National Professional Qualification for Senior Leadership Final Assessment Guidance for Participants and Sponsors

Transcription

1 Natinal Prfessinal Qualificatin fr Senir Leadership Final Assessment Guidance fr Participants and Spnsrs 1

2 NPQSL Final Assessment Guidance fr Participants and Spnsrs Cntents Page Overview f the final assessment prcess 3 Spnsrship 3 NPQSL cmpetency framewrk 4 Final assessment task ne: Clsing the gap 6 Prviding cmpetency-based evidence 8 Participant s submissin f evidence fr task ne 9 Spnsr s submissin fr task ne 11 Referral t headteacher fr sign-ff fr task ne 12 Final assessment task tw: leading a schl imprvement pririty acrss yur schl 16 Prviding cmpetency-based evidence 18 Participant s submissin f evidence fr task tw 19 Spnsr s submissin fr task tw 22 Referral t headteacher fr sign-ff fr task tw 23 Registering fr final assessment 29 Award f NPQSL 29 Appendix 1 NPQSL cmpetencies 31 2

3 Overview f the final assessment prcess Graduatin frm NPQSL will demnstrate yur ability t be an effective senir leader. The NPQSL final assessment prcess has been designed t enable yu t demnstrate that yu can deliver successful and sustainable schl imprvement in yur wn schl setting and can use the experience t reflect upn and imprve yur wn leadership cmpetencies. NPQSL final assessment is cmpetency-based, testing the key cmpetencies that are required fr successful senir leadership. The final assessment prcess will cmprise f tw assessed tasks drawn frm yur wrk in which yu lead acrss yur schl. Firstly, there will be a written assignment linked t the essential mdule fr Educatinal Excellence Clsing the gap. The secnd task will be leading, fr an extended perid, n a schl imprvement pririty. This task must be linked int the schl s imprvement pririties and prduce demnstrable psitive impact and sustainable change. Fr the tasks yu will be expected t draw upn yur practical experience, research and schl evidence t infrm yur leadership decisin making. Yu will als be expected t apply yur learning frm the essential (Educatinal Excellence Clsing the gap, Strategic Leadership Succeeding in senir leadership) and elective mdules yu have cmpleted and t draw upn yur knwledge and expertise in relevant natinal plicy pririties. Bth tasks will include written evidence/apprpriate dcumentatin submitted by yu and further evidence/verificatin frm yur spnsr and headteacher. Yu are required t submit bth tasks at the same time. Yu will need t bk yur final assessment in advance. Yu shuld d this as early as pssible fllwing the guidance set ut belw in Registering fr final assessment. Spnsrship The tasks yu submit fr Final Assessment fr NPQSL will need t be verified by senir leaders in yur schl. Fr this purpse yu will need a spnsr wh will verify yur wrk and the evidence prvided in yur submissin t help t cnfirm yur effectiveness as a senir leader. Yur headteacher will need t agree t the spnsr. Wh shuld be nminated as a spnsr fr NPQSL? The spnsr is required t cmplete tw task-related frms t verify that yur evidence is accurate and t prvide further testimny f hw yu demnstrated evidence f cmpetence as a senir leader in undertaking the tasks. The frms shuld be cmpleted by a senir leader (yur line manager r a leader f equivalent senirity) wh is in a psitin t knw the wrk yu have dne well, has a gd knwledge f hw yu lead acrss the schl and wh is able t assess yur achievements and the impact f yur leadership. The additinal evidence prvided by the spnsr will be assessed alngside yur submissin. It is therefre very imprtant that yu: 3

4 ensure that yur spnsr reads the guidance prvided carefully discuss yur tasks and yur submissins with yur spnsr. Where yur spnsr is nt the headteacher f yur schl, the headteacher will als need t sign the frm t validate the evidence. Further details are prvided belw n the submissin prcess. NPQSL Cmpetency Framewrk NPQSL is underpinned by a cmpetency framewrk f 19 cmpetencies. These cmpetencies define the characteristics that are needed t be successful schl leaders. In preparing fr develpment and final assessment fr NPQSL it is imprtant t read and understand the cmpetencies in the Cmpetency framewrk there is a descriptin f each cmpetency and a statement as t Why it matters fr thse t be tested in Appendix 1. The cmpetencies include characteristics that are needed fr highly effective leadership, including knwledge (including specific technical knwledge), skills, mtives and ability which are expressed in actins r behaviurs: Knwledge is what a persn knws abut a particular area, fr example, strategies fr imprving teaching and learning, ways f managing financial and human resurces, and prject management fr planning and implementing change, perfrmance management and legal issues relating t emplyment r child prtectin. Skills are things a persn knws hw t d well t achieve a gal, fr example, cllecting and analysing data, mnitring prgress, using new technlgies, planning, cmmunicating, getting cmmunity feedback and carrying ut accurate self-assessment. Mtives may be expressed in a persn s values such as what he/she believes in r what he/she believes it is imprtant t d, fr example, cmmitment t the pursuit f excellence, wrking in a cllabrative way, insisting n a safe and healthy wrking envirnment r thrugh preferences (such as achievement r affiliatin), fr example, a persn with a strng achievement mtive will cntinuusly want t achieve and make things better. Ability cvers bth a persn s ability t think and act ratinally and t use their emtinal intelligence, fr example, identifying trends in perfrmance, using schl self-review t make sund decisins, and the ability t build effective teams. Ability can be affected thrugh the wrking f the emtins and changed thrugh self-awareness and self-management f these. The 19 cmpetencies in the framewrk are gruped int three areas that reflect key dimensins f highly effective leadership, as demnstrated thrugh research evidence: Strategic leadership: highly effective schl leaders have a strng sense f directin: they understand the visin fr the schl and have a clear sense f hw t 4

5 cntribute t achieve the visin. They can lead successfully in a highly autnmus and accuntable system. Educatinal excellence: highly effective schl leaders have the leadership f teaching at the heart f their wrk: they can lead effectively in a self-imprving system t deliver high-quality utcmes fr all pupils and students. Operatinal management: highly effective schl leaders have very effective systems and prcesses that are cnsistently applied by their teams: they manage their respnsibilities t ensure efficient and effective use f resurces and achieve a fit-fr-purpse rganisatin. Figure 1: Three areas f cmpetency Strategic Leadership Self-awareness Persnal drive Integrity Resilience and emtinal maturity Cnceptual thinking Future fcus Impact and influence Educatinal Excellence Delivering cntinuus imprvement Mdelling excellence in leadership f teaching and learning Learning fcus Serving thers Brad rganisatinal understanding Partnership wrking Inspiring thers Operatinal Management Infrmatin seeking Analytical thinking Relating t thers Hlding thers t accunt Develping thers Nt all f the 19 cmpetencies will be directly tested in the final assessment prcess. There will be a fcus upn assessing the leadership cmpetencies which research shws are critical fr successful senir leadership. The nine cmpetencies t be tested fr NPQSL are: Figure 2: Educatinal Excellence Delivering cntinuus imprvement Mdelling excellence in leadership f teaching and learning Learning fcus Strategic Leadership Impact and influence Self-awareness Persnal drive Operatinal Management Infrmatin seeking Analytical thinking Hlding thers t accunt 5

6 TASK 1 Final assessment task ne: Clsing the gap This task is directly related t yur learning frm the essential mdule Clsing the gap. Frm this mdule yu will learn hw t use different surces f infrmatin/data and a cntext related (Early Years Fundatin Stage, Primary, Primary cluster, Secndary, Special) data analysis tl t identify gaps in achievement and attainment. The gaps may relate t variatins within and between schls r between specific grups f pupils. The mdule als prvides yu with a range f effective leadership strategies and behaviurs t clse the gap (Clsing the gap leadership framewrk). These leadership strategies and behaviurs relate t three rles: Navigatr Awareness, Acceptance and Advcacy Manager Analysis, Actin and Applicatin Partner Aspect, Alignment and Area fcus. The mdule includes a case study shwing the wrk f a senir leader in the gap, leadership activities and reflective questins t enable yu t examine and develp yur wn leadership strategies and behaviurs (the nine As) fr Clsing the gap. In additin the mdule prvides tls t help yu t identify gaps in achievement and attainment in yur schl, t priritise the gaps fr clsure and t develp, implement and mnitr the impact f an actin plan fr the gap yu have decided is the pririty t fcus n. As well as mnitring the impact f yur plan n the pupils, yu are als encuraged t mnitr and review yur leadership strategies and behaviurs (the nine As) as yu lead n Clsing the gap. The mdule presents yu with numerus pprtunities fr learning, including sme ptinal and cmpulsry leadership activities. This task is cnstructed arund the leadership activities and the tls that are prvided fr yur use. The task will test fur leadership cmpetencies: Figure 3: Educatinal Excellence Strategic Leadership Operatinal Management Learning fcus Self-awareness Infrmatin seeking Analytical thinking The descriptins f the fur leadership cmpetencies tested can be fund in Appendix 1. 6

7 Six key elements f the task: i. The requirements f the mdule are that yur actin plan shuld be implemented fr a sufficient perid t enable yu t reflect upn and recrd the impact yu have made. The task may therefre need t be undertaken ver a perid f abut a term. ii. iii. iv. Infrmatin seeking: prduce a shrt synthesis f hw yu sught infrmatin relating t yur Clsing the gap pririty and strategies t address it in yur schl t demnstrate the cmpetency Infrmatin seeking (see belw fr further guidance). Infrmatin analysis: prduce a shrt synthesis f hw yu analysed infrmatin t identify the gaps, yur Clsing the gap pririty and the underpinning issues, t demnstrate the cmpetency Analytical thinking (see belw fr further guidance). Develp an actin plan using the leadership actin plan tl t utline the strategies t clse the gap and schl evidence t measure their impact, t demnstrate the cmpetency Learning fcus (see belw fr further guidance). Use the fllwing dcuments: navigatin task dcument management task dcument partnership task dcument Clsing the gap leadership actin plan v. Using the findings frm mnitring yur actin plan reflect upn and recrd the impact yu have made in relatin t the gap yu identified. Yur recrd shuld include evidence f ne r mre f the fllwing: imprved pupil prgress and persnal develpment imprved attainment imprved teaching imprved pupils behaviur and safety imprved attendance imprved resurce efficiency (financial, human r envirnmental resurces) If yur actin plan is being implemented ver a lnger perid f time yur written reflectins shuld als address next steps and hw yu will measure the cntinuing impact yu will have n the gap identified. vi. Yu are required t demnstrate imprvements in yur leadership and in the leadership cmpetencies. Prduce a shrt synthesis f what yu have learnt abut yurself as a senir schl leader t demnstrate the cmpetency Self-awareness (see belw fr further guidance). Yu shuld als assess yur effectiveness in using the Clsing the gap leadership framewrk (the nine As leadership strategies and behaviurs intrduced in the mdule). 7

8 Special circumstances If yur cntext, such as a small schl, des nt prvide yu with an pprtunity t examine a wide range f evidence fr a Clsing the gap pririty yu culd cnsider wrking acrss a cluster, Teaching Schl Alliance r Federatin. As the requirements f the task include implementing yur actin plan fr a sufficient perid t enable yu t reflect upn and t recrd the impact yu have made; t cmplete the task yu will need t wrk n the Clsing the gap pririty fr abut a term. Shuld yu change schls yu may need t cnsider whether undertaking the task in yur new schl is mre likely t enable yu t meet the requirements. Prviding cmpetency-based evidence fr task ne and develping as a schl leader Yu shuld begin by reading the descriptins f the fur leadership cmpetencies t be tested in Appendix 1 and then cnsider the further advice which relates directly t senir leadership set ut belw: Undertaking the task shuld enable yur further develpment in Educatinal Excellence and yu shuld be able t demnstrate in yur submissin fr assessment: Learning fcus, including keeping learning and pedaggy at the cre f the whle schl curriculum and yur leadership practice. Yu have strng knwledge and understanding f learning theries and pedaggies and use these t enhance the experience f all learners, t explre new appraches in teaching and learning and t establish a culture f dialgue and engage thers in cllabrative learning. Yu take n and lead challenging initiatives t imprve teaching practice and learning, set specific teaching and learning bjectives fr yurself and thers and encurage and prmte thers t shw leadership and take risks, explring and adpting innvative appraches t teaching and learning Undertaking the task shuld enable yur develpment in Strategic Leadership and yu shuld be able t demnstrate in yur submissin fr assessment: Self-awareness, including cntinuusly seeking understanding f yur strengths and develpment needs and f yur feelings and situatins that aruse strng emtins fr yu. Yu demnstrate that yu understand hw yur wn behaviur impacts n thers and that yu can manage yur emtinal triggers apprpriately. Yu actively seek feedback t becme mre self-aware. Yu take decisins based upn self-awareness, invlving thers when they are better placed t accmplish particular tasks/bjectives Undertaking the task shuld enable yur develpment in Operatinal Management and yu shuld be able t demnstrate in yur submissin fr assessment: 8

9 Infrmatin seeking, including hw yu systematically gather infrmatin frm a wide range f surces t stay in tuch with headline develpments in the educatin sectr and t identify lnger term trends and infrm planning. Yu seek infrmatin t understand issues/situatins and make decisins; as well as using easily available infrmatin yu dig deeper, btaining data r feedback t develp a deeper understanding and a wider perspective Analytical thinking, including analysing cmplex data and understanding issues/situatins by breaking these dwn int cnstituent parts and identifying chains f events and cause and effect relatinships between several aspects f a prblem. Yu priritise what needs t be dne and use a range f analytical methds t identify and weigh up the merits f different slutins and t create cmplex plans in which pssible bstacles have been addressed Submissin f evidence The submissin fr assessment will be in tw parts: yur submissin fr assessment yur spnsr s/headteacher s submissin fr assessment based n bth bservatin f yur leadership f the Clsing the gap task and yur submissin fr assessment Yur submissin fr assessment Yur submissin fr assessment will cmprise: electrnic frm supprting evidence in dcuments 1-5 listed belw and ther relevant actual schl dcuments Yu shuld cmplete the electrnic frm (illustrated in figure 4) t prvide details f yur Clsing the gap task and why yu chse it, and any cmmentary yu wish t prvide in respect f Dcument 3 (see belw). If yu chse t include any dcuments/extracts frm schl dcuments in additin t dcuments 1-5 yu shuld list these n the frm in clumn 3. Yu are able t chse what additinal supprting dcuments yu submit, subject t the page limits set ut belw. Yur supprting dcuments shuld be capable f being submitted electrnically. Please number yur supprting dcuments (fr example, 6, 7, 8) and anntate any key sectins that yu refer t in dcuments 1-5 (fr example, 6a, 6b, 6c) t enable yur spnsr/headteacher and the assessrs t find yur supprting evidence easily. Taking accunt f guidance given abve n the Six key elements f the task and Prviding cmpetency-based evidence fr task ne and develping as a schl leader yu shuld ensure that yur submissin cvers: 9

10 Dcument 1 Infrmatin seeking: hw yu sught infrmatin relating t yur Clsing the gap pririty and strategies t address it in yur schl t demnstrate the cmpetency Infrmatin seeking. In prviding yur evidence take accunt f the advice given abve n this cmpetency. Dcument 2 Analytical thinking: hw yu analysed infrmatin t identify the gaps, yur Clsing the gap pririty and the underpinning issues, t demnstrate the cmpetency. In prviding yur evidence take accunt f the advice given abve n this cmpetency. Dcument 3 Learning fcus: include the fllwing dcuments navigatin task management task partnership task Clsing the gap leadership actin plan In prviding yur evidence take accunt f the advice given abve n this cmpetency and use the apprpriate sectin f the frm t prvide any cmmentary that is necessary. Dcument 4 Learning fcus: yur recrd f yur impact in relatin t yur Clsing the gap pririty. Yur written accunt shuld include evidence f ne r mre f the fllwing: imprved pupil prgress and persnal develpment imprved attainment imprved teaching imprved pupils behaviur and safety imprved attendance imprved resurce efficiency (financial, human r envirnmental resurces) If yur actin plan is being implemented ver a lnger perid f time yu shuld als address next steps and hw yu will measure the cntinuing impact yu will have n the gap identified. When prviding yur evidence take accunt f the advice, given abve, n this cmpetency. Dcument 5 Self-awareness: yur evaluatin f imprvements in yur leadership and in the leadership cmpetencies as a result f leading the Clsing the gap pririty. In prviding yur evidence take accunt f the advice given abve n this cmpetency and als assess yur effectiveness in using the Clsing the gap leadership framewrk (the nine As leadership strategies and behaviurs intrduced in the mdule). Dcuments 1, 2, 4 and 5 can be in a frmat yu chse, subject t the page limits belw. Dcument 3 cmprises fur frms t be dwnladed frm the mdule and these shuld be submitted in the pre-set frmat. 10

11 Length f submissin When submitting yur written evidence f yur Clsing the gap wrk, the frm plus the dcuments (dcuments 1-5, actual schl dcuments and extracts frm schl dcuments), must nt exceed 22 sides f A4. The frm and dcument 3 (fur frms) will be prvided in a pre-set frmat and yu shuld nt reduce the fnt size. Fr ther dcuments the verall page limit is based upn the use f a fnt n smaller than size 10 fr Arial, Tahma r equivalent. In the event f a submissin exceeding these limits the additinal pages will nt be assessed. Yu are advised nt t exceed fur sides n the frm as yur supprting dcuments (dcuments 1-5, actual schl dcuments and extracts frm schl dcuments) will prvide imprtant direct evidence f yur wrk and cmpetence. One f the skills needed in schl leadership is the ability t present cmplex infrmatin clearly and succinctly. Yu shuld explain clearly what yu did and why yu did it. It is suggested yu use active rather than passive sentence cnstructins and yu use I rather than we when describing what yu did yurself (fr example, I did x, then I did y). Yu need t agree with yur spnsr that yu are ready t submit. When yur frm and the supprting dcuments are cmplete yu shuld these t yur spnsr, tgether with a cpy f this guidance, t enable her/him t cmplete her/his sectins f the frm. Yu shuld ensure that yur spnsr is aware f this prcess and that she/he is expecting the frm yu and will be required t submit the dcumentatin t the headteacher nce she/he has cmpleted the relevant sectins. Yu shuld als make sure that yur spnsr has a generus amunt f time t cmplete these sectins f the frm befre the deadline fr submissin. Spnsr s submissin Spnsrs are asked t verify the evidence yu submit and give his r her wn assessment f yur leadership f the Clsing the gap pririty, the psitive utcmes fr the schl, and f yur leadership develpment. They will be asked t give an evaluatin f yur leadership f the pririty based upn bth his r her bservatin f yur leadership in schl and their reading f yur submissin fr assessment. In cmpleting their sectins f the frm spnsrs are asked: t read the full descriptins f the fur cmpetencies being tested (Appendix 1) t read the further cmpetency statements n the frm which directly relate t senir leadership 11

12 t read the guidance fr participants n undertaking the Clsing the gap task and submitting evidence fr assessment as spnsr, t verify the evidence prvided by the participant and t give an assessment f the participant s leadership f the Clsing the gap pririty acrss the schl in relatin t the leadership cmpetencies being tested (clumn 4) as spnsr, t verify the evidence prvided by the participant n utcmes, t cnfirm the accuracy f the quantified evidence and t evaluate the psitive impact f their leadership in the schl (clumn 4) as spnsr, t cmment n key aspects f their develpment in the fur leadership cmpetencies (clumn 4) T award the mst apprpriate grade (clumn 4) frm the scale set ut belw t reflect the extent t which the participant has used the pprtunity f leading the pririty t cnslidate their learning frm the Clsing the gap essential mdule, and the degree f prgress the participant has made in develping the leadership cmpetency: Very gd: participant made full use f the pprtunities fr develpment and made utstanding prgress in leadership develpment Gd: participant made use f many pprtunities fr develpment and made significant prgress in leadership develpment Mderate: participant made sme use f the pprtunities fr develpment and made sme prgress in leadership develpment Pr: participant made limited use f the pprtunities fr develpment and limited prgress. When the spnsr has cmpleted and signed the frm; the frm and the supprting dcumentatin shuld be frwarded t the headteacher fr sign-ff. In sme cases the spnsr may als be the headteacher and this shuld be indicated n the frm. Referral t headteacher fr sign-ff The headteacher will have the pprtunity t review all f the evidence and the judgements made befre signing-ff the frm/supprting dcumentatin fr submissin fr assessment. When the headteacher has signed the frm; the frm and the supprting dcuments shuld be submitted by yu, electrnically, t meet the deadline (see Registering fr final assessment belw). The frm will need t be scanned t ensure all the signatures are included. Yu are required t submit tasks ne and tw at the same time. 12

13 Figure 4: NPQSL task ne: Clsing the gap Name f participant. Name f spnsr Rle f spnsr Leadership cmpetency Yur Clsing the gap pririty and why yu chse it. Participant evidence and cmmentary Participant dcument numbers / sectin references Spnsr verificatin, additinal evidence and grade Very gd / Gd / Mderate /Pr Infrmatin seeking, including hw yu systematically gather infrmatin frm a wide range f surces t stay in tuch with headline develpments in the educatin sectr and t identify lnger term trends and infrm planning. Yu seek infrmatin t understand issues/situatins and make decisins; as well as using easily available infrmatin yu dig deeper, btaining data r feedback t develp a deeper understanding and a wider perspective. Dcument 1 Spnsr grade: 13

14 Analytical thinking, including analysing cmplex data and understanding issues/situatins by breaking these dwn int cnstituent parts and identifying chains f events and cause and effect relatinships between several aspects f a prblem. Yu priritise what needs t be dne and use a range f analytical methds t identify and weigh up the merits f different slutins and t create cmplex plans in which pssible bstacles have been addressed. Learning fcus, including keeping learning and pedaggy at the cre f the whle schl curriculum and yur leadership practice. Yu have strng knwledge and understanding f learning theries and pedaggies and use these t enhance the experience f all learners, t explre new appraches in teaching and learning and t establish a culture f dialgue and engage thers in cllabrative learning. Yu take n and lead challenging initiatives t imprve teaching practice and learning, set specific teaching and learning bjectives fr yurself and thers and encurage and prmte thers t shw leadership and take risks, explring and adpting innvative appraches t teaching and learning. Dcument 2 Dcument 3 Dcument 4 Spnsr grade: Spnsr grade: 14

15 Self-awareness, including cntinuusly seeking understanding f yur strengths and develpment needs and f yur feelings and situatins that aruse strng emtins fr yu. Yu demnstrate that yu understand hw yur wn behaviur impacts n thers and that yu can manage yur emtinal triggers apprpriately. Yu actively seek feedback t becme mre self-aware. Yu take decisins based upn selfawareness, invlving thers when they are better placed t accmplish particular tasks/bjectives. Als assess yur effectiveness in using the Clsing the gap leadership framewrk (the nine As leadership strategies and behaviurs intrduced in the mdule). Dcument 5 Spnsr grade: Participant s signature. Date.. Spnsr s signature Date.. I cnfirm this submissin (frm and supprting dcuments) is accurate and verify all the evidence it cntains Headteacher s signature Date.. 15

16 TASK 2 Final assessment task tw: leading a schl imprvement pririty acrss yur schl This task will enable yu t demnstrate that yu can lead acrss the schl t deliver successful and sustainable schl imprvement and that yu can use the experience t reflect upn and imprve yur wn leadership cmpetencies. The task will test seven leadership cmpetencies: Figure 5: Educatinal Excellence Delivering cntinuus imprvement Mdelling excellence in leadership f teaching and learning Strategic Leadership Impact and influence Self-awareness Persnal drive Operatinal Management Analytical thinking Hlding thers t accunt The full descriptins f these seven leadership cmpetencies tested can be fund in Appendix 1 and yu shuld begin by reading these. There will be further guidance belw n these cmpetencies and n hw yu will be able t develp these and then demnstrate them when presenting fr final assessment. Ten key elements f the task: Yu are required t lead acrss the schl fr an extended perid (a minimum f tw terms) n an actual schl imprvement pririty. The task needs t be cmpleted within a 12 mnth perid and must be sufficiently advanced by the time f submissin fr yu t demnstrate sustainable imprvement. The imprvement pririty selected shuld be in the schl imprvement plan r similar whle schl plan, shuld nt be linked t the pririty selected fr task ne and yu will implement it acrss the schl. The schl imprvement pririty yu select shuld be ne that is sufficiently ambitius and challenging t enable yu t demnstrate yur fcus upn imprving teaching and learning and psitive utcmes fr pupils, t develp as a leader and t prvide evidence f the seven cmpetencies tested in the task (see belw fr further specific guidance). Yu shuld think abut and plan in advance: hw yu will undertake the task, including cnsidering yur expectatins fr imprvement based upn yur understanding f the schl s perfrmance 16

17 hw yu will define and measure the impact and the psitive difference fr the schl hw yu will measure yur wn leadership develpment set targets fr the pririty and fr yurself In leading the implementatin f the pririty acrss the schl yu shuld: develp an actin plan, with targets based upn yur understanding f schl perfrmance devise and implement strategies t imprve teaching and learning prepare staff fr the effective delivery f the pririty mnitr and evaluate utcmes, including teaching and learning take actins which invlve leading, preparing and hlding t accunt teams f staff and individual team members Yu will need t demnstrate hw yu used the fllwing t infrm yur leadership decisin making: research and schl evidence learning frm the essential and elective mdules knwledge and expertise in relevant natinal plicy pririties Yur wrk n the pririty frm the schl imprvement plan r similar whleschl plan shuld lead t imprved pupil utcmes. Yu shuld prvide quantified evidence f yur persnal impact and the psitive difference yur wrk had in the schl and n meeting its gals, including evidence f ne r mre f the fllwing: imprved pupil prgress and persnal develpment imprved attainment imprved teaching imprved pupils behaviur and safety imprved attendance imprved resurce efficiency (financial, human r envirnmental resurces) At the cnclusin f the task yu shuld evaluate the utcmes frm yur leadership and reprt n prgress and next steps, including n the implicatins fr schl plicy, t gvernrs/equivalent r SLT/headteacher. Yu are required t demnstrate imprvements in yur leadership and in the leadership cmpetencies. The essential (Succeeding in senir leadership and Clsing the gap) and elective mdules will intrduce yu t leadership strategies and behaviurs that will supprt yur develpment. 17

18 Special circumstances T lead acrss the schl as a senir leader yu will need t have respnsibility fr several teams. If yur cntext, such as a small schl, des nt prvide such an pprtunity yu culd cnsider wrking acrss a cluster, Teaching Schl Alliance r Federatin. T cmplete the task yu will need t wrk n the pririty fr at least tw terms and s shuld yu change schls yu may need t cnsider whether undertaking the task in yur new schl is mre likely t enable yu t meet the requirements. Prviding cmpetency-based evidence n leading an imprvement pririty acrss the schl and develping as a schl leader Yu shuld begin by reading the descriptins f the seven leadership cmpetencies t be tested in Appendix 1 and then cnsider the further advice which relates directly t senir leadership set ut belw: Undertaking the task shuld enable yur further develpment in Educatinal excellence and yu shuld be able t demnstrate in yur submissin fr assessment: Delivering cntinuus imprvement, including articulating a clear and cmpelling visin and high expectatins fr imprvement. Yu embed and use a variety f means f analysing data/assessing teaching perfrmance and identify well-defined strategic pririties fr imprvement. Yu cnvert prpsed imprvements int effective plans with clear targets and implement highly develped strategies t achieve measurable gains in perfrmance. Yu review prgress regularly, remving barriers and adapting plans t secure nging imprvement Mdelling excellence in leadership f teaching and learning, including cnstantly cmmunicating yur visin and what yu want t achieve in relatin t high quality teaching and its impact n learning. Yu prvide thers with the clarity they need t feel empwered and accuntable in their rle and by adapting teaching and learning t pupils needs and actively sharing and mtivating thers arund new ideas and appraches. Yu mdel the visin and values f the schl in yur wn leadership f teaching and learning acrss the schl, shwing that being pen t new experience and n-ging learning and cntinual imprvement f children s learning is yur cre rle as a schl leader. Undertaking the task shuld enable yur develpment in Strategic Leadership and yu shuld be able t demnstrate in yur submissin fr assessment: Impact and influence, including demnstrating hw yu have a psitive influence and persuade thers thrugh strategies such as direct persuasin, using evidence and reasned argument and shwing yu can hld the attentin f an audience when presenting r leading a discussin. Yu listen t thers and understand yur audience and adapt yur apprach t best suit 18

19 them. T persuade yu build behind the scenes supprt fr cmplex ideas, including gaining supprt frm key peple Self-awareness, including cntinuusly seeking understanding f yur strengths and develpment needs and f yur feelings and situatins that aruse strng emtins fr yu. Yu demnstrate that yu understand hw yur wn behaviur impacts n thers and that yu can manage yur emtinal triggers apprpriately. Yu actively seek feedback t becme mre self-aware. Yu take decisins based upn self-awareness, invlving thers when they are better placed t accmplish particular tasks/bjectives. Persnal drive, including setting yur wn targets t achieve the highest standards in yur rle; wanting t d the jb well and t challenge yurself and thers t imprve perfrmance. Yu seek ut new challenges and ways f wrking, dedicating persnal effrt and taking calculated risks t achieve challenging educatinal bjectives. Yu mnitr yur wn and schl prgress and make significant imprvements in measures f schl perfrmance. Undertaking the task shuld enable yur develpment in Operatinal Management and yu shuld be able t demnstrate in yur submissin fr assessment: Analytical thinking, including analysing cmplex data and understanding issues/situatins by breaking these dwn int cnstituent parts and identifying chains f events and cause and effect relatinships between several aspects f a prblem. Yu priritise what needs t be dne and use a range f analytical methds t identify and weigh up the merits f different slutins and t create cmplex plans in which pssible bstacles have been addressed. Hlding thers t accunt, including delegating tasks t thse best placed t deliver them and setting new, different r higher standards and expectatins and checking t ensure these are clearly understd. Yu regularly mnitr prgress f thers against bjectives t ensure these are achieved and hld thers t accunt fr perfrming in line with expectatins, spelling ut the cnsequences f nn-cmpliance and intervening swiftly t bth challenge underperfrmance and enfrce cnsequences when perfrmance levels drp. Submissin f evidence The submissin fr assessment will be in tw parts: yur submissin fr assessment yur spnsr s/headteacher s submissin fr assessment based n bth bservatin f yur leadership f the imprvement pririty acrss the schl and yur submissin fr assessment Yur submissin fr assessment Yur submissin fr assessment will cmprise: 19

20 electrnic frm supprting evidence frm actual schl dcuments Yu shuld cmplete the electrnic frm (illustrated in figure 6) t prvide evidence f yur leadership f the pririty fr schl imprvement acrss the schl, yur persnal impact and the psitive difference yu have made, the seven cmpetencies tested and yur wn develpment as a leader (clumn 2). Yu shuld include in yur verall submissin, and make reference t these in yur cmmentary n the frm, sme supprting dcuments. Yu are able t chse what supprting dcuments yu submit, subject t the page limits set ut belw. Yur supprting dcuments shuld be actual schl dcuments capable f being submitted electrnically. Please number yur supprting dcuments (fr example, 1, 2, 3) and anntate any key sectins that yu refer t in yur cmmentary (fr example, 1a, 1b, 1c) t enable yur spnsr/headteacher and the assessrs t find yur supprting evidence easily. Use clumn 3 in the frm t nte these dcument numbers and sectin references. Taking accunt f guidance given abve n the Ten key elements f the task and Prviding cmpetency-based evidence n leading an imprvement pririty acrss the schl and develping as a schl leader yu shuld ensure that yur submissin cvers: the scpe f the schl imprvement pririty and why yu chse it the teams yu wrked with acrss the schl yur leadership t implement the imprvement pririty acrss the schl, including actin planning, targets and strategies t imprve teaching and learning, actins taken and hw yu led, prepared and held t accunt teams/team members and vercame any difficulties hw yu mnitred and evaluated the schl imprvement pririty yur evaluatin f hw yur leadership led t imprvements with quantified evidence f yur persnal impact and psitive difference yur wrk had in the schl and n meeting its gals, including evidence f ne r mre f the fllwing: imprved pupil prgress and persnal develpment imprved attainment imprved teaching imprved pupils behaviur and safety imprved attendance imprved resurce efficiency (financial, human r envirnmental resurces) yur reprting t gvernrs/equivalent r SLT/headteacher n the utcmes f yur leadership f the pririty, n prgress and next steps, including the implicatins fr schl plicy As well as specific evidence fr each f the cmpetencies fr Self-awareness: yur evidence fr self-awareness shuld include evaluatin f yur develpment as a leader and in the leadership 20

21 cmpetencies and yur ability t use research and schl evidence, t apply learning frm the essential and elective mdules and t apply knwledge and expertise in relevant natinal plicy pririties The frm is designed t assist yu in making yur submissin; there are sectins fr cntextual evidence f yur wrk and t enable yu t prvide evidence fr each f the cmpetencies. Length f submissin When submitting yur written evidence f yur leadership and leadership develpment, the frm plus actual schl dcuments/extracts frm schl dcuments, must nt exceed 20 sides f A4. The frm will be prvided in a pre-set frmat and yu shuld nt reduce the fnt size. Fr ther dcuments the verall page limit is based upn the use f a fnt n smaller than size 10 fr Arial, Tahma r equivalent. In the event f a submissin exceeding these limits the additinal pages will nt be assessed. Yu are advised nt t exceed 10 sides n the frm as yur supprting dcuments will prvide imprtant direct evidence f yur wrk and cmpetence. One f the skills needed in schl leadership is the ability t present cmplex infrmatin clearly and succinctly. Yu shuld explain clearly what yu did and hw yu led the pririty. It is suggested yu use active rather than passive sentence cnstructins and yu use I rather than we when describing what yu did yurself (fr example, I did x, then I did y). On ccasins yu may als need t explain why yu tk the actin yu did. Yu will need t decide what actual schl dcuments, r extracts frm these, culd best demnstrate yur actins and the impact n the schl and yur wn leadership develpment but these culd include, fr example: extract frm schl imprvement plan r equivalent fr the pririty extract frm yur actin plan fr implementing the pririty with yur team utline f staff develpment led by yu extract frm plicy dcument(s) prduced under yur leadership extract frm reprts t yur gvernrs/equivalent r headteacher/slt quantified analysis f utcmes /psitive impact prepared fr use in schl. Yu need t agree with yur spnsr that yu are ready t submit. When yur frm and the supprting dcuments are cmplete yu shuld these t yur spnsr, tgether with a cpy f this guidance, t enable her/him t cmplete her/his sectins f the frm. Yu shuld ensure that yur spnsr is aware f this prcess and that she/he is expecting the frm yu and will be required t submit the dcumentatin t the headteacher nce 21

22 she/he has cmpleted the relevant sectins. Yu shuld als make sure that yur spnsr has a generus amunt f time t cmplete these sectins f the frm befre the deadline fr submissin. Spnsr s submissin Spnsrs are asked t verify the evidence yu submit and give his r her wn assessment f yur leadership f the schl imprvement pririty, the psitive utcmes fr the schl, and f yur leadership develpment. They will be asked t give an evaluatin f yur leadership f the imprvement pririty based upn bth his r her bservatin f yur leadership in schl and their reading f yur submissin fr assessment. In cmpleting their sectins f the frm spnsrs are asked: t read the full descriptins f the seven cmpetencies being tested (Appendix 1) t read the further cmpetency statements n the frm which directly relate t senir leadership t read the guidance fr participants n undertaking the task and submitting evidence fr assessment as spnsr, t verify the evidence prvided by the participant and t give an assessment f the participant s leadership f the schl imprvement pririty acrss the schl in relatin t the leadership cmpetencies being tested (clumn 4) as spnsr, t verify the evidence prvided by the participant n utcmes, t cnfirm the accuracy f the quantified evidence and t evaluate the psitive impact f their leadership in the schl (clumn 4) as spnsr, t cmment n key aspects f their develpment in the seven leadership cmpetencies (clumn 4) t award the mst apprpriate grade (clumn 4) frm the scale set ut belw t reflect the extent t which the participant has used the pprtunity f leading the schl imprvement pririty acrss t cnslidate their learning frm the essential and elective Level 2 mdules, frm research and schl evidence, and frm knwledge and expertise in relevant natinal plicy pririties, and the degree f prgress the participant has made in develping the leadership cmpetency: Very gd: participant made full use f the pprtunities fr develpment and made utstanding prgress in leadership develpment Gd: participant made use f many pprtunities fr develpment and made significant prgress in leadership develpment Mderate: participant made sme use f the pprtunities fr develpment and made sme prgress in leadership develpment Pr: participant made limited use f the pprtunities fr develpment and limited prgress. When the spnsr has cmpleted and signed the frm; the frm and the supprting dcumentatin shuld be frwarded t the headteacher fr 22

23 sign-ff. In sme cases the spnsr may als be the headteacher and this shuld be indicated n the frm. Referral t headteacher fr sign-ff The headteacher will have the pprtunity t review all f the evidence and the judgements made befre signing-ff the frm/supprting dcumentatin fr submissin fr assessment. When the headteacher has signed the frm; the frm and the supprting dcuments shuld be submitted by yu, electrnically, t meet the deadline (see Registering fr final assessment belw). The frm will need t be scanned t ensure all the signatures are included. Yu are required t submit tasks ne and tw at the same time. 23

24 Figure 6: NPQSL task tw: leading an imprvement pririty acrss the schl Name f participant. Name f spnsr Rle f spnsr Outline f key aspects f task The scpe f the schl imprvement pririty and why yu chse it. Teams yu wrked with acrss the schl. Yur leadership t implement the imprvement pririty acrss the schl, including actin planning, targets and strategies t imprve teaching and learning, actins taken and hw yu led, prepared and held t accunt teams/team members and vercame any difficulties. Hw yu mnitred and evaluated the schl imprvement pririty. Yur evaluatin f hw yur leadership led t imprvements with quantified evidence f yur persnal impact and psitive difference yur wrk had in the schl and n meeting its gals, including evidence f ne r mre f the fllwing: imprved pupil prgress and persnal develpment imprved attainment Participant: evidence and cmmentary Participant: dcument numbers and sectin references Spnsr: verificatin and additinal evidence 24

25 imprved teaching imprved pupils behaviur and safety imprved attendance imprved resurce efficiency (financial, human r envirnmental resurces) Yur reprting t gvernrs/equivalent r SLT/headteacher n the utcmes f yur leadership f the pririty, n prgress and next steps, including the implicatins fr schl plicy. Leadership cmpetency Delivering cntinuus imprvement, including articulating a clear and cmpelling visin and high expectatins fr imprvement. Yu embed and use a variety f means f analysing data/assessing teaching perfrmance and identify well-defined strategic pririties fr imprvement. Yu cnvert prpsed imprvements int effective plans with clear targets and implement highly develped strategies t achieve measurable gains in perfrmance. Yu review prgress regularly, remving barriers and adapting plans t secure nging imprvement. Participant evidence and cmmentary Participant dcument numbers / sectin references Spnsr verificatin, additinal evidence and grade Very gd / Gd / Mderate /Pr Spnsr grade: 25

26 Mdelling excellence in leadership f teaching and learning, including cnstantly cmmunicating yur visin and what yu want t achieve in relatin t high quality teaching and its impact n learning. Yu prvide thers with the clarity they need t feel empwered and accuntable in their rle and by adapting teaching and learning t pupils needs and actively sharing and mtivating thers arund new ideas and appraches. Yu mdel the visin and values f the schl in yur wn leadership f teaching and learning acrss the schl, shwing that being pen t new experience and nging learning and cntinual imprvement f children s learning is yur cre rle as a schl leader. Impact and influence, including demnstrating hw yu have a psitive influence and persuade thers thrugh strategies such as direct persuasin, using evidence and reasned argument and shwing yu can hld the attentin f an audience when presenting r leading a discussin. Yu listen t thers and understand yur audience and adapt yur apprach t best suit them. T persuade yu build behind the scenes supprt fr cmplex ideas, including gaining supprt frm key peple. Spnsr grade: Spnsr grade: 26

27 Self-awareness, including cntinuusly seeking understanding f yur strengths and develpment needs and f yur feelings and situatins that aruse strng emtins fr yu. Yu demnstrate that yu understand hw yur wn behaviur impacts n thers and that yu can manage yur emtinal triggers apprpriately. Yu actively seek feedback t becme mre self aware. Yu take decisins based upn self awareness, invlving thers when they are better placed t accmplish particular tasks/bjectives. Yur evidence fr self- awareness shuld include evaluatin f yur develpment as a leader and in the leadership cmpetencies and yur ability t use research and schl evidence, t apply learning frm the essential and elective mdules and t apply knwledge and expertise in relevant natinal plicy pririties. Persnal drive, including setting yur wn targets t achieve the highest standards in yur rle; wanting t d the jb well and t challenge yurself and thers t imprve perfrmance. Yu seek ut new challenges and ways f wrking, dedicating persnal effrt and taking calculated risks t achieve challenging educatinal bjectives. Yu mnitr yur wn and schl prgress and make significant imprvements in measures f schl perfrmance. Spnsr grade: Spnsr grade: 27

28 Analytical thinking, including analysing cmplex data and understanding issues/situatins by breaking these dwn int cnstituent parts and identifying chains f events and cause and effect relatinships between several aspects f a prblem. Yu priritise what needs t be dne and use a range f analytical methds t identify and weigh up the merits f different slutins and t create cmplex plans in which pssible bstacles have been addressed. Hlding thers t accunt, including delegating tasks t thse best placed t deliver them and setting new, different r higher standards and expectatins and checking t ensure these are clearly understd. Yu regularly mnitr prgress f thers against bjectives t ensure these are achieved and hld thers t accunt fr perfrming in line with expectatins, spelling ut the cnsequences f nncmpliance and intervening swiftly t bth challenge underperfrmance and enfrce cnsequences when perfrmance levels drp. Spnsr grade: Spnsr grade: Participant s signature. Date.. Spnsr s signature Date.. I cnfirm this submissin (frm and supprting dcuments) is accurate and verify all the evidence it cntains Headteacher s signature Date.. 28

29 Registering fr final assessment Yu will be able t select when yu bk yur final assessment windw with the final assessment prvider, EMLC. The assessment windws will typically be within, 6, 9, 12 and 18 mnths f yur cmmencement n the prgramme. Yu shuld bk yur assessment windw as early as pssible and in gd time t allw fr the timeline set ut belw. The prcess fr registering fr yur final assessment is as fllws: STEP 1: Prvide details f yur preferred assessment windw fr submitting yur written tasks t d this please visit and click n the link Bking yur assessment windw and cmplete the Prvisinal Bking Frm. Please ensure yu ntify EMLC f any changes t yur details such as address. Please ensure that yu ntify yur licensee f yur prvisinal assessment windw. STEP 2: Apprximately 10 weeks befre the beginning f the assessment windw EMLC will yu t cnfirm yur intentin t submit yur written tasks in the windw. Yu must respnd t this t ensure that yur schl imprvement tasks will be assessed in this windw. STEP 3: A minimum f 7 weeks befre yur assessment date EMLC will cnfirm the date yur dcumentatin will be required. Yu will be asked t cnfirm that yu still intend t submit yur schl imprvement tasks and yu will be required t cnfirm this with yur licensee, s that they can verify yu have cmpleted all the Essential and Elective Mdules fr the qualificatin. Step 4: Yu will need t submit yur cmpleted dcumentatin electrnically t NPQSL@emlc.c.uk by the specified date. If yu have any further queries regarding final assessment please visit r cntact Liz Pearsn at liz.pearsn@emlc.c.uk, r phne us at EMLC n Yu are required t submit tasks ne and tw at the same time. Yu shuld nte that yur submissin will nt be cnsidered withut the frm being cmplete including the spnsr s sectins and the spnsr s and the headteacher s signatures. In additin, late submissins cannt be accepted. Yu are therefre advised t talk t yur spnsr as early as pssible and ensure that she/he is fully aware f these requirements. Award f NPQSL The award f NPQSL will depend upn reaching the required standard in the nine leadership cmpetencies tested thrugh the tw tasks. 29

30 Yu will receive sme develpmental feedback n yur perfrmance at the end f the prcess. If yu d nt reach the required standard yu will be advised f this and the reasns why. Yu will then be given the pprtunity t strengthen the evidence within yur submissin and re-submit the task again r t undertake further wrk depending n the reasns why yur wrk did nt meet the required standard. The advice yu receive will enable yu t plan fr any further develpment yu require in the cmpetencies tested and t prepare fr re-submissin. 30

31 Appendix 1 NPQSL cmpetencies tested Educatinal Excellence Delivering cntinuus imprvement Smene wh is strng n delivering cntinuus imprvement secures and maintains psitive imprvement thrugh articulating a clear visin, setting high expectatins and leading a cycle f research, planning, mnitring, analysis and change. They use data cnfidently and effectively t identify pririties and secure imprved standards, in rder t clse any achievement gaps and t drive frward sustained imprvement in perfrmance. They demnstrate the ability t cmbine peratinal actin with strategic planning, securing shrt term imprvements whilst building sustainable change. They review prgress regularly and effectively t infrm future pririties and are prepared t change plans, if necessary, in rder t secure mre rapid imprvement. They reflect n and review prgress regularly. Why it matters Leadership t deliver cntinuus, sustained imprvement is strnger and mre effective when it is linked t clear strategic and peratinal planning infrmed by effective mnitring, evaluatin and analysis f pupils prgress and perfrmance data as well as teaching, learning and curriculum practices that impact n utcmes. Mdelling excellence in leadership f teaching and learning Smene wh is strng n mdelling excellence in the leadership f teaching and learning cnsistently demnstrates and cmmunicates their visin, passin and cmmitment t high quality teaching and its impact n learning. They lead by example, have high levels f prfessinal credibility and demnstrate ttal cmmitment t high quality teaching thrugh their wn leadership behaviurs, including way they interact with teachers and pupils and their fcus n classrm practice. Why it matters In leadership practice mdelling is cncerned with the pwer f example and it is clear that the example set by leaders strngly influences pupils and clleagues alike. Mdelling is key in setting and maintaining a culture cmmitted t high quality teaching and in reinfrcing visin, values and agreed mnitring/imprvement strategies. Greater freedm and autnmy means schl leaders need t be skilled at designing a curriculum, apprpriate t the lcal cntext, t meet the needs f children and yung peple Learning fcus Smene wh is strng n learning fcus keeps learning and pedaggy at the cre f the whle schl curriculum and at the heart f their leadership practice. Their strng knwledge and understanding f learning theries (bth adult and 31