Submission of evidence

 The submission for assessment will comprise:

  • your submission for assessment
  • your sponsor’s/headteacher’s submission for assessment – based on both observation of your leadership of the improvement priority across the school and your submission for assessment.

 

Your submission for assessment

In your submission you should provide evidence of your leadership of the priority for school improvement across the school, your personal impact and the positive difference you have made and in doing so demonstrate your own development as a leader in relation to the nine competences being tested.

The format for your submission for assessment will be an electronic form in four sections to provide background details of the school improvement priority and evidence for each of the three parts of the task and actual school documents you have selected to provide supporting evidence.

The electronic form:

  • The background section of the form enables you to provide details of the scope of the school improvement task, why you chose it and details of the teams you worked with across the school. This is background information and should be kept brief – you will benefit from using the majority of your page allowance for your competency-based evidence.

 

  • Three parts relating to the task:

o   Part 1 Planning for improvement

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

o   Part 3 Evaluating the impact.

 

Each section has a box to enable you to briefly outline your key actions in relation to each part of the task and to cross reference your main supporting documents. This is followed by a box for each of the competencies tested in the section. As the assessment process for NPQSL is competency-based you should ensure you include your key evidence in the relevant boxes for each competency. The guidance given above, including the summaries of the competency indicators will help you to decide what evidence to include for each of the four competencies tested in each part. You should demonstrate your competence using examples: good competency- based evidence should cover not only what you did but also how you did it, with specific examples of your leadership relating to actions taken and your interactions with individuals and groups.

 

You should also use the form to make reference to your supporting documentation and to explain how the documentation demonstrates the competences being tested.

 

An outline of the form is provided in figure 4 below.

Supporting evidence from actual school documents:

  •  These documents must also be submitted electronically.
  • As stated above, it is a requirement that you include your action plan and your evaluation report to governors/equivalent or headteacher/SLT. Where these documents are too lengthy to allow you to submit them in full and keep within your page allowance you should submit appropriate extracts. You can use the electronic form to explain you have done this.
  • You are able to choose what additional supporting documents you submit, subject to the page limits set out below.

 

  • You will need to decide what actual school documents, or extracts from these, could best demonstrate your actions and the impact on the school and your own leadership development but these could include, for example:
  • Extract from school improvement plan or equivalent for the priority
  • Outline of staff development led by you
  • Extract from policy document(s) produced under your leadership
  • Quantified analysis of outcomes /positive impact prepared for use in school.

 

  • Overall, you should aim to get a good balance between actual school documents and evidence provided using the electronic form if you are to provide the best competency-based evidence you can. You are advised not to exceed 10 sides on the form as your supporting documents will provide important direct evidence of your work and competence.

Please number your supporting documents (eg 1, 2, 3) and annotate any key sections that you refer to in the appropriate column in the form (eg 1a, 1b, 1c) to enable your sponsor/headteacher and the assessors to find your supporting evidence easily.

  

Length of submission

When submitting your written evidence of your leadership and leadership development, the form plus actual school documents/extracts from school documents, must not exceed 22 sides of A4.

The form will be provided in a pre-set format and you should not reduce the font size. For other documents the overall page limit is based upon the use of a font no smaller than size 11 for Arial, Tahoma or equivalent.

In the event of a submission exceeding these limits the additional pages will not be assessed.

One of the skills needed in school leadership is the ability to present complex information clearly and succinctly. You should explain clearly what you did and how you led the priority. It is suggested you use active rather than passive sentence constructions and you use ‘I’ rather than ‘we’ when describing what you did yourself (eg I did x, then I did y). On occasions you may also need to explain why you took the action you did.

 

Sign-off by sponsor/headteacher

 

You need to agree with your sponsor that you are ready to submit.

 

When your form and the supporting documents are complete you should email these to your sponsor, together with a copy of this guidance, to enable her/him to complete her/his sections of the form.You should ensure that your sponsor is aware of this process and that she/he is expecting the email from you and will be required to submit the documentation to the headteacher once she/he has completed the relevant sections. You should also make sure that your sponsor has a generous amount of time to complete these sections of the form before the deadline for submission.

Sponsor’s submission

Sponsors are asked to verify the evidence you submit and give his or her assessment of your leadership of the school improvement priority, the positive outcomes for the school, and of your leadership development. They will be asked to give an evaluation of your leadership of the improvement priority based upon both their observation of your leadership in school and their reading of your submission for assessment.

 

Sponsors should read:

  • The descriptions of the nine leadership competencies being tested in Appendix 1 and the further guidance on the competencies being tested in each part of the task given above.
  • The guidance for participants on undertaking the task and submitting evidence for assessment.

 

Sponsors should complete the boxes relating to the competencies in parts 1 – 3 of the form, covering Parts 1 to 3 of the school improvement task.

The background is for the participant to complete on the background to the school improvement task – sections shaded grey should be left blank.

 

 

In completing parts 1 – 3 of the form sponsors are asked, in relation to the nine leadership competencies:

  •  As sponsor, to verify the evidence provided by the participant and to give an assessment of the participant’s leadership of the school improvement priority across the school, including commenting upon the evidence provided by the participant on their impact and the outcomes for the school.
  • As sponsor, to verify the evidence provided by the participant and to comment on key aspects of their personal development.
  • To award the most appropriate grade from the scale set out below to reflect the extent to which the participant has used the opportunity of leading the school improvement priority across the school to:
    • consolidate their learning from the essential and elective Level 2 modules, from research and school evidence, and from knowledge and expertise in relevant national policy priorities, and
    • the degree of progress the participant has made in developing the aspects of the leadership competencies tested in each part of the task.

 

The scale:

Very good: participant made full use of the opportunities for development and made outstanding progress in leadership development

Good: participant made use of many opportunities for development and made significant progress in leadership development

Moderate: participant made some use of the opportunities for development and made some progress in leadership development

Poor: participant made limited use of the opportunities for development and limited progress.

 

When the sponsor has completed and signed the form; the form and the supporting documentation should be forwarded to the headteacher for sign-off.

 

Referral to headteacher for sign-off

The headteacher will have the opportunity to review all of the evidence and the judgements made before signing-off the form/supporting documentation for submission for assessment.

When the headteacher has signed the form; the form and the supporting documents should be submitted by you, electronically, to meet the deadline (see Registering for final assessment below).

 

The form will need to be scanned to ensure all the signatures are included.