The final assessment process comprises one assessed task in which you lead, for an extended period, on a school improvement priority across your school. This task will enable you to demonstrate that you can lead across the school to deliver successful and sustainable school improvement and that you can use the experience to reflect upon and improve your own leadership competencies.

Competencies tested in school improvement task

 

Part 1
  • Information seeking
  • Analytical thinking
  • Delivering continuous improvement
  • Personal drive
Part 2 
  • Delivering continuous improvement
  • Modelling excellence in leadership of teaching and learning
  • Learning focus
  • Holding others to account
Part 3 
  • Analytical thinking
  • Personal drive
  • Impact and influence
  • Self awareness
Part 1

Planning For Improvement


For this part of the task you should document your seeking and analysis of information, relevant school, local and national data and of underpinning issues to set targets and to determine and plan for the delivery of improvement strategies. At this stage you should also set priorities and targets for your own leadership development.

Part 2

Leading the implementation of the priority across the school


For this part of the task you should document how you conveyed your vision and expectations to stakeholders and staff and led staff to implement your leadership strategies, including those to whom you distributed leadership. You should explain how you overcame any difficulties and monitored to hold staff to account and to keep the improvement work on track.

Part 3

Evaluating the impact


For this part of the task you should document your evaluation of your leadership of the school improvement priority and how you recorded impact, reported and accounted to stakeholders including governors/equivalent or headteacher/SLT. You should use relevant local/national data. If your action plan is being implemented over a longer period of time you should also address next steps and how you will measure the continuing impact you will have on school improvement. At this stage you should also evaluate the progress you have made in your own leadership development.


Part 1 Planning for improvement:

For this part of the task you should document your seeking and analysis of information, relevant school, local and national data and of underpinning issues to set targets and to determine and plan for the delivery of improvement strategies. At this stage you should also set priorities and targets for your own leadership development. Your submission should include:

  •  Target setting for improved teaching and learning, including pupil outcomes based upon your understanding of school performance. Your targets should include one or more of the following:
    • improved pupil progress and personal development
    • improved attainment
    • improved teaching
    • improved pupils’ behaviour and safety
    • improved attendance
    • improved resource efficiency (financial, human or environmental resources).
  • Devising, evaluating and selecting strategies to improve teaching and learning, using appropriate information. It is for you to decide on the most appropriate analytical tools to support your planning.
  • Developing an action plan to deliver your targets to improve teaching and learning, including pupil outcomes.The plan should make it clear what school and other evidence you will be collecting to measure impact. It is for you to decide on the most appropriate format for your action plan. This plan must form part of your submission.
  • Identification of your leadership development priorities and personal development targets. It is for you to decide how to set your development priorities/targets: some of these should be measurable, but in all cases they should relate to specific aspects from each of the nine key leadership competencies and you are required to clearly identify where you intend to improve your performance. The nine leadership competencies are detailed in appendix 1 and in the three parts of the task, starting with part 1 below.

Part 1 of the task will assist you to develop four of the leadership competencies in particular and the assessment of this part of the task will focus upon Information seeking, Analytical thinking, Delivering continuous improvement and Personal drive.

A summary of the key competency indicators used in the assessment for part 1 of the task is provided below:

o   Information seeking, including how you systematically gather and organise information from a wide range of sources to stay in touch with headline developments in the education sector and to identify longer term trends, inform planning and to help to solve issues. You seek information to understand issues/situations and make decisions; as well as using easily available information you dig deeper, obtaining data or feedback to develop a deeper understanding and a wider perspective.

o   Analytical thinking, including analysing complex data and understanding issues/situations by breaking these down into constituent parts and identifying chains of events and cause and effect relationships between several aspects of a problem. You prioritise what needs to be done in order of importance and use a range of analytical methods to identify and weigh up the merits of different solutions and to create complex plans in which possible obstacles have been addressed.

o   Delivering continuous improvement, including articulating a clear and compelling vision and high expectations for improvement. You embed and use a variety of means of analysing data/assessing teaching performance and identify well-defined strategic priorities for improvement, linked to a clear and compelling vision. You convert proposed improvements into effective plans with clear targets.

o Personal drive, including setting your own targets to achieve the highest standards in your role; wanting to do the job well and striving to improve on personal performance objectives. You consistently challenge yourself and others to improve performance. You seek out new challenges and ways of working, dedicating personal effort and taking calculated risks to achieve challenging educational objectives.



Part 2 Leading the implementation of the priority across the school:

For this part of the task you should document how you conveyed your vision and expectations to stakeholders and staff and led staff to implement your leadership strategies, including those to whom you distributed leadership. You should explain how you overcame any difficulties and monitored to hold staff to account and to keep the improvement work on track.

Your submission should include:

  •  Implementing your action plan and strategies to improve teaching and learning. This plan must form part of your submission.
  • Preparing staff for the effective delivery of the priority.
  • Taking actions which involve leading, preparing and holding to account teams of staff and individual team members.
  • Monitoring and evaluating outcomes, including teaching and learning.

Part 2 of the task will assist you to develop four of the leadership competencies in particular and the assessment of this part of the task will focus upon Delivering continuous improvement, Modelling excellence in leadership of teaching and learning, Learning focus and Holding others to account.

A summary of the key competency indicators used in the assessment for part 2 of the task is provided below:

o Delivering continuous improvement, including articulating a clear and compelling vision and high expectations for improvement. You convert proposed improvements into effective plans with clear targets and implement highly developed strategies to achieve measurable gains in performance. You work with colleagues to push improvements forward. You review progress regularly, removing barriers and adapting plans to secure ongoing improvement

o Modelling excellence in leadership of teaching and learning, including constantly communicating your vision and what you want to achieve in relation to high quality teaching and its impact on learning. You provide others with the clarity they need to feel empowered and accountable in their role and by adapting teaching and learning to pupils’ needs and actively sharing and motivating others around new ideas and approaches. You provide a model for effective leadership of teaching and learning at team and classroom level. You model the vision and values of the school in your own leadership of teaching and learning across the school, showing that being open to new experience and ongoing learning and continual improvement of children’s learning is your core role as a school leader.

o Learning focus, including keeping learning and pedagogy at the core of the whole school curriculum and your leadership practice. You have strong knowledge and understanding of learning theories and pedagogies and use these to enhance the experience of all learners, to explore new approaches in teaching and learning and to establish a culture of dialogue and collaborative learning. You are committed to learning and achieving excellence and to developing the culture of a learning-centred school and practice to ensure consistently high quality teaching and learning are achieved across the curriculum. You take on and lead challenging initiatives to improve teaching practice and learning, set specific teaching and learning objectives for yourself and others and encourage and promote others to show leadership and take risks, exploring and adopting innovative approaches to teaching and learning

o Holding others to account, including clearly communicating expectations and what is to be done and consistently demanding high performance. You delegate tasks to those best placed to deliver them and set new, different or higher standards and expectations and check to ensure these are clearly understood. You regularly monitor progress of others against objectives to ensure these are achieved and hold others to account for performing in line with expectations, spelling out the consequences of non-compliance and intervening swiftly to both challenge underperformance and enforce consequences when performance levels drop.



Part 3 Evaluating the impact:

For this part of the task you should document your evaluation of your leadership of the school improvement priority and how you recorded impact, reported and accounted to stakeholders including governors/equivalent or headteacher/SLT. You should use relevant local/national data. If your action plan is being implemented over a longer period of time you should also address next steps and how you will measure the continuing impact you will have on school improvement. At this stage you should also evaluate the progress you have made in your own leadership development.

Your submission should include:

  •  At the conclusion of the task evaluating your personal impact and the positive difference your leadership had in the school and on meeting its goals, including quantified evidence, with reference to relevant school, local and national data, of one or more of the following:
    • improved pupil progress and personal development
    • improved attainment
    • improved teaching
    • improved pupils’ behaviour and safety
    • improved attendance
    • improved resource efficiency (financial, human or environmental resources).
  • Reporting, including in written form, to governors/equivalent or headteacher/ SLT. It is for you to decide on the most appropriate format for your report but the report should cover progress on the school improvement priority and next steps, including the implications for school policy. This report must form part of your submission.
  • Evaluating improvement in your leadership and progress towards meeting your development priorities/targets. It is for you to decide how you demonstrate the progress you have made against your development priorities/targets, including the specific aspects from each of the nine key leadership competencies you identified for improvement. You should provide specific examples of how you acted and how you interacted with individuals and groups in your submission.

 Part 3 of the task will assist you to develop four of the leadership competencies in particular and the assessment of this part of the task will focus upon Analytical thinking, Personal Drive, Impact and Influence and Self awareness.

A summary of the key competency indicators used in the assessment for part 3 of the task is provided below:

o Analytical thinking, including how you analysed complex data and understood issues/situations by breaking these down into constituent parts and identifying chains of events and cause and effect relationships between several aspects of a problem. How you prioritised what needed to be done in order of importance and used a range of analytical methods to identify and weigh up the merits of different solutions and to create complex plans in which possible obstacles were addressed.

o Personal drive, including how you set your own targets to achieve the highest standards in your role; did the job well and strived to improve on personal performance objectives. How you consistently challenged yourself and others to improve performance. How you sought out new challenges and ways of working, dedicating personal effort and taking calculated risks to achieve challenging educational objectives. How you monitored your own and school progress and made significant improvements in measures of school performance.

o Impact and influence, including how you demonstrated you have a positive influence and persuaded others through strategies such as direct persuasion, using evidence and reasoned argument and showing you can hold the attention of an audience when presenting or leading a discussion. How you listened to others and understood your audience and adapted your approach to best suit them. How you understood the need to take multiple actions to persuade and gain support and built support for complex ideas behind the scenes through indirect influence, gaining support from key people and using others to influence third parties.

o Self awareness, including how you continuously sought understanding of your strengths and development needs; of your feelings and situations that arouse strong emotions for you and of how you impacted upon others. How you demonstrated that you understand how your own behaviour impacts on others and that you managed your emotional triggers appropriately. How you actively sought feedback to become more self aware. How you took decisions based upon self awareness, involving others when they were better placed to accomplish particular tasks/objectives.

Your evidence for self awareness should include your evaluation of your development as a senior leader in relation to your personal priorities/targets for development and the nine key leadership competencies.



You are required to lead across the school for an extended period (a minimum of two terms) on an actual school improvement priority.
The task needs to be completed within a twelve month period and must be sufficiently advanced by the time of submission for you to demonstrate sustainable improvement.
The improvement priority selected should be in the school improvement plan or similar whole school plan and you will implement it across the school.
You are required to demonstrate your capacity to effectively utilise school, local and national data.
The school improvement priority you select should be one that is sufficiently ambitious and challenging to enable youto demonstrate:

  • your focus upon improving teaching and learning and positive outcomes for pupils
  • your development as a leader, and
  • all nine competencies tested in the task.

You are required to demonstrate improvements in your leadership and in the nine leadership competencies. The essential (Succeeding in senior leadership and Closing the gap) and elective modules will introduce you to leadership strategies and behaviours that will support your development.