NPQSL Final Assessment Guidance For Participants and Sponsors

Transcription

1 NPQSL Final Assessment Guidance Fr Participants and Spnsrs Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 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: leading a schl imprvement pririty acrss yur schl 6 Participant s submissin f evidence 13 Spnsr s submissin 15 Referral t headteacher fr sign-ff 16 Registering fr final assessment 19 Award f NPQSL 19 Appendix 1 NPQSL cmpetencies tested at final assessment 21 Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 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 cmprises ne assessed task in which yu lead, fr an extended perid, n a schl imprvement pririty acrss yur schl. The task, which needs t be achievable within a 12 mnth perid, must prduce demnstrable psitive impact and sustainable change. Fr the task yu will be expected t draw upn yur practical experience, research and relevant schl, lcal and natinal data 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. The task will include written evidence/apprpriate dcumentatin submitted by yu and further evidence/verificatin frm yur spnsr and headteacher. 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 task yu submit fr Final Assessment fr NPQSL needs 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 a task-related frm t verify that yur evidence is accurate and t prvide further evidence f hw yu demnstrated evidence f cmpetence as a senir leader in undertaking the task. The frm 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: ensure that yur spnsr reads the guidance prvided carefully discuss yur task and yur submissin with yur spnsr. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 3

4 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 tested, a statement as t Why it matters and the main cmpetency indicatrs 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 cntribute t achieve the visin. They can lead successfully in a highly autnmus and accuntable system. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 4

5 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 nine leadership cmpetencies which research shws are critical fr successful senir leadership: Figure 2: Leadership cmpetencies assessed fr NPQSL 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 Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 5

6 Final assessment task: leading a schl imprvement pririty acrss the 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 key requirements f the task are: 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 twelve 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 and yu will implement it acrss the schl. Yu are required t demnstrate yur capacity t effectively utilise schl, lcal and natinal data. 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 yur develpment as a leader, and all nine cmpetencies tested in the task. Yu are required t demnstrate imprvements in yur leadership and in the nine 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. The full descriptins f these leadership cmpetencies can be fund in Appendix 1 and yu shuld begin by reading these. There is further guidance belw n the cmpetencies and n hw yu can develp these and then demnstrate them in yur final assessment submissin. The task will be assessed in three parts and yur submissin will reflect these: Part 1 Planning fr imprvement: Fr this part f the task yu shuld dcument yur seeking and analysis f infrmatin, relevant schl, lcal and natinal data and f underpinning issues t set targets and t determine and plan fr the delivery f imprvement strategies. At this stage yu shuld als set pririties and targets fr yur wn leadership develpment. Yur submissin shuld include: Target setting fr imprved teaching and learning, including pupil utcmes based upn yur understanding f schl perfrmance. Yur targets shuld include ne r mre f the fllwing: Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 6

7 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). Devising, evaluating and selecting strategies t imprve teaching and learning, using apprpriate infrmatin. It is fr yu t decide n the mst apprpriate analytical tls t supprt yur planning. Develping an actin plan t deliver yur targets t imprve teaching and learning, including pupil utcmes. The plan shuld make it clear what schl and ther evidence yu will be cllecting t measure impact. It is fr yu t decide n the mst apprpriate frmat fr yur actin plan. This plan must frm part f yur submissin. Identificatin f yur leadership develpment pririties and persnal develpment targets. It is fr yu t decide hw t set yur develpment pririties/targets: sme f these shuld be measurable, but in all cases they shuld relate t specific aspects frm each f the nine key leadership cmpetencies and yu are required t clearly identify where yu intend t imprve yur perfrmance. The nine leadership cmpetencies are detailed in appendix 1 and in the three parts f the task, starting with part 1 belw. Part 1 f the task will assist yu t develp fur f the leadership cmpetencies in particular and the assessment f this part f the task will fcus upn Infrmatin seeking, Analytical thinking, Delivering cntinuus imprvement and Persnal drive. A summary f the key cmpetency indicatrs used in the assessment fr part 1 f the task is prvided belw: Infrmatin seeking, including hw yu systematically gather and rganise infrmatin frm a wide range f surces t stay in tuch with headline develpments in the educatin sectr and t identify lnger term trends, infrm planning and t help t slve issues. 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 in rder f imprtance 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. Delivering cntinuus imprvement, including articulating a clear and cmpelling visin and high expectatins fr imprvement. Yu Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 7

8 embed and use a variety f means f analysing data/assessing teaching perfrmance and identify well-defined strategic pririties fr imprvement, linked t a clear and cmpelling visin. Yu cnvert prpsed imprvements int effective plans with clear targets. Persnal drive, including setting yur wn targets t achieve the highest standards in yur rle; wanting t d the jb well and striving t imprve n persnal perfrmance bjectives. Yu cnsistently 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. Part 2 Leading the implementatin f the pririty acrss the schl: Fr this part f the task yu shuld dcument hw yu cnveyed yur visin and expectatins t stakehlders and staff and led staff t implement yur leadership strategies, including thse t whm yu distributed leadership. Yu shuld explain hw yu vercame any difficulties and mnitred t hld staff t accunt and t keep the imprvement wrk n track. Yur submissin shuld include: Implementing yur actin plan and strategies t imprve teaching and learning. This plan must frm part f yur submissin. Preparing staff fr the effective delivery f the pririty. Taking actins which invlve leading, preparing and hlding t accunt teams f staff and individual team members. Mnitring and evaluating utcmes, including teaching and learning. Part 2 f the task will assist yu t develp fur f the leadership cmpetencies in particular and the assessment f this part f the task will fcus upn Delivering cntinuus imprvement, Mdelling excellence in leadership f teaching and learning, Learning fcus and Hlding thers t accunt. A summary f the key cmpetency indicatrs used in the assessment fr part 2 f the task is prvided belw: Delivering cntinuus imprvement, including articulating a clear and cmpelling visin and high expectatins fr imprvement. Yu cnvert prpsed imprvements int effective plans with clear targets and implement highly develped strategies t achieve measurable gains in perfrmance. Yu wrk with clleagues t push imprvements frward. 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 Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 8

9 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 prvide a mdel fr effective leadership f teaching and learning at team and classrm level. 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. 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 cllabrative learning. Yu are cmmitted t learning and achieving excellence and t develping the culture f a learning-centred schl and practice t ensure cnsistently high quality teaching and learning are achieved acrss the curriculum. 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 Hlding thers t accunt, including clearly cmmunicating expectatins and what is t be dne and cnsistently demanding high perfrmance. Yu delegate tasks t thse best placed t deliver them and set new, different r higher standards and expectatins and check 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. Part 3 Evaluating the impact: Fr this part f the task yu shuld dcument yur evaluatin f yur leadership f the schl imprvement pririty and hw yu recrded impact, reprted and accunted t stakehlders including gvernrs/equivalent r headteacher/slt. Yu shuld use relevant lcal/natinal data. 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 schl imprvement. At this stage yu shuld als evaluate the prgress yu have made in yur wn leadership develpment. Yur submissin shuld include: At the cnclusin f the task evaluating yur persnal impact and the psitive difference yur leadership had in the schl and n meeting its gals, including quantified evidence, with reference t relevant schl, lcal and natinal data, f ne r mre f the fllwing: imprved pupil prgress and persnal develpment Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 9

10 imprved attainment imprved teaching imprved pupils behaviur and safety imprved attendance imprved resurce efficiency (financial, human r envirnmental resurces). Reprting, including in written frm, t gvernrs/equivalent r headteacher/ SLT. It is fr yu t decide n the mst apprpriate frmat fr yur reprt but the reprt shuld cver prgress n the schl imprvement pririty and next steps, including the implicatins fr schl plicy. This reprt must frm part f yur submissin. Evaluating imprvement in yur leadership and prgress twards meeting yur develpment pririties/targets. It is fr yu t decide hw yu demnstrate the prgress yu have made against yur develpment pririties/targets, including the specific aspects frm each f the nine key leadership cmpetencies yu identified fr imprvement. Yu shuld prvide specific examples f hw yu acted and hw yu interacted with individuals and grups in yur submissin. Part 3 f the task will assist yu t develp fur f the leadership cmpetencies in particular and the assessment f this part f the task will fcus upn Analytical thinking, Persnal Drive, Impact and Influence and Self awareness. A summary f the key cmpetency indicatrs used in the assessment fr part 3 f the task is prvided belw: Analytical thinking, including hw yu analysed cmplex data and understd 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. Hw yu priritised what needed t be dne in rder f imprtance and used a range f analytical methds t identify and weigh up the merits f different slutins and t create cmplex plans in which pssible bstacles were addressed. Persnal drive, including hw yu set yur wn targets t achieve the highest standards in yur rle; did the jb well and strived t imprve n persnal perfrmance bjectives. Hw yu cnsistently challenged yurself and thers t imprve perfrmance. Hw yu sught ut new challenges and ways f wrking, dedicating persnal effrt and taking calculated risks t achieve challenging educatinal bjectives. Hw yu mnitred yur wn and schl prgress and made significant imprvements in measures f schl perfrmance. Impact and influence, including hw yu demnstrated yu have a psitive influence and persuaded 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. Hw yu listened t thers and understd yur audience and adapted yur apprach t best suit them. Hw yu understd the need t take multiple actins t persuade and gain supprt and built supprt fr cmplex ideas behind the scenes thrugh Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 10

11 indirect influence, gaining supprt frm key peple and using thers t influence third parties. Self awareness, including hw yu cntinuusly sught understanding f yur strengths and develpment needs; f yur feelings and situatins that aruse strng emtins fr yu and f hw yu impacted upn thers. Hw yu demnstrated that yu understand hw yur wn behaviur impacts n thers and that yu managed yur emtinal triggers apprpriately. Hw yu actively sught feedback t becme mre self aware. Hw yu tk decisins based upn self awareness, invlving thers when they were better placed t accmplish particular tasks/bjectives. Yur evidence fr self awareness shuld include yur evaluatin f yur develpment as a senir leader in relatin t yur persnal pririties/targets fr develpment and the nine key leadership cmpetencies. T summarise: Figure 3 Cmpetencies tested in schl imprvement task Part 1 Infrmatin seeking Analytical thinking Delivering cntinuus imprvement Persnal drive Part 2 Delivering cntinuus imprvement Mdelling excellence in leadership f teaching and learning Learning fcus Hlding thers t accunt Part 3 Analytical thinking Persnal drive Impact and influence Self awareness Preparatin fr the task: Yu shuld think abut and plan in advance: hw yu will btain and analyse infrmatin and relevant schl, lcal and natinal data t infrm yur understanding f the schl s perfrmance and yur planning the data analysis tl in Clsing the gap yu will help yu t use different surces f infrmatin/data t identify gaps in achievement and attainment. hw yu will set targets fr the schl imprvement pririty, including cnsidering yur expectatins fr imprvement based upn yur understanding f the schl s perfrmance. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 11

12 hw yu will define and measure the impact and the psitive difference fr the schl - remember yu are required t prvide quantified evidence, using relevant schl, lcal and natinal data, f yur persnal impact and the psitive difference yur wrk had in the schl and n meeting its gals. hw yu will use research, knwledge and expertise in relevant natinal plicy pririties and learning frm the essential and elective mdules t infrm yur leadership decisin making. hw yu will devise, evaluate and select strategies t imprve teaching and learning, using apprpriate infrmatin. The Clsing the gap mdule prvides tls which may assist yu in yur analysis: navigatin task dcument management task dcument partnership task dcument. It is fr yu t decide n the mst apprpriate analytical tls t supprt yur planning; drawing upn the Clsing the gap tls if yu wish t d s. hw yu will plan fr, lead the schl imprvement pririty, mnitr and evaluate prgress and assess the impact f yur actins. Clsing the gap prvides tls t help yu t develp, implement and mnitr the impact f an actin plan, including the Clsing the gap leadership actin plan. It is fr yu t decide n the mst apprpriate frmat fr yur actin plan. In chsing the mst apprpriate frmat fr yur actin plan yu can draw upn the Clsing the gap tls if yu wish t d s and make use f them in yur wrk and yur submissin, r yu can use any ther apprpriate planning methdlgy. This plan must frm part f yur submissin. hw yu will use yur self awareness f yur strengths and develpment needs t identify yur leadership develpment pririties, set persnal targets, develp yurself as a leader and measure yur wn leadership develpment. It is fr yu t decide hw set yur targets. The Clsing the gap mdule prvides a range f effective leadership strategies and behaviurs (Clsing the gap leadership framewrk - 9 As leadership strategies and behaviurs) relating t three rles: Navigatr Awareness, Acceptance and Advcacy Manager Analysis, Actin and Applicatin Partner Aspect, Alignment and Area fcus. The mdule als cntains leadership develpment activities fr senir leaders linked t a case study t stimulate thinking and reflectin. Yu may find it helpful t make use f yur learning frm the Clsing the gap leadership framewrk but in ding s shuld ensure yu set yur persnal develpment targets in relatin t the nine key leadership cmpetencies. 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 Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 12

13 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. Submissin f evidence The submissin fr assessment will cmprise: 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 In yur submissin yu shuld prvide evidence f yur leadership f the pririty fr schl imprvement acrss the schl, yur persnal impact and the psitive difference yu have made and in ding s demnstrate yur wn develpment as a leader in relatin t the nine cmpetences being tested. The frmat fr yur submissin fr assessment will be an electrnic frm in fur sectins t prvide backgrund details f the schl imprvement pririty and evidence fr each f the three parts f the task and actual schl dcuments yu have selected t prvide supprting evidence. The electrnic frm: The backgrund sectin f the frm enables yu t prvide details f the scpe f the schl imprvement task, why yu chse it and details f the teams yu wrked with acrss the schl. This is backgrund infrmatin and shuld be kept brief yu will benefit frm using the majrity f yur page allwance fr yur cmpetency-based evidence. Three parts relating t the task: Part 1 Planning fr imprvement Part 2 Leading the implementatin f the pririty acrss the schl Part 3 Evaluating the impact. Each sectin has a bx t enable yu t briefly utline yur key actins in relatin t each part f the task and t crss reference yur main supprting dcuments. This is fllwed by a bx fr each f the cmpetencies tested in the sectin. As the assessment prcess fr NPQSL is cmpetency-based yu shuld ensure yu include yur key evidence in the relevant bxes fr each cmpetency. The guidance given abve, including the summaries f the cmpetency indicatrs will help yu t decide what evidence t include fr each f the fur cmpetencies tested in each part. Yu shuld demnstrate yur cmpetence using examples: gd cmpetency- based evidence shuld cver nt nly what yu did but als hw yu did it, with specific examples f yur Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 13

14 leadership relating t actins taken and yur interactins with individuals and grups. Yu shuld als use the frm t make reference t yur supprting dcumentatin and t explain hw the dcumentatin demnstrates the cmpetences being tested. An utline f the frm is prvided in figure 4 belw. Supprting evidence frm actual schl dcuments: These dcuments must als be submitted electrnically. As stated abve, it is a requirement that yu include yur actin plan and yur evaluatin reprt t gvernrs/equivalent r headteacher/slt. Where these dcuments are t lengthy t allw yu t submit them in full and keep within yur page allwance yu shuld submit apprpriate extracts. Yu can use the electrnic frm t explain yu have dne this. Yu are able t chse what additinal supprting dcuments yu submit, subject t the page limits set ut belw. 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 Outline f staff develpment led by yu Extract frm plicy dcument(s) prduced under yur leadership Quantified analysis f utcmes /psitive impact prepared fr use in schl. Overall, yu shuld aim t get a gd balance between actual schl dcuments and evidence prvided using the electrnic frm if yu are t prvide the best cmpetency-based evidence yu can. 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. Please number yur supprting dcuments (eg 1, 2, 3) and anntate any key sectins that yu refer t in the apprpriate clumn in the frm (eg 1a, 1b, 1c) t enable yur spnsr/headteacher and the assessrs t find yur supprting evidence easily. 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 22 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 11 fr Arial, Tahma r equivalent. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 14

15 In the event f a submissin exceeding these limits the additinal pages will nt be assessed. 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 (eg I did x, then I did y). On ccasins yu may als need t explain why yu tk the actin yu did. Sign-ff by spnsr/headteacher 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 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 their bservatin f yur leadership in schl and their reading f yur submissin fr assessment. Spnsrs shuld read: The descriptins f the nine leadership cmpetencies being tested in Appendix 1 and the further guidance n the cmpetencies being tested in each part f the task given abve. The guidance fr participants n undertaking the task and submitting evidence fr assessment. Spnsrs shuld cmplete the bxes relating t the cmpetencies in parts 1-3 f the frm, cvering Parts 1 t 3 f the schl imprvement task. The backgrund is fr the participant t cmplete n the backgrund t the schl imprvement task sectins shaded grey shuld be left blank. In cmpleting parts 1-3 f the frm spnsrs are asked, in relatin t the nine leadership cmpetencies: 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, including cmmenting upn the evidence prvided by the participant n their impact and the utcmes fr the schl. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 15

16 As spnsr, t verify the evidence prvided by the participant and t cmment n key aspects f their persnal develpment. T award the mst apprpriate grade 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 the schl 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 aspects f the leadership cmpetencies tested in each part f the task. The scale: 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 signff. 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. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 16

17 Figure 4: NPQSL task: leading an imprvement pririty acrss the schl Name f participant. Name f spnsr Rle f spnsr Backgrund Participant evidence Scpe f the schl imprvement pririty Reasns fr selectin f the schl imprvement pririty Teams yu wrked with acrss the schl Part 1 Planning fr imprvement Participant dcument references Outline f key actins in Planning fr imprvement Spnsr verificatin, additinal evidence and grade Very Gd / Gd / Mderate / Pr Cmpetency: Infrmatin seeking Cmpetency: Analytical thinking Spnsr grade: Cmpetency: Delivering cntinuus imprvement Cmpetency: Persnal drive Spnsr grade: Spnsr grade: Part 2 Leading the implementatin f the pririty acrss the schl Participant dcument references Spnsr grade: Spnsr verificatin, additinal evidence and grade Very Gd / Gd / Mderate / Pr Outline f key actins in Leading the implementatin f the pririty acrss the schl Cmpetency: Delivering cntinuus imprvement Cmpetency: Mdelling excellence in leadership f teaching and learning Spnsr grade: Spnsr grade: Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 17

18 Cmpetency: Learning fcus Cmpetency: Hlding thers t accunt Part 3 Evaluating the impact Participant dcument references Outline f key actins in Evaluating the impact f yur leadership Spnsr grade: Spnsr grade: Spnsr verificatin, additinal evidence and grade Very Gd / Gd / Mderate / Pr Cmpetency: Analytical thinking Cmpetency: Persnal drive Cmpetency: Impact and influence Cmpetency: Self awareness Spnsr grade: Spnsr grade: 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.. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 18

19 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 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 task in the windw. Yu must respnd t this t ensure yur schl imprvement task 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 task 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 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 schl imprvement task. Yu will receive sme develpmental feedback n yur perfrmance at the end f the prcess. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 19

20 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. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 20

21 Appendix 1 NPQSL cmpetencies tested at final assessment The table belw prvides the cmpetency descriptins, the why it matters statements and lists the main indicatrs used in NPQSL final assessment. These indictrs have been selected frm the wider range f indicatrs in the NPQML/NPQSL cmpetency framewrk fr use in final assessment n the basis f research evidence n effective senir leadership. T be successful at NPQSL final assessment participants shuld be able t demnstrate all f the indicatrs listed at levels 1, 2, 3 and 4 fr each cmpetency. Indicatrs at the higher levels (levels 3 and 4) ften build upn thse at levels 1 and 2. Cmpetencies Educatinal Excellence Delivering cntinuus imprvement Level 1 Indicatrs Level 2 Indicatrs Level 3 & 4 Indicatrs 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. Uses data and mnitring t infrm changes t teaching practice Wrks with clleagues t push imprvements frward Embeds a variety f means f analysing and assessing teaching perfrmance int day t day ways f wrking Cnverts prpsed imprvements int effective plans with clear targets Articulates clear expectatins fr imprvement Establishes well-defined strategic pririties fr imprvement, linked t a clear and cmpelling visin Applies highly develped strategies acrss the schl t achieve measurable gains in perfrmance. Regularly reviews prgress against strategic pririties, remves barriers and adapts plans t secure nging imprvement Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 21

22 Mdelling excellence in leadership f teaching and learning Learning fcus 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 Adapts teaching and learning appraches t suit the needs f students Actively shares new ideas and tries ut new appraches t teaching and learning Prvides a mdel fr effective leadership f teaching and learning at team and classrm level Energises and mtivates thers arund new teaching and learning initiatives Sets a clear example by mdelling the visin and values f the schl in wn leadership apprach Cnstantly expresses what she/he stands fr and what she/he wants t achieve in relatin t high quality teaching and learning Mdels penness t new experience and nging learning Prvides thers with the clarity they need t feel empwered and accuntable in their rle 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 children) and pedaggies allws them t use their leadership t influence and imprve effective teaching and learning. They encurage a culture f dialgue frmal and infrmal abut pedaggy, learning, curriculum design and develpment (assessment). Why it matters: Leaders need have the knwledge, skills and experience in the leadership f learning and teaching in rder t develp schl wide capacity and cmmitment. They must have clear sense f the changes in culture, skills and practice that are needed t achieve best practice and t ensure high quality teaching and learning cnsistently acrss the schl. Applies thery and knwledge f learning t imprve utcmes fr children Is cmmitted t learning and achieving excellence Sets specific teaching and learning bjectives fr self and the team Has a secure understanding f the cncepts underpinning learning and uses these t enhance the experience f all learners Takes n and leads challenging initiatives within the schl t imprve teaching practice and learning Develps culture f the learning-centred schl and skills and practice t ensure cnsistently high quality teaching and learning is achieved acrss the curriculum Wrks t ensure that all learners (pupils and adults) are actively engaged in cllabrative learning Encurages and prmtes thers t shw leadership and take risks, explring and adpting innvative appraches t teaching and learning Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 22

23 Strategic Leadership Impact and influence Level 1 Indicatrs Level 2 Indicatrs Level 3 & 4 Indicatrs Smene wh is strng n impact and influence has a psitive impact n students, clleagues and the wider cmmunity thrugh persuading, cnvincing and bringing thers rund t their perspective. They understand thers perspectives and pririties and tailr their cmmunicatin t suit their audience. Why it matters: Schl leaders must be able t influence students, clleagues and the cmmunity in an apprpriate and cnsidered manner. T d this, they must understand the needs f thers and adapt their apprach t create the desired impact. Uses direct persuasin when interacting with thers Hlds the attentin f an audience when presenting r leading a discussin Carefully prepares data and arguments t use in persuading thers Takes multiple actin t persuade and gain supprt Listens t thers, cnsiders audience and adapts apprach t best suit them Understands the need t, and uses thers t influence third parties Builds behind the scenes supprt fr cmplex ideas Uses indirect influence and gains supprt frm key peple Self awareness Smene wh is strng n self awareness is aware f their persnal strengths and areas fr future grwth and understands hw wn behaviur impacts n thers. This invlves being aware f yur wn emtinal triggers and identifying ways t manage these mre effectively. Takes wnership fr what ne can d and sharing ut respnsibilities when thers are better placed t accmplish particular tasks r bjectives. Why it matters: Schl leaders need t understand their wn strengths and weaknesses as well as hw they impact thers, s that they are mre adept at making gd decisins and behaving apprpriately. Is aware f wn feelings Takes time t evaluate wn thughts and behaviur Identifies situatins that aruse strng emtins fr them Recgnises wn strengths and develpment areas Understands why situatins aruse strng emtins fr them and manages this apprpriately Makes decisins based n understanding f wn strengths and limitatins Actively seeks feedback t becme mre self aware Cntinuusly seeks t understand self and hw impacts upn thers Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 23

24 Persnal drive Operatinal Management Infrmatin seeking Smene wh is strng n persnal drive sets their wn targets and achieves the highest standards within their rle. Self mtivated, energetic and willing t take n new challenges t imprve wn levels f perfrmance, they make decisins having assessed what will be in the best interest fr students and the schl. They seek ut pprtunities and new challenges shwing a desire t imprve. Why it matters: Schl leaders need t be mtivated t reach the highest standards pssible, t deliver tugh bjectives and take n challenges even when the utcme is nt clear in rder t achieve high perfrmance thrughut the schl. Wants t d the jb well and is Strives t meet and imprve n Cnsistently challenges wn and thers perfrmance with a view psitive abut gd perfrmance Is intent n imprving perfrmance persnal perfrmance bjectives Keeps track f and measures utcmes against persnal standards nt impsed by thers Level 1 Indicatrs Level 2 Indicatrs Level 3 & 4 Indicatrs t imprving Takes calculated risks and seeks ut new ways f taking the department/ schl t greater heights Dedicates persnal effrt and resurces t achieve challenging educatinal bjectives Makes significant imprvements in measures f schl perfrmance Smene wh is strng n infrmatin seeking systematically scans the envirnment, seeking and netwrking fr infrmatin. This invlves paying attentin t what is happening in schl but als within the wider cmmunity. Leaders need t be curius abut the cmmunity in which they are wrking and g beynd rutine questining t gather infrmatin frm a wide range f surces that will imprve their ability t lead effectively and further their understanding f the educatin sectr. Why it matters: By keeping abreast f develpments in the brader schl cntext and the educatin sectr, lcally, natinally and glbally, leaders are best psitined t understand the needs f their cmmunity and shape the future f the schl. Uses easily available infrmatin t help infrm decisins Seeks t understand immediate issues presented t yu Digs deeper and desn t stp at first the answer if this isn t sufficient Stays in tuch with headline develpments in the educatin sectr Sets up a systematic apprach t gathering a wide range f perspectives n relevant tpics Reviews and analyses a brad range f infrmatin t identify trends in relevant sectrs and infrm lng term planning Obtains data r feedback abut a situatin t help develp deeper understanding Cllects and rganises infrmatin frm different surces t help slve issues Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 24

25 Analytical thinking Smene wh is strng n analytical thinking cmfrtably analyses cmplex data and understands the cnnectins that exist between issues thrugh breaking dwn prblems int their cmpnent parts. This cmpetency als invlves rganising parts f a prblem in a systematic way, priritising issues mving frward, as well as establishing causal relatinships between issues that may r may nt be bviusly related. Why it matters It is imprtant that ur schl leaders can break dwn prblems int manageable parts and link the related issues. This will help them t understand the implicatins f situatins and emply sund judgement in their decisin-making. Seeks t understand everyday prblems and issues Breaks dwn prblems int chunks r basic parts Identifies basic cause and effect relatinships between issues/situatins (e.g. if.then) Srts ut tasks in rder f imprtance Makes multiple links between issues; establishes chains f events (e.g. A leads t B leads t C) Analyses relatinships between several aspects f a prblem (e.g. that may r may nt be bviusly related) Creates cmplex plans and anticipates pssible bstacles and thinks ahead regarding the implicatins f particular issues Uses a range f analytical methds t identify and weigh up the merits f different slutins Hlding thers t accunt Smene wh is strng n hlding thers t accunt clarifies expectatins, set high standards fr thers and ensuring that gals r bjectives are achieved. This invlves hlding thers t accunt fr perfrming in line with expectatins. Part f this will als invlve using ne s wn psitin r authrity t get thers t d what is asked f them, and at times, this will invlve making tugh r unppular decisins. Hwever, these chices r actins will always be instigated with the best interests f students and schls in mind. Why it matters Schl leaders need t spell ut what needs t be dne, wh needs t d it, by when and what the utcme shuld lk like. They need t keep an eye n prgress and ensure educatinal standards d nt drp. This is critical in rder fr schls and the sectr t cntinually deliver against what is expected. Tells peple what they need t d Clearly cmmunicates what is expected f thers Clarifies expectatins as well as standards required, checks with individuals t ensure they understand Delegates tasks r bjectives based n wh is best placed t deliver them Intrduces new, different r higher standards f perfrmance Cnsistently demands high perfrmance and hlds thers t accunt fr perfrmance Regularly mnitrs prgress f thers against bjectives, intervening swiftly t challenge underperfrmance Clearly spells ut the cnsequences f nn-cmpliance and enfrces cnsequences when perfrmance levels drp. Crwn cpyright 2014, Natinal Cllege fr Teaching and Leadership, NPQSL Final Assessment 25