integrating assessment, teaching and learning (2) Lunch The use of data Gathering and using data to promote quality across the school Monitoring and evaluating the quality of teaching and learning Review/Preview Writing effective lesson plans Student involvement in learning Formative assessment Formative assessment practical strategies for teaching and learning in different parts of a lesson The use of data (introduction) Data analysis Methods of evaluation, work scrutiny, interviews, questionnaires, learning walks, Within school variation The role of the senior leader in quality assurance 15: Afternoon break Concluding activities Agreeing final assessment project titles 13

14 Between Module Online Activities Between October and May, participants will be expected to complete their strategic leadership project. Monthly, online conferences will be held to support that activity. Each conference will last a maximum of 90 minutes and will be presented by the facilitator team in partnership with a guest lecturer. The conferences will be delivered through the University College London IOE learning platform. Date Title Presenters November (to be confirmed) TBC December TBC January TBC February TBC March TBC April TBC An Introduction to the IOE Moodle and 360 degree feedback system. Project Support Primary School Leadership and Early Childhood Project Support School Inspection and evaluation Project Support Global Cities Leadership Project support Leadership of Inclusion and Special Educational Needs Project support Preparing for final assessment Project support. Jonathan Dale Joyce Matthews Dr Robin Attfield Dr Lizbeth Bullough Jonathan Dale Joyce Matthews Dr Melanie Ehren Jonathan Dale Dr Robin Attfield Dr Karen Edge Jonathan Dale Joyce Matthews Prof. Max Coates Jonathan Dale Dr Robin Attfield Jonathan Dale Joyce Matthews Dr Robin Attfield 14

15 Programme Facilitators Joyce Matthews Joyce has 29 years of experience working in the education sector. Joyce was an Advisory Teacher in a metropolitan authority with responsibilities for school improvement and pedagogical development across 81 schools serving 64,000 young people. A former teacher, Joyce combines extensive classroom and leadership experience with facilitation, coaching and consultancy to design professional learning and development for teachers, leaders and system leaders. Her unique qualifications and experience of working in the primary and secondary sectors have led to her work with school leaders from India, Malta, China, Japan, Canada, Zambia, Brunei and in the UK. Joyce has worked for the UK National College for Teaching and Leadership for five years as a lead facilitator on number of National and International Programmes including NCTL s facilitator training and development programme. She now works as a facilitator and school improvement specialist for the IOE s London Centre for Leadership in Learning. Joyce will lead Module 1, Effective Whole School Leadership and Management. Dr Robin Attfield Robin has a very wide range of school education experience. He started his career as a school teacher and was then promoted through a number of leadership roles to Headteacher (School Principal). He is proud to have been the headteacher of three different schools in the UK including an international school. He was also the senior advisor on leadership to Lancashire, a large education authority in England. Before his most recent headship he worked for England s National College for School Leadership as Assistant Director with the responsibility for all aspects of the National Professional Qualification for Headship which was a mandatory programme for trainee head teachers in England. He has worked around the world on school leadership development, school inspection and school improvement. and now works for IOE s London Centre for Leadership in Learning specialising in international leadership development and school system improvement. Robin will lead Module 2, Improving the Quality of Teaching 15

16 Professor Peter Earley Peter is Professor of Educational Leadership and Management and is Director of Academic Affairs in the London Centre for Leadership in Learning at the UCL Institute of Education. His central research interests are leadership, school improvement, professional development, inspection, self-evaluation and school governance. Recent externally-funded research and evaluation projects include: effective headteacher performance management (2013); the changing landscape of educational leadership in England (2012); the experiences of new headteachers (2011); an evaluation of the NPQH programme (2010); and a review of fast-track or accelerated leadership development programmes (2009). His most recent books are: Exploring the School Leadership Landscape: changing demands, changing realities (Bloomsbury, 2013), Accelerated Leadership Development: fast-tracking school leaders, (IOE, 2010 with Jeff Jones) and Helping Staff Develop in Schools (Sage, 2010 with Sara Bubb). Professor Peter Earley will lead Module 3 and Module 4 in Guangzhou in May Jonathan Dale Jonathan is Director for International Leadership Development at the London Centre for Leadership in Learning, UCL Institute of Education. Prior to this, he was a Director of the National College for Teaching and Leadership in England. He has significant experience of delivering international educational leadership initiatives that contribute to education systems reform. Recent work included a Government of India project to build leadership capacity through establishing regional centres of excellence for leadership development. He has overseen the delivery of similar initiatives in the Middle East, Asia and EU. He has also worked extensively with the International School sector. Other NCTL senior roles included Director of E-Learning, and he was responsible for designing many of NCTL s award winning programmes and national qualifications. Jonathan will contribute to the delivery of the programme during the first teaching block in October. 16